1111!

MILWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

and Learning Division Teaching of

C urriculurn

Aligrrrrrent in

English Language Arts:

Fro?tt Res e&rch to Action

ACKNOWLEDGE

ENTS

Kathy Williams Director Division of TeachingandLearning

Aquine Jackson Chief AcademicOfficer Office of AcademicExcellence

William Andrekopoulos Superintendent Schools of

lv111 vaukee Public Schools

ilrllI

ilttvaukcc Public Schools

Division of Teachine and Learning

Understanding by Desigt Data-Driven Decision Making

Deconstruct Learning Targets

Curriculurn Mapping

Gurriculum Alignment
Assessrrent for Learning

Exarnine Student Work

Instructional Strategies

Arts Alignment EnglishLanguage in Gomponents Curriculum of

Use Data-Driven Decision Making Focus on Assessrnent for Learning (Reeus, 2()03) 1. Fincl the data 2. Analyze the data 3. Create needs analysis 4. Pi'ioritiz.e needs analysis 5. Set goals 6. Identify instructional strategies 7. Plan professional development B. Identify results indicators Think and Plan Using Understanding by Design (IM.gitLr U McTighe, 2005) 1. Implement backwards planning; follow design standards 2. Identify what is worth knowing, important to know and do, and enduring understandings/big ideas 3. Crcatc cssential questions 4. Focus on six facets ofunderstanding (perspectivc, interpretation, explanation. self-knowledge, empathy, and application) 5. Apply filters 6. Desigrr performance tasks 7. Identily and create rnost appropriate learning experiences Deconstmct Learnins Targets (Sngtns, 2005) l . E x p l o r e a s s e s s l n c no p t i o r r s l 2. Select assessmenttype based on best corrcspondence to cognil.ion level (choose select rcsponsc, essay,performance ) or personal communication) 3 . D e : i g r r a s s c s s m c nf o r l e a r n i r r g r 4. Provide e{Iective feedback 5. Use feedback to inlbrm dccisions (studcnt and teacher) Irnplernent l. 2. 3. 4. 5. Instructional Strategies

Public Schools, 2004) Conrprehensive Literacy (Mihuaukee 1999) Differentiated Instruction (,Tomlinson, Integrated Instruction (Drake, 2001) Cooperative Learr-ring ffohnson,Johnson, I lIohtbu, 1993) Project Based Learning('Ilnmas, 1990) StudentWork

Exarnine

1997) 1. Apply Standards in Practice A\,Iitchell, 2. Apply Tuning Protocol (l)fi,the,Allm, I Pou,ell, 1999) 3. Apply Collaborative Analysis of Student Learning (I'anger, Colton, A Glff, 2003) Apply Curricuhrrn Mapping

(Stryrn:, Arter, Chappuis E Chaltpui.s, 2001) 1. Articulate direct conr-rection to state standards 2. Idcntify and label cognition levcl 3. Dcconstruct into specifications (knowlcdge, reasoning, skills. products, and dispositions)

(I"Iayes Jacobs, 2 0 0'l) 1. Gather data from operational curriculum 2 . C o n d u c t i n t l i v i d u a lr e v i e w 3. Conduct group revicw 4. Identify ancl address immediate needs 5. Plan for ongoing review process

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MiLVVAUKEE PUBLiC SCHOOLS OFFiCE OF ACADEMiC EXCELLENCE

Division Teaching of and Learning

G l o s s a r y f S t a n d a r d sC u r r ic u [ u m ,I n s t r u c t i o n , o , t A d e a n d A s s e s s m e n t - B a sT e r m sR e t a t e d o t n g l i s h [ a n g u a g e r t s

motives knowledge, values, attitudes, is of aim Ability - An educational that involvesthe whole person; an integration skills,behaviors, reis can transfers across settings; continually is and and or dispositions, selfperceptions; developmental can be learned; be assessed; and personaland/orprofessional in life; is appropriate the mission/aims to situations evaluated and re-defined;is importantto philosophy the institution program+(AlvernoCollege) of or educational test or quiz. Academicprompts task and a short-answer betweenan authenticperformance Academic Prompt - A form of assessment tests*(Wiggins,G. and McTighe,J.-Wiggins and McTighe) areopen-ended writtenperformance to shouldknow and be ableto do, what they might be asked give evidence that what students AcademicStandards- Standards specifu *(WisconsinDepartment and proficiency standards and of standards, how well they must perform. They includecontent,performance, of PublicInstruction-WI DPI) explicable, answerable and makingthem responsible, explaining, justifying standards, or Accountability- The obligationof reporting, *(Reeves, D.-Reeves) *(O'Connor, performance established criteria(performance standards) of measured against Achievement The demonstration student K.-O'Connor) learn by moving aroundand doing things,ratherthan sitting at their desksreading, Active Learning - Any situationin which students are to a teacher.Active learningis basedon the premisethat if students not active,they are neither or filling out worksheets, listening suchas the outsideof school, restrict term to meanactivities as engaged learning much as they could.Someeducators nor fully play in the classroomis active learning*(ASCD) voluntary community service,but otherswould say that acting out a Shakespeare called affective deal in a positiveway with their emotionsand valuesis sometimes Affective Education - Schoolingthat helps students handletheir with facts and ideas.Programsdesignedto help students to distinguishit from cognitive learning,which is concerned are emotions,which might at one time have beentermedaffectiveeducation, now more frequently called social and emotionallearning *(ASCD) in as to in create aresponse a question, opposed assessments to Alternative Assessment Any typesof assessment which students assessments can true/false, matching. Alternative or from a given list, suchas multiple-choice, a which students choose response exhibitions, portfolios and questions, performance assessments, presentations, oral demonstrations, essays, includeshortanswer * (MichiganCurricu lum Framework) and of of Analytic Scoring - In writing, the assignment scoresto different aspects a writing sampleto identify its specificstrengths organization, spelling, etc.*(Harris,T. andHodges,R.-Harris andHodges) suchas ideas, style,grammar, in weaknesses areas for usedto setthe specificperformancestandard eachlevel of a rubric (Wiggins Anchors - Samplesof studentwork or performance and McTighe) *(Airasian,P.-Airasian) or in AnecdotalRecord - A short,writtenreportof an individual'sbehavior a specificsituation circumstance learning and aimedat understanding improvingstudent Assessment An ongoingprocess plan our next student needs, and learning diagnose to that throughout teaching FOR Learning - Assessments we conduct Assessment see with feedbackthey can useto improve the quality of their work, and help students and feel in stepsin instruction,provide students the for happen while learningis still underway. On theseoccasions, grading Assessments learning controlof theirjourneyto success. R.-Stiggins) is better*(Stiggins, functionis laid aside.This is notaboutaccountability...this aboutgetting

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assessments happen make statements student that to of learningstatus a point in time to those at Assessment Learning - Tl.rose OF *(Stiggins) the as referrals makingdecisions or aboutprograms outside classroom, when makingstudent *(Reeves) for Assignment- A particular task or job given to a student a specificpurpose performance "real world" task and situations that student in Authentic Assessment Assessment both mirrorsand measures to a with the end in mind and designs towardthat end Backward Design- An approach designing curriculumor unit that begins *(Wigginsand McTighe) modelusingavariety of assessment to BalancedAssessment Model - An assessment methods and processes determine student *(Stiggins) progress predetermined towardreaching outcomes pointsat which a student's performance be measured the way to becoming proficientin a standard can Benchmark - The designated on *(Zemelman, Daniels,H., andHyde,A.) thoughtful,informed, responsible, Best Practice- Serious, state-of-the teaching art S., principles, theories, processes shouldserveasthe focal point of and that Big Idea - In Understanding Design,the coreconcepts, by B gidea c u r r i c u l a , i n s t r u c t i o n , a n d a s s e s s m e n t . B i g i d e a s a r e i m p o r t a n t a n d e n diu r i n g . s a r e t r a n s f e r a b l e b e y o n d t h e s c o p e o f a p a r t i c u l a unit *(Wigginsand McTighe) (knowledge, listingof cognitivelearninglevels, from basicto challenging comprehension, Bloom's Taxonomy - A hierarchical *(Anderson, and Krathwohl,D.) L. application, analysis, synthesis, evaluation) and marksthe pupil's criteriaassociated with a particular activityor producton which an observer Checklist- A written list of performance *(Airasian) performance eachcriterionusinga scaleusinga scalethat hasonly two choices on Basedon Standards) Classroom assessments alignedto the MilwaukeePublic Schools'Learning CABS - (Classroom Assessments Targets; theseassessments developed, are administered, scored teachers and by with the purpose providingmeaningful, of aceurate, *(MilwaukeePublicSchools) performance to timely, and specificfeedback designed improvestudent by of learning duringthe course instruction the school of in Assessment Ongoingassessment the teacher student Classroom-Based *(WI DPI) as change from one language language or varietyto another duringspokenor written communication, Code-Switching- A person's from Spanishto English in a bilingual setting,or from a formal to a casualstyle of speech *(WI DPI) a Cognitive Demand The type of cognitionrequired the student of definedin Bloom's Taxonomyof the CognitiveDomain;reflects hierarchy*(WashingtonState) classification thinking ratherthan a sequential of framework utilized for tl.re development instructionaldesignthat integrates of Comprehensive Literacy Framework - A conceptual technology,and research reading,writing, listening,speaking,language, acrossall contentareasto promote critical thinking and *(MilwaukeePublicSchools) learning (e.g.,peace, ideathat pointsto alargersetof understandings, democracy, culture,power,nationalism, Concept- An abstract imperialisrn, war, etc.)*(Reeves) (shortanswer, n.rust providean answer for explanation the process of ConstructedResponse Test itemson which students with items(known as selected etc.)in contrast response multiple-choice) which students or on choose from determining answer, the provided.Somepsychometricians that selected say response itemsarepreferable because they arescored machine by amonganswers however, itemsare a bettertestof what students can more reliable. Others, believeconstructed response andthe resultsaretherefore and actuallydo *(Association Supervision CurriculumDevelopment-ASCD) for based research on abouthow peoplelearn.Many researchers that eachindividual say to Constructivism- An approach teaching "constructs" learning, many but ratherthanreceivingit from others. People disagree abouthow to achieve constructive knowledge *(ASCD) reasoning, discussion and cometo understand abstract concepts bestthroughexploration, educators believethat students

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or meaningstudents Content - Information essential needto know in a given standard component a standard a course study or of in of *(Reeves) that Content Standards- Statements definewhat students shouldknow andbe ableto do in varioussubiectareas and at different p o i n t si n t h e i re d u c a t i o n Context - Circumstances which aparticular eventoccurs;backgroundinformationor structureto help make sense new in of *(Reeves) information practicein spokenor written language; customor rules of behavior in a community *(WI DPI) Convention - An accepted activities which students in work together achieve goals*(WI DPI) CooperativeLearning - Classroom to their individuallearning of descriptors what is expected a performance*(Alverno College) of in Criteria - A collection qualitative Grading - Determining quali{ of a pupil's performance comparing to pre-established the it standards Criterion-Referenced by of *(Airasian) mastery attitudes, valuespupilsareexpected learnfrom schooling; and to includes statements desired of Curriculum - The skills,performances, pupil outcomes, and sequence thatwill be usedto teachpupils *(Airasian) descriptions materials, the planned of of standards assessment, to instruction, and learningin Curriculum Alignment - The process linking contentandperformance *(DOD Schools) classrooms tool usedto showwhat knowledge, skills,concepts, assessments included and are in Curriculum Mapping - A communication H.) students'learningexperiences*(Adapted from HayesJacobs, *(WI DPI) knowledge available be usedby a learner to DeclarativeKnowledge- Factual ratherthan the more typical pattern Differentiation - Attending to the learningneedsof a particularstudentor small group of students classroom maximumstudent is in the The goal of a differentiated the of teaching classas thoughall individuals it were basically same. *(Tornlinson, growthand individualsuccess C.) that what to do to complete specifictask a Directions- A setof instructions tells students such as "I like to write." They representimportantaffective Disposition - (Learning)targetsthat reflect attitudesand feeling states, for experience, as such,arenot assessed the purposes and ofgrading goalswe hold for students a byproduct as oftheir educational *(Stiggins) "hook" in a performanceassessment designed attractand hold studentinterestthat setsthe contextfor the to Engaging Scenario - The *(Reeves) setoftasks *(Wigginsand on that havelastingvaluebeyondthe classroom based big ideas, Enduring Understandings The specificinferences, McTighe) topic *(Harrisand Hodges) brief literarycomposition usuallyin prose,giving the author'sviews on a particular Essay- A relatively and that lies at the heartof a subject a curriculum(as opposed beingeithertrivial or leading), or to EssentialQuestion- A question questions promotesinquiry and uncoverage a subject. Essential of thus do not yield a single straightforwardanswer(as a leading *(Wiggins peoplemay disagree question responses, aboutwhich thoughtfuland knowledgeable does)but produce differentplausible and McTighe) in question a that opensa lesson unit. It often introduces key ideaor understanding or Entry Question A simple,thought-provoking problems, provocative issue, perplexing or as spurdiscussion abouta commonexperience, way. Effectiveentryquestions an accessible *(Wigginsand McTighe) questions a lead-into the unit and essential of over a periodof time, primarily for the purpose achievement Evaluation- Makingjudgmentsaboutthe qualityof student *(O'Connor) aboutstudent achievement communicating

proficient studentwork *(Adapted from Reeves) Exemplar - Typical or representative; term usedto represent

projects Exhibitions - Demanding designed and conducted high schoolseniors schools by in that aremembers the Coalitionof of Theodore proposed notionof exhibitions his book Horace's in Comprornise. Essential Schools. Sizer,founderof the coalition, the schoolswere expected presentevidenceof their learningas a to Noting that studentsin 19th centuryNew Englandsecondary *(ASCD) he that couldmakemodernhigh schooleducation more meaningful requirement graduation, suggested a similarprocedure for *(Alverno College) ent from classroom learning experiences variousdegrees by Externality - Achieven, of distance Facet of Understanding- A way in which a person's understanding manifests itself. Understanding Designidentifies kindsof by six *(Wiggins and McTighe) perspective, empathy, application, interpretation, explanation and understanding: self-knowledge, providedby a teacher, peeror otheron a person's performance relationship criteria, in to with the purpose of Feedback- Information improving future performance *(Alverno College) feedbackis not to Feedforward -To employ effectivefeedbackpurposefullydesigned improve the teachingand learningprocess; and the teacherusesit to guide future instructionaldecisions valuableuntil the learnerusesit to improve the next performance, *(Adapted A.) from Davies, for of Formative Assessment Assessment the purpose learning in sessions, an as Freewriting - Writing unrestricted form, style,content, and voice,frequently elicitedin impromptuclassroom discover or his voicewhile developing her fluencyand comfortwith instructional technique, oftenusedto help the writing student ideasin writing *(WI DPI) expressing or Genre of Performance - A type or categoryof intellectualperformance product *(Wiggins and McTighe) R. of sayinghow a language works *(Langacker, in Harris Grammar - A linguisticdescription somelanguage-a setof statements and Hodges) all the across dimensions Holistic Scoring- A scoringmethodin which a singlescoreis given to represent overallquality of the essay *(Airasian) processes Iterative - Requiringcontinualrevisiting of earlierwork; an iterativeapproachis thus the oppositeof linear or step-by-step *(Wigginsand McTighe) *(Wl DPI) from a varietyof sources evaluate, use information and Information Literacy - The ability to access, skills, and valuesof intendedto bring into closerelationshipthe concepts, Integrated Curriculum - A curricular organization to separately taught subjects make them mutually reinforcing *(Harris and Hodges) *(WI DPI) both planned and spontaneous, which fosterstudent learning techniques strategies teachers, and of Instruction - Classroom the Inter-Rater Reliability - A term usedto describe relationshipof the scores(ratings)betweenand amongtwo or morejudges Thel t r ( r a t e r s ) T h i s c a n b e c o m p u t e d i n a v a r i e t y o f w a y s f r o m s i m p l e c o r r e l a t i o n s t o p e r c e n t a g e o f a g r e e m e na . g e r n u m b e r s i n d i c a t e a . *(Reeves) greaterdegreeof agreement grade-specific statements what students of shouldknow and be able to do in variouscontent Learning Targets - Standards-based, areas*(MilwaukeePublic Schools) and preparedto collect and interpretdata Learning Team - A team comprisedof individualsat the schoolcommunitywho are selected professional plan,providesupport teachers, development embedded the schoolsitefor at to enable to inform the school'seducational positiveconditions the schoolcontext teachers' and students' learning*(MilwaukeePublic in for and all schoolpersonnel, help create Schools) problemsolvingand inquiryin school-based teacherwhoengages colleagues collaborative Literacy Coach -A highly trained, *(Lyons and Pinnell) tl.ratimprove studentachievement in orientedconversations order to changeinstructionalpractices

6
for Literacy Specialist A highly traineddistrictsupport teacher who provides trainingandmodelscoaching strategies literacy *(MilwaukeePublicSchools) coaches controlone'sown thinking. Educators havecometo usethe prefix Metacognition- The ability to be conscious and,to somedegree, of "meta" to refer to the applicationof a processto the processitself. (For example,meta-analysis analysisof a largenumberof research is thinking aboutone'sown thinking. You are studies a particular on topic.)In this case, cognitionis thinking,so metacognition means problemor when you realizethatyou havebeenlooking in usingmetacognition when you can trackyour progress solvinga multi-step at apage in a book without following the meaningand backtrackuntil you find the placewhere your mind beganto wander *(ASCD) that serveas an examplefor imitation and comparison*(Reeves) Modeling - Teachingmethodsand resources performance a varietyof ways. Multiple measures that student in may include Multiple Measures- Assessment measures performance classroom assessments, portfolios *(WI DPI) and standardized tests,teacherobservations, appraisal objectives of in as an to NeedsAssessment A broad-based and conditions a particular situation they interrelate; attempt *(Harrisand Hodges) weaknesses, feasible and changes relategoalsto existingstrengths, the by administrator, district, state or of On-DemandAssessment Measurement learning, timing of which is determined the teacher, process*(WI DPI) ratherthan as an ongoing componentof the instructional "right" answer.Allows responses or from multipleperspectives, understandings, and Open-Ended- Question taskwith no single +(Reeves) experiences professional, and/oracademic contexts a as what a studentwillbe ableto do with what sheknows in personal, Outcome- Describes *(Alverno College) experiences resultof a setof learning *(WI DPI) of instructional strategies activities and Pedagogy The art,science, profession teaching; or and observation an actualstudentperformance examplesof studentperformances of or Performance Assessment Direct, systematic performance criteria rating of that performance accordingto pre-established and concrete examples how well students expected learnthe material of are to PerformanceStandards- Explicit definitions represented contentstandards by to knowledgeand skills learnedapply them to Performance Task - An authentic,meaningfultask that requiresthe students synthesize a response, createa product and/orperformance that demonstrates understanding*(DOD Schools) construct with that Personal Communication (as a methodof assessment) An interactiveform of assessment involves verbal communication assessments include: discussions, can interviews, conferences, oral examinations and learners; examples personal of communication *(Adaptedfrom Stiggins) purposeful of skills collection pupil products performances showspupil achievement particular of or that Portfolio - A well-defined, from Airasian) overtime x(Adapted performa culminating performance taskor and skill required successfully to PrerequisiteKnowledgeand Skill - The knowledge *(Wigginsand McTighe) understanding achieve targeted a follow a given set of ProcessWriting - A writing instructionmodel that views writing as an ongoingprocessand in which students procedures planning, for drafting,revising, editing,and publishing their writing *(Harrisand Hodges) resultof a performance the processes led to it *(Wiggins and McTighe) and that Product - The tangibleand stable a Learning Community (PLC) - An organization whosemembership strives embodythe following characteristics: to Professional continuous collectiveinquiry;collaborative teams; actionorientation and experimentation, shared nrission, vision,and values; +(Adapted from DuFour,R. andEaker,R.) and orientation improvement; results must meetto demonstrate competency a parlicular standard set of standards in or Proficient - The level of performancestudents *(Reeves)

Learning - A learningmodel in which student achievement measured relationto specificstandards is in and Proficiency-Based * o u t c o m e s ( C E S A# l ) (i.e. minimal, basic, that describe qualif of studentwork in relationto a contentstandard the Proficiency Standards - Standards proficientor advanced)*(CESA #l) by Recursive Processes Characterized moving back and forth through a documentin eitherreading or creatingit, as new ideasare developed problemsencountered.In creatinga written composition,moving back and forth amongthe prewriting, drafting,revising, or of and editingphases writing *(WI DPI) whetherby internalmusing, dialogue,or expressive writing, Reflection - The processof thinking about one's practiceand experiences, as in a journal *(WI DPI) consistently assesses whateverit is assessing; an assessment reliable, will yield if is it Reliability - The extentto which an assessment *(Airasian) on the sameor nearly the sameir.rformation reassessment Resultant Knowledge and Skill - Knowledge and skill that are meantto result from a unit of study. In additionto the targeted teachers identify other desiredoutcomes(for example,"skill in listening") *(Wiggins and McTighe) understanding, on or Rubric - An established of criteria for scoringor rating students'performance tests,portfolios, writing samples, other set performance tasks feedback, etc.,for a Scaffolding - The gradualwithdrawal of adult (e.g.teacher)support,as through instruction,modeling, questioning, acrosssuccessive engagements, thus transferringmore and more autonomyto the child *(Harris and Hodges) child's performance Skills) Report - A reportissued 1991by the Department Labor in of Commissionon Achieving Necessary SCANS (Secretary's listed in the identifying the knowledge,skills, and abilitiesthat future workers would needto succeedin entry-leveljobs. Competencies thinking,decision listening, and speaking), thinking skills (creative basicskills (reading, writing, mathematics, SCANSreportincluded (responsibility, qualities selfsymbols, reasoning, knowinghow to learn),andpersonal and making,problemsolving,visualizing to and esteem, sociability,self-management, integrity).The SCANS 2000 Centerat JohnsHopkins Universiq, continues promotethe *(ASCD) middle,and secondary schools teaching theseskills in elementary, of *(Reeves) plot or situation Scenario An outlineor dramatic it over the more commonterm "multiple choice" because is more specific SelectedResponse- Preferredby sometestingspecialists "constructed meaningitemsthatrequire studenttoprovidean answer*(ASCD) the with response," and contrasts reviewof one'sown performance, usuallyfor the purpose improvingfuture of of Self-AssessmentThe process doing a systematic performance usedby teachers the first weeksof schoolto get to know pupils so that they can be organized in Sizing-up Assessments Assessments and into a classroom society with rules,communication, control*(Airasian) (traits)of writing model that assesses studentperformancein eachof the six main components Six Trait Writing - A research-based in are specificstrengths and weaknesses students'writing, and writing. Through the use of the Six Trait Model, teachers able to assess plan instructionaccordingly. Students provided effectivefeedbackthat allows them to improve their writing by using purposeful are voice, word choice,sentence fluency and of revision and editing strategies.The six components the model are: ideas,organization, *(Adapted from Spandel, V.) varief, and conventions are to what students expected know and do to achievea Specificationsfor Learning Targets - Detailed informationthat describes *(Milwaukee ideas, and skills;the sizeor quantityof number,words,and elements Targetincludingthe rangeof concepts, Learning Schools) Public more complexstudyat important concepts, skills,topics,etc.,for additional, to Spiral Curriculum - A curriculumdesigned present levelsof student maturity*(HarrisandHodges) successive Standard- A modelthat is usedas a basisofjudgment *(Reeves)

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texts,government, mediapublications and Standard American English - That varief of AmericanEnglishin which rnosteducational *(Harrisand Hodees) arewritten in the UnitedStates that are ua,r'riltt.r.A and scoredin exactlythe sameways for all students.Traditionalstandardized Standardized Tests- Assessments and and to skills and knowledgethat are thoughtto be taughtto testsare typically mass-produced machine-scored are designed measure can if and scoredin the way. Performance assessments alsobe standardized they are administered all students a fairly standardized in s a m e w a y f o r a l l s t u d e n t sS t a n d a r d i z a t i o n i s a n i n . r p o r t a n t c o n s i d e r a t i o n i f c o m p a r i s o n s a r e t o b e m a d e b e t w e e n s c o r e s o f d i f f e r e n t . individuals groups*(MichiganCurriculumFramework) or the reportcard,consisting the of to StandardsAchievementReport (SAR) - One type of scoringguidedesigned replace traditional "read and recognizeliteratureas an expression human experience"), descriptionof the Performance of a rubric (e.g.,for LanguageArts, teacher and parentcomments, a plan for and (e.g.,4:exemplary,3-proficient,2:progressing, not meetingthe standards), 1: Standard *(Reeves) the standard meeting Strategy-Apracticedbutflexiblewayofrespondingtorecognizablecontexts,situations,ordeBecausenosinglestudy mands. effectiveteachers designtasksto help every studentto acquire arange ofstrategies techniqueor writing processis bestfor all students, and to learnhow to chooseand apply thosethat best fit their needsand the literacy situationat hand *(WI DPI) of in of to usuallyquantitative practice, the degree which the goalsand objectives a SummativeEvaluation- The final evaluation, *(Harris and Hodges) programhave beenattained performance on and reflection based evidence of aboutone'sown teaching TeacherSelf-AssessmentThe process makingdecisions *(Airasian) procedure obtaining sample pupils' behavior; resultsof a testareusedto makegeneralizations the for a of Test - A formal,systemic *(Airasian) behaviors abouthow pupilswould performon similarbut untested and fruitfulty in a new or different contextfrom that in which it was Transferability - The ability to useknowledgeappropriately *(Wigginsand McTighe) initially learned performances.To manifestedin various appropriate and processes Understanding - An insight into ideas,people,situations, is understand to be able to make senseof what one knows, to be able to know why it's so, and to have the ability to use it in various *(Wiggins and McTighe) and situations contexts of To that is required all matters understanding. for approach Uncoverage-A teaching of "covering"it, namelyto go into depth*(Wigginsand McTighe) do the opposite "uncover"asubjectis to

community*(WI DPI) considered be correct a discourse to by Usage The linguisticforms and expressions *(Adapted from that we are assessing what we think we are assessing measure.Validity means of Validity - A reflection the intended Reeves) plan,draft,revise,edit, and collecttheirwrittenwork, unit of schooltime duringwhich students Writers' Workshop - A curricular *(WI DPI) conferences and often involvingpeercollaboration teacher read,view, as knowledgeand concepts students clarifying,and expressing Writing to Learn - Usingwriting as a meansof exploring, the and listen;writing across curriculum*(WI DPI) throughindependent level as detcrmined betlveen child's actualdevelopment a Zone of Proximal Development- The distance or (levcl)as determined throughproblemsolvingunderadultguidance a development problemsolvingand (his or her) potential peers*(Vygotsky,L. in Harrisand Hodges) rvith more capable collaboration

" A i s F o r A s s e s s m e n ta n d A c c o u n t a b i l i t y . " Resourcei Weins,M.S. (1998). * Indicates source other than Weins Researchin Developmental Education, Volume 15, Issue 2.

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MlLWAUKEE PUBLiC SCH00LS

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

OFFiCE OF ACADEMiC EXCELLENCE

Curriculum Alignment in Milwaukee Public Schools Vision: Superintendent William G. Andrekopoulosidentified six core valuesin his 2002-2203Stateof the Schools Speech.Corevaluenumberfour specifically addresses curriculumalignment. comefirst! 1. Children 2. All parents valuedpartners. are add 3. Communitypartnerships value. 4. The most important placethe in the district is the classroom. supports student achievement. 5. CentralServices are 6. Leadership accountability keysto our success. and "If we aregoingto be successful educating children, The Classroom in all mustbe the MOST IMPORTANT PLACE That is my fourth corebelief.Quitesimply this means that the curriculum in eachclassroom in the SchoolDistrict. must useeffective in every schoolis aligned to the district, state,and national standards.All of our teachers practices. mustensure has a research-based teaching We that everyclassroom a qualifiedteacher, curriculumaligned resources and resources meetthe individualneeds to ofour students. Pairingtechnology to standards, the necessary for if for and with curriculumis a necessity quality instruction we areto prepare students futureacademic our professional In new teachers mustand will receivesupporlin the areas curriculumand of challenges. addition, instruction." Who are the stakeholders? . Students . SchoolAdministrators . SchoolCommunities

. Parents . CommunityMembers . CentralService Personnel

. Teachers . Higher Education . Business Community

What is curriculum alignment? is of for learningand assessments measuring for student Curriculumalignment alignment expectations student are attributesfor an effectivestandards-based educationsystem. Alignment attainment theseexpectations essential of and assessmenls in agreement are and serve in conjunctionwith one is definedas the degreeto which expectations to anotherto guide the systemtoward studentslearning what they are expected lcnowand do. As such,alignmentis a qualityof the relationship of two between expectations assessments not a specificattribute eitherof these and and the expectations assessment canbe legitimately and that system components. Alignmentdescribes matchbetween two or more system eitherstudent expectations assessments. or Seenas a relationship between improvedby clianging in canbe determined usingthe multiplecriteriadescribed detailin a NationalInstitutefor by components, alignment (NISE) research in Science Education monograph, Criteriafor Alignmentof Expectations Assessments and (Webb, 1997). Mathematics Science and Education Where is curriculum alignment implemented? . At eachgradelevel . In everyMPS school

. Across all subjectareas

When shouldcurriculum alignmentbegin? of K-12 AcademicStandards GradeLevel and The process beganwith the development the MilwaukeePublic Schools schools havebegunto implement process the site level, Superintendent the at Expectations. Althoughsome a Andrekopoulos now madecurriculumalignment priority for all schools. has Why is curriculum alignment necessary? Thereis a needto align curriculumat the national, stateand local levels. A curriculumalignmentframeworkwill continuityand consistency across district. our ensure How will the curriculum alignment processbe implemented? the framework. Eachschoolcommunitywill developand implement The districtwill providea curriculumalignment of key components the frameworkto meetits needs.

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to Resources Support Curriculum Alignment

C ,/SC/1 /J Chappius,Stephen,et al(2004)Ass711F /12'77g A,7 ACrr Portland,ORI AsscssmCnt Trai ling lnsd ttte ISBN#0-96551014-X

r r s Drakc,Susan M(1998)Cr rrl C//,c /11i P/ ys r/1cr Srrr 771rrlg g g/ Thousand Oaks,CA: Corwin Press ISBN 0-80396717-9

CrrrricrrF" , r171g S / T71rgFl rrlttg/ s Drake,Susan M and Burns,Rebecca C (2004) Mc Alcxandria,VA: Associatioll for Supcrvislon and Curriculum Development ISBN//0-87120-840-7 www ascd org/books 1 r g j H a y c s J a c o b s , H c i d i ( 1 9 g 7 r r 7g 2P t r / C , / / 1 / 7 1 & A N7 7 2 7 2 9 ) M a p p r i c g Alcxandria,VA: Association for Supcrvision and Curriculum Dcvclopmcnt ISBN 0-87120-286-7 www ascd org/books 777 Mapp1/2= (2004)C rrrrlg R2s w,r/7C// Alcxandria,VA: Association for Supervislon and Curriculum Development ISBN#0-87120-999-3 V aSCd org/books V V A rlPsis c/s/rr / 7 angcr,Goorgca M ctal(2003) rrl I Alcxandria,VA: Association for Supcrvision and Curriculum Dcvclopment ISBN 0-87120-784-2 h t t p :w w w a s c d o b 0 0 k S / 4 4 71 s M a r z a n o , R o b c r t J ( 2 0 0 3 ) r v ,/ , 7 7 S Alcxandria,VA: Association for Supcrvislon and Curriculum Development rSBN 0-87]20-717-6 / h t t p iw w w a s c d o r b o o k s
Rccves,Douglas(2002) Ma j71g Sr 72aa/ NOr s

Dcnvcr,CO:Center for Performancc AsscssmCnt ISBN 0-9799455-0-7 vork com v v http: v makingsttndards

r r r17 2 7 t7 S t i g g i n s , R i c h a r d ( 2 0 0 5 S / 1 y c r r 7 / 7 7 1 A Js 2 / 2 r RF t 1 , 7 1 g ) r l)ppcr Saddlc Rivcr,NJ:Merrill Prcnticc Hall ISBN#0-13-118349-4

72 / 71 g A 7r 2 j g S g i n s , R i c h a r d e t a l ( 2 0 4 ) 7 7 1 7 7 / s 7 7 r2 r D g r r R r y s , r r g 0/ Portiand,OR:Asscssment Trainil18 1nStitutc ISBN 0-9655101-5-8 v http: v asscssmcntinst com / v

2rS D / Cttss/ ' fR r772 122 A / 7 g Alcxandria,VA: Association for Supcrvislon and Curriculum Dcvclopmcnt Tomlinson,Carol Ann(1999 ISBN 0-87120-342-1 http:v v ascd org/books v

rsrfrrl 19 ,71g s,grl Wiggins,Grant and McTighc,Jay(2005) L/71 Alcxandria,VA: Association for Supcrvision and Curricululll Developmcnt ISBN 1-4166-0035-3 v v http: v ascd org/books

llllll

Vaukcc Public 11

Division of Teachingand Learning

Surnrnatiae CABS Assessrnent OF

Fortnatiae CABS Assessrnent FOR Learning

COMPREHENSIVE AssESSMENT

On-Detnand Writing (MPS Wrtiting Assessrnent, WI(CE, ACT, SAT, etc.)

Writing SkiIIs Short Cycle Assessrnerrts

ive Assessm

VARIABLES

Purpose Time Control of Content Feedback o Control of Scoring

Patti Ball,K-12 English Languagc Arts CurriculuII Spectalist Mllwaukce Public Schools (414)475-8099 b a l l p l a l l , m i l w a u k c c . k 1 2 , w i , u s m

Ability to Replicate lnterest Validity Reliability Efficiency

ilrllt

MIilvvaukcc Public Schools

Division o[Teachingand Learning A Vision of Writing in the Milwaukee Public Schools

12

L Commitment to the importance of writing throughout the generalcurriculum A. The bar has beenraisedfor what countsas literatewriting, what good writing requires,and how many peopleneedto be literate. B. The assumption that writing well is an innatetalent must changeto a belief that everyonecan learnto write. II. Effectivewriting classrooms are A. Teachers writers themselves. write in all subjects. B. Students of with diverseabilitiesand backgrounds. in needs students express confidence meetingtheinstructional C. Teachers writing tasksto developcompetence. D. Students engage diverse in out in E. Writing is learned schoolvery much the sameway that it is practiced of school. for have common expectations good writing. F. Teachers ing are izin G. Teachers expertsin recogn g and analyzinga variegr of writing difficu lties and in address both processand product-applying what research has learnedabout how writers compose-getting beyond formulaic use of prewriting, d r a f t i n ga n dr e v i s i o n . . strategies pair or groupwork, peerediting,completing as usingsuchwriting process H. Writing is an ongoing,daily practice cing. multiple drafts,and conferen III. Writing acrossdisciplines in development teachingwriting to all staff. A. Schoolsneedto offer professional tests. achievement standardized on B. Substantive writing increases Literacy Framework. of with readingand other components the MPS Comprehensive C. Writing is integrated of writing can be a meansof thinkingthrougha problemin a classsuchas D. Writing suppofts retention content.Expressive biology, reflect and think critically about content. E. All teachers can use writing to help students development IV. Professional showsthat teacherexpertiseis the most significantfactor in studentsuccess.Teacherquality is more A. Research powerfulthan a student's socioeconomic background. and needto keep learningnew techniques B. A changingand diversestudentpopulationis one reasonwhy teachers strategies. strategies development models and activitiesmust promote lastingchangeand offer research-based C. Professional of and demonstrations bestpractice. to learning(learningcommunities/teams sustainparticipantsin their D. There must be a contextfor sustained efforts to reflect, examine,experiment,and change-shared expertiseand collegiality). and E. Theremust be time. resources. commonfocus. V. School-wide writing reforms A . T h e p r i n c i p ah a s a n e s s e n t i a l r o l e i n p r o v i d i n g r e s o u r c e s a n d l e a d e r s h i p f o r s u s t a i n i n g a v i s i o n o f s h a r e d l expectations high learning. for is application maintained. B. A high standard quality in classroom of write in schoolevery day. C. Students to D. Thereare long-termplansthat are communicated the entire schoolcornmunity. to E. The rationalefor why writing mattersis clearly articulated staff and parents. is F. The status writing and of teaching assessed. of of leaders enlisted advocates improvingthe teaching writing in all classrooms. as for G. Teacher are for research materials, workshops teachers and development, H. Time and resources providedfor professional are strategies. learn aboutresearch-proven classroom to developas writers and as and I. Practical solutions suchproblems scheduling fundingarefound. to VI. Writing assessment is and intended of the assessment clearlydefinedand communicated. use A. The purpose are B. Assessments built aroundcleartargets. in and shared with students termsthey can understanq. C. Valid rubricshavebeendeveloped guardagainst bias. D. Assessments levels. abilitiesand developmental of E. Multiple samples writing areusedto assess process. in are F. Students activelyengaged the assessment is with instruction. G. Performance integrated thinkersandwriters. necessary becomeindependent to and confidence are H. Students providedwith skills,knowledge, of I. Students have the opportunityand ability to articulatetheir own awareness their progressin learningto write.
Input iom Bccausc Whjng M a tD r o v i n q t u d c n t tcrs:11 S WHjntt ll1 0ur Schools thc Najonal Wttjng Prolcct and CaJ

13

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

Descriptionof a Writing-Intensive Classroom

An effective classroomin a writing-intensivedistrict is a stimulating environment,rich with a variety of literacy activities. All studentsare writing employ a recursive in activelyengaged writing everyday. Students and purposes. process createauthenticworks for a variety of audiences to Writers composeemails to pen pals and poems for class books. At all
grade levcls,students read aloud stories and essays,using the langllagc of

from writing to critique their own and others' works. Publishedsamples students' writing portfolios display evidence of writing across all disciplines,from learninglogs in scienceand math to reflectivejournals and lettersin social studies,and creativeillustrationswith captionsin art reflect and music. Teachersand other adults use writing to help students model in andthink critically aboutcontent. Teachers the writing classroom lessonsby sharingtheir writing with students. Lessonsprovide students with focused work in specific elementsof the componentsof writing. Teachersare experts in recognizingand analyzing a variety of writing what both processand product--applying difficulties and in addressing writerscompose. has research learnedabouthow professional

16

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18

19

20

MlLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMIC EXCELLENCE

Division of Teaching and Learning

MPS ClassroomAssessment Based on Standards (CABS) Planning Guide for K-12 English LanguageArts
* Please attach all documents needed to carry out the assessmentto this guide.

Primary Author(s)or Source(s): Subject: GradeLevel:

1. Title of Assessment:

2. Key Learning Target(s)/ Specification(s):

3. MPS K-12 Teaching and Learning Goal(s):

4. Enduring assessment?)

understanding(s):

(What theenduring are understanding(s) connected this to

Createdfor use in the ELA Standards Writing, Oral, Language, of Media & Technology,and Research Inquiry & Arts CurriculumSpecialist PattiBall, K-12 EnglishLanguage
(414)475-8099

b a 1 l p l l l . n l , l w a u k e e n3a

k12

wi

us

with 5. Essential Question(s):(t4thatare the essentialquestionsassociated this assessment?

6. Prerequisite

Knowledge

need lcnow beableto do in to and and Skills: (What students do

this to complete task?) advance successfully

7 . COntent KnOWledge:

(What to this is factual htowledge necessary complete task?)

8. Skills:

(What skills are necessary completethis task?) to

& Media & Technology,and Research Inquiry of Createdfor use in the ELA Standards Writing, Oral, Language, Arts CurriculumSpecialist PattiBall. K-12 EnslishLansuase (4r4)47s-8099 l ir k b a l l p ( p n r a i l . nh v a u k e.e I 2 . i v i . u s

9. Task

Description

i (What will students in order to completethis task? This might includean do

engaging scenario.)

10. Student

Directiofisi

(l4rhat you sayor giveto students explain task?Examples the might will to

lengthandrequired include necessary materials, timeframe, formal. Thismightbe in theform of a checklist.)

this 11. Teacher Directions i (What will teachers need knowin orderto employ essessment? to Examples might includenecessary materials, suggested timeframe reminders.) and

of Media & Technology,and Research Inquiry & Createdfor use in the ELA Standards Writing, Oral, Language, PattiBall, K-12 EnglishLanguage Arts Curriculurn Specialist
(414)475-8099

b a l t , n l i n l l l a u1 w i u s pl wk 2

24

12. Instructional

StrategiEsi

(Whatsystematic planscan be consciously instructional adapted and

performance learning?) monitored improve to students' in

13. Technological

Connections.'

(Howcantechnology support assessment?) this

Planning for Differentiation: 14. Modificationsand Adaptations/Purposeful

(What can be modifiedor adqptedlo meetthe needsof all learners? How can we usedffirentiation to purp osefully scaffold this assessment? )

15. Evidence

of Learning:

(Howwill we knowwhenstudents successful thisqssessment? in are

performance like?) look Whatdoes prolicientstudent a

of Media & Technology,and Research Inquiry & Createdfor use in the ELA Standards Writing, Oral, Language, PattiBall, K-12 EnglishLanguage Arts CurriculumSpecialist (4r4) 475-8099 ilrvaukee.lt i.us I 2.iv ballnl(dnrail.nr

25

16. ScoringGuide:
performance.) student

(How will this task be assessed? Attach a rubric, checklistor other record of

17. Method

of Feedback:

(Howwill students (formatandmode).Ideally, receive feedback feedback

and shouldbeprovided.from peers,teacher olhers. self,

18. Other

Information:

(Whatotherinformation to who mightbe useful educators will usethis

assessment?)

& of Media & Technology,and Research Inquiry Createdfor use in the ELA Standards Writing, Oral, Language, Arts CurriculumSpecialist PattiBall, K-12 EnglishLanguage
(414)475-8099

b a l l p l i l . n l : l w a u k c c nla

k12

wi

us

26

lllly

MiLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

L MPS Classroo AssessIIlent Based on Standards

*P 0 rr2ctt c 77 c 777 77 // 2rr rtt g .

(CABS)Planning Guide
Ball

Primary Author(s) or Source(s):Patricia

SutteCt:

Grade Level:10

/ . g F / 1 . T i t l e : / t t b W sc 2.Learning Target(s):r g2 /. *B.10l Create substantial pieces of proficient writing in an appropriate tone and style to effectively coHlIIlunicate with different audiences for a variety of purposes. *B 10.2 Apply the writing process to create and evaluate writing in a variety of situations. D 10,l ldcntify and evaluate the effccts of different types of communication designated to nattate,explain,pcrsuade and entcrtain. E 10.l Purposefully and proncicntly intcgrate the use of computcrs as a tool for rcfcrcnce and COHllnuniCation. E.10 Recognizc,analyze and explain persuasivc tcchniques used in vattous lnedia rnessagcs, 2. S c, S f 9 C 12 Political Scicnce and Citizcnship Understand the impottance of individual rights and responsibilities as identifled in the content onstitution. Evaluate rnethods avallable and context of documents,such as thc United States for citizcns to participatc in the political process at local,state and national levels,and its inauence on public policy-locally,nationally and giobally. /g c I , / r a l i 7 a g t t s

27

3. MPS K-12 Teachingand Learning Goal(s):

attitudesthroughtheir parlicipationin a will project anti-racist, anti-biased Goal 1: Students multi-lingual, multi-ethnic,culturally diversecuruiculum. will makeresponsible decisions, solveproblemsand think critically. Goal 4: Students of will demonstrate responsible citizenshipand an understanding global Goal 5: Students interdependence. feelings,concepts, opinions, knowledge, ideas, thoughts, will communicate Goal 8: Students usingvariedmodesof expression. and needseffectivelyand creatively

do need and to 4. Prerequisite Knowledge and Skills: (What students to lorcw beable doin this advance successfully to complete task?) . Students the needto identify, understand and evaluate elementsof effectivepersuasive communication. . Students shouldread,view, analyzeand discussvariousexamplesof persuasive (e.g.editorials, political cartoons, commercials, speeches, historicaldocuments, communication debates, campaign speeches mediamessages). and essays, . Students a including publishing,to communieate shouldbe ableto apply the writing process, viewpointon a self-selected topic. . Students reliableinformation,both in print and electronically. shouldbe ableto access . Students program. shouldbe ableto use a computerand word processing

5. Content Knowledge:

(What is to this factualknowledgenecessaty complete task?)

.Studentsshouldbe familiar with significanthistoricalfigureswho have spokenout about issuesthat matterto them. . Students shouldbe able to identifu the stepsof the writing process.

28

5. Content Knowledge (con't.) . Students writing. of shouldbe able to identiflzthe elements an effectivepiece of persuasive SLAFE: S - Writer takesa STAND on the topic L - Writer usesLANGUAGE effectively A - Writer ACKNOWLEDGES the other side of the issue F - Writer usesFACTS and examples supporthis or her position to punctuationand spelling EFFECTIVELY using coffect grammar, E - Writer communicates

6. Skills:

(What skillsarenecessarycomplete task?) to this

. Comprehending . Brainstorming . Drafting . Editing . Revising . Publishing . Reflecting . Keyboarding . Researching . Note taking . Summarizing . Paraphrasing . Assessing

29

7. Task Description engagingscenario.)

i (What will students in order to completethis task? This might includean do

"My Turn" is a column featuredin Newsweekmagazin.e. Each week the editorsselectan issuebasedcompositionwritten by a memberof the public. This piece is featuredin its entirety, along with a brief biographyof the author. In additionto this weekly column,Newsweekholds just for high schoolstudents.This contestinvites students voice their an annualcontest to opinionson issues concerrto them. In this assessment of students will choose topic that is a importantto them and composea well-written, persuasive composition. (SeestudenthandoutA for studenthandout) (Seerubric on handoutB for assessment criteria)

(Whatwill you sayor giveto students explain task?Examples the might 8. Student Directionsi to include necessary materials, timeframe, lengthandrequired format. Thismightbe in theform of a checklist.)

You havethe opportunityto selectan issueandusepersuasive writing strategies to for awardaswell compose well-writtenpieceto be considered both a scholarship a shouldbe no morethan aspublicationin Newsweekmagazine.Your composition five hundredwords in length and containall of the elements effectivepersuasive of in writing that we havebeendiscussing class. Let's look at the rubric anddiscuss your performance.Then,usethe attached the criteriathatwill be usedto assess issues that areimportantto you. Be sureto select visual (handout to brainstorm C) an issuethat is meaningfulto you-the strongeryou feel about it, the more likely your voice will comeacross your writing. ln

30

(What will teachers needto know in order to employthis assessment? 9. Teacher Directions: Examplesmight include necessarymaterials, suggestedtimeframe and reminders.) to Students shouldbe given severaldaysto travel throughthe writing process completethis assessment. Students may benefit from a class-widebrainstormingsession, using the chalkboardor the overhead.Students shouldbe providedwith specificdatesthat designate when certainstepsshouldbe completed(e.g.topic evidenceof brainstorming, first draft, reviseddrafts (breakdown into severalareas,suchas selection, vocabulary and sentence fluency and variety), edited draft(s) and final composition). All organrzatton, in of components the writing processshouldbe included(one of the Learning Targetsaddressed the assessment will needaccess word to requiresstudents apply the (entire)writing process).In addition,students to (text and electronic). printersand materialsto research processors,

(lrhat systematic plans can be consciously adaptedand monitored to 10. Instructional Strategies: performancein learning?) improvestudents' RAFT (Identify the Role, Audience,Format and Topic) Free Writing (Unstructuredwriting without confinesusedto generateideas) it, Cubing (describeit, compareit, associate analyzeit, apply it, arguefor or againstit) to the Opinion Guide (Questions respondto, using two perspectives, author's and the student's) list Ethical Choices(Introduceissue,take a stand,readaccounts from variousperspectives, pro's and con's, take a stand,compareoriginal standwith new one) K-W-L (What we know, what we want to learn, what we have learned)

11. Modifications
learners?)

can or to the of and Adaptations i (What bemodified adapted meet needs all

accordingto his or her individual needs. Follow eachstudent'sIEP and make modificationsand/oradaptations time allotmentand Modifications may include,but are not limited to, Iengthof response, mode of response, spell checkers / technologies; adaptations may include,but are not limited to, word lists, writing templates, grammarcheckers, voice recognitionsoftware,dictation,dictionariesand thesauruses, talking word processors, highlighting and grouping.

12. Evidence

of Learning:

(Howwill we lonv, whenstudents successful thisassessment? in are

performance like?) look Whatdoes proficientstudent a

Both the process of Use andthe productareimportantoutcomes this assessment. is the rubric to scorethe composition; proficientperformance definedas earninga a (holistic) 3 or better. In addition,teachers shouldemphasize importanceof the the process. shouldbe affordedmultiple opportunities meetthe to Students (specific, requirements the assessment. needeffectivefeedback timely, of Students accurate and meaningful)in orderto improvetheir performances.
Attacha rubric,checklist otherrecordof or 13. Scoring Guide: (Howwill thistaskbeassessed? performancc.) studcnt *See Rubric for Scoring Persuasive Writing (Handout B) (Howwill students receive.feedback? Ideally, shouldbe 14. Method of Feedback: feedback providedfrom self,peers,teacher others.) and

his/herperformance. Eachstudent will complete self-assessment assess a to will usethe rubric to provide eachotherwith feedback. The teacherwill Students provide both written andverbal feedbackthat will be communicated the student to in a timely manner.
15. Other Information: assessment?) (What this other informqtion might usefut educators will use be to who

. Helpful resources include: MPS High SchoolPersuasive Writing PromptBooklet Arts published WisconsinDPI (2001) by PlanningCurriculumin English/ Language published WisconsinDPI (1991) by Classroom Activities in Listeningand Speaking "My Turn" columns Newsweekmagazinq specifically website http://school.newsweek.com/ Newsweekeducation NOTE: Teuchersmsy also wish to combine this assessment with an oral presentation to asse.s^s Learning Turgets in the areas of speaking, listening and/or discussing.

JZ

lllDJ
Introduction:

MlLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

Division of Teaching and Learning

Name:

a to writing strategies compose well-written you havethe opportunityto seiectan issueand use persuasive Your publication in Ngirysrueekmagazine' piece to be consideredfor both a scholarshipaward as well as of and contain all of the elements effective composition should be no more than f,rvehundred words in length the at the rubric and discuss criteriathat in writing that we havebeendiscussing ciass, Let's look persuasive visual (handoutC) to (handoutB). Then,usethe attached your performance will be usedto assess an issuethat is meaningfulto you-the brainstormissuesthat are importantto you. Be sure to select in across your writing' stronserVout'eelaboutit, the more likely your voice will come

Directions: through the Use this checklistas a guideasyou proceed writing process'

to you Use the attachedvisual to brainstorm issuesthat are important

2. 3. 4. 5 6. 7. 8 9 1 0
1 1 .

the rubric and discuss criteria with others Review the attached your issue Selectone issueand spend7-10 minutesfree writing about a Complete K-W-L aboutYour issue information about your topic Research (rememberto cite your sources) in Take notesto useas facts and examples your papel Write a draft"of Your Paper your revisions Reviseyour draft, be sureto review the rubric to target gain their feedback Edit your paper; exchangepapels with other studentsto Createa final draft ofYour PaPer Completea self-assessment Submit your Paper

1 2 .

lll

MILWAUKEE PUBLiC SCHOOLS

and Learning Division Teaching of

OFFICE OF ACADEMiC EXCELLENCE

Rubricfor Scoring Persuasive Written Communication Your Turn: Writinq About qn Issue that Matters
Student's Name: Name: Assessorts performance eacharea( I = low. 4 = high) then in with the student's Directions: Circle the numberthat corresponds In on overallperformance this assessment. addition,write a few provide a holisticscore(l-4) to judge the student's well and/ or need improvement. did that focuson criteria in which students exceptionaliy specific commenrs Ce

Score
1 2 3 4

andclear i. Main ideais focused

by viewpointis supported an 2. Persuasive strategythat providesan easyorganizationai to-foliow, coherentstructure

wriiing; voiceis imprinte,ion his/her 3. Studcnt's the there is evidenceof a connectionbetween authorandhis/hertooic

with crediblefactsand 4. Main ideais supported pertinentexamples

enhances vocabulary 5. Wordchoiceis effective; persuasive viewpoint

is punctuation capitalization correct and 6. Speiling,

Comments:

Holistic Score=

34

ll]!J
Visual for Brainstorming lssues

MiLWAUKFE PUBLIC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

Division of Teaching and Learning

Name:

that impact my Issues family and friends

Issuesthat impact me

Issuesthat impactour schooland community

that impact our world Issues

MiLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

Literacy Comprehensive Framework

frameworkutilized A conceptual of for the development instructional reading, designthatintegrates speaking, writing, listening,
langLlage,technology,and research across all content areas to promote critical thinking and learning.

Literacy MPSComprehensive Framework ll lJ

Reading

Learner Communicates Effectively

Language

Home& Gommunity
Technology Research& Inquiry

References NationalCouncifTeachers of English & InternationalReading Association. (1996). Standards for the Englishlanguage artsNCTE ExecutiveCommitteeand lR Boardol Directors. Urbana,lL: Author' NationalReading panel. (2000). Teachingchildren to read: an evidence-basedassessmentof the scientificresearch literatureon reading and itsimplicationsfor reading instruction. NationalReading Panel. WashlngtonD.C.: U.S. Department Healthand HumanServices. of WisconsinDepartmentof public lnstruction. (1998). Planning cuniculum in the English language arfs. Wisconsin Department of of Public tnstruction. Madison,Wl: WisconsinDepartment Public Instruction.

1 l

MiLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

Division of Teaching and Learning

LiteracyFramework MPSComprehensive
Area- Writing Context- School Audience Teachers

of Components Writing

Approaches
Learner Communicates Effectively

Process

Developmental Stages

Curriculum Alignment

38

MlLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMIC EXCELLENCE

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

MPS Comprehensive Literacy Framework Area - Writing Context- Schooland Community Audience- Teachers
=

Componentsof Writing (Dietrich;Spandel) A. ldeas B. Organization C. Voice D. WorkChoice E. Sentence Fluency and Variety F. Conventions Process (Graves; Murray) A. Prewriting B. Drafting C. Revising D. Editing E. Publishing F. Ref lecting CurriculumAlignment (Carr & Harris;Marzano) A. Standards Learning / Targets 1. Createor produce writing communicate different to with audiences a variety purposes. for of publish 2. Plan,revise, edit and clearand effective writing. 3. Understand function various the of forms,structures, punctuation and marksof standard American English and use themappropriately written in communication. B. Curriculum Instruction and C. Assessment 1. Assessment FOR Learning 2. Assessment Learning OF

iV

Developmental Stages (Teale & Sulzby) A. Pre-emergent B. Emergent C. Early D. Developing E. Established

V=

Approaches(Hill, Mallow & Patterson.) A. SharedWriting B. Modeled Writing Writing C. Interactive D. GuidedWriting E. Writers'Workshop F. Independent Writing

39

40

SIF Model with permissionfrom SEWAC(*) [-lsed

Stepsin the SIP (Standardsin Practice)Model

M A d a p t e df r o r n R u t h M i t c h e l l ' s o d e l

or the 1.We all complete assignment task. or of the 2. We analyze demands the assignment task. (LearningTargets)that applyto 3.We identif,rthe standards or this assignment task. a 4. We generate roughrubric or scoringguide from the etc-) (LearningTargets, Specifications, standards

work usingtherubric. the 5.We score student for work to planstrategies improving the 6.We analyze student at needed the We performance. thenlook at actions student
classrooffi,school, and district levels to ensurethat all on studentsmeet the standards this arldsimilar assignments.
. Collaborative) Assessment Wisconsin SEWAC (Southeast

t d A T h r o u g ha g r a n tf r o m t h e J o y c eF o u n d a t i o n , l v e r n oC o l l e g e e v e l o p e dh e and to Collaborative supportschools Assessment Wisconsin Southeastern to use formative area to buildcapacity districtsin the greaterMilwaukee Teamsfrom nearlythifty to supportstudentlearning. classroom assessment h t , , , a d i s t r i c t s , s w e l l a s C a t h o l i cL u t h e r a nM u s l i m a n d i n d e p e n d e ns c h o o l s a v e project in the Joyce-funded participated a yearlongseriesof workshops in s a t ( 2 0 0 0 - 2 0 0 5 ) O v e r I , 2 O O e a c h e r s n d a d m i n i s t r a t o rh a v e b e e nS E W A C . participants over the five years of the project'

 c 9 i
ollt:

eocher Nome:
Month: Month:

rooe:
Month:

Content:

Content:

Content:

Content:

Skills:

Skills:

Ski1ls:

Skills:

Assessments:

Assessments:

Assessments:

Assessments:

MPS LearningTarget

MPS LearningTarget

MPS LearningTarget

MPS Learning Target

WI State Standard

WI State Standard

WI State Standard

WI State Standard

EssentialQuestion

Essential Question

Essential Question

Essential Question

M ilw q u k e eP u bl i cS ch o o l s

Morrh: "l,ugusr Conterd: 'lVriiiag Process Rlbric Capitai;z"tioo and Punct ation

Month: Seutember Contrm

I.leoq

Rubric /Laaguage for Idss Paragaphng Personsl Nardive Writing SkiIls: Brainstorm i.e. researcb, Eraking lids, irfcrviews Write with a clear focrs

Skills: Able to brainstorm ideas and droose topic. @aaize i't-. imo mugh draft.

Montfu Ocnober/f{ovmber Conieut: Orgaaization Rlirric/I-anguage for Organizarion Quotdioa Marks Credive Narrative SHIIS: 6oo6 lgadis"n.l endiugs, Use trarsition effecfively. Stnrctrc of writing has a strong senseof direction Clear begirming middle and end Deta.ils are clesr and linked to tle rnain i.le" Write details in sequrotjal o'r&r.

Mordt: Dccem bcr/Jarman Conted Voice Rubric/b.nguage for Voi ce Commas Descripive Writing SkiIIs: Recooize voice in literan:re. Coryare voices of well known authors. UUUZevorceto In Ine purpose choosirg cmrect tone Le, lnrmrous, serious, businesslike, friendly. Recomizeiack of voice using urnples ofwriting from a variety of sources.

Revise dra-ftfor a specific foqrs i.c. narrowiag topic E<til writing Publish writng

Use &tails specificto tqic avoiding general knowledge. Write wilh a clear purpose fqr a specific audience. Effectively asnessnnonynous pieccs using 6 trait rubric specific for ideas-

Asncssmellfs: School-wide writing promptD:nrdtveWriting confereoce with teacher. Sclf-a.ssessmertwith MPS rubric.

A-stcssilrcuts: School-wide writing proryt will assesskey coryoacds of idces bcluding clarity and focrx ofttre topic. Sb.dett wil self assessand diaCnoseusiog the rubric fu ideas.

Asgessme$: School-wide unitin g proryt will assesskey couponedc of cganizd.ion includiag strong lead/conclusion, clarity of main idca. effedive use of Earsilioos and flow of writing. Shrdent will selfasssss and ,ir-o* *hBtre rubric fm orgaoizfion-

Assssnrnts: Schml-wide uriting p,roryt will assess key coryoneds of voice including speaking to reader on earotimal lerret varying rtyle to rnatch pwpose and audietrce asd revealing person behind the wuds" Sbdcd will self assessand diagnose wing the rubric fc voice.

MPS Learning Targtt Organ2e sentencesiuto to create neaniryfirl comn'nietion fora vadety of audiencs and purposesIndependenfly apply revisi on & editing fategies to crestc clear witmg in a wariety of sitr.dions. F.rTloy $aadard American English including correct grffiarto effectively ommunic.le ideas i" ../riti"C.

MPsleardng Target Organize scacnces into paragrdphs to create mghingful mmmrrnicalion fcn a variefy of audiences ad pwposes. Indepeaden{y apply revision & editing Srdegies to qdc clecr writing in a vari*y of situdions Employ standard Amcrican English including coregt gramar to effestivelv coomunicarc idcas in ryriting.

wI.sr-t" strndsrd Slrder(s in WI will write clearly

aod effeaively to share informatioo aad knowledge, 1o influence and persuade,to ctde nlefr.Ett4iB.

WI Stsre St{rd.ard Studeds in WI will write clearly rnrl effectively to sbzre information "nd kroryledge, ts inflrrPnCaard to Def,su8de, crede and eacrtain.

MPS LeamingTarget Orgzaize scnteaccs irrto pamgraphsto crEafe m-*i. eful co@runication for a variety ofaudieaces and PurPoscs. Indepc,ndcntly agply revisioa & editing slrategies to creale clear wriling ia a variety of sitrations. Employ $adard American English includiag corred graomar to efcclively comsuaicae idcas in qritine. WI Stde Standard $rdems in WI will write clearly aod effcctively to share inforoaioo a.ud knowledge, to infl uoace and psfsuade, to 6eate rnd etertzin" Essentirl Quedion How does the ogeolzdioo of a piece of writing increase the reader' s understanding urd ifrfrcsL?

MPSLearning Target Orgarizc Eedences into paragraphs to creale meaingful communicatim for a variety ofaudiences and purposes. Iodepcsddrly spply revision & editiag sralegies to crale clela writing in a wariety of sfurarons Enploy standard American English including correct grarrrna to effecfively communicate ideas in writine.

wl sf-te sl.ndrrd Studeds ir WI will write clearly and effectively to share informarion and knowledge, to influeace atrd p6suade, to createand entrtain-

Esscutial Question Wb.d is good vriri'g? Whar strps do I need to follow to create good writing?

Essenfial Quection How do I clearly wrile foasing on one topic?

Essenfal Question Wrat is voice in literaturc and how caa I use voice in my own wriring?

Curriculum Map-3'd Grade

43

RAFT Assignments

Role

Audience

Format

Topic

RAFT Assignments

Role

Audience
A/1iddlc Schoolcrs

Format
Diary Entry

Topic
I WishYou Really WhereI Understood Belons
How our Language Defines Who We Are A Few Things You Should Know The Beautyof Cycles To Maximize ProductLife BeforeIt's Too Late
Hitler is Dead

Semicolon

NY Times

Public

Op. Ed. Piece

Huck Finn

Tom Sawyer

Note Hiddenin a Tree Knot Advice Column Owner'sGuide "Ransom" PasteUp Note Obituary Speech

Rain Drop Lung Rain Forest Reporter Dr. Martin Luther King,Jr.
Thomas Jefferson

FutureDroplets Owner JOhn Q.Citizen

Public

of TV Audience the Year 2020 of CurrentResidents Virginia Whole Numbers

The DreamRevisited

Full Page Ad Newspaper

Petition

IfI Could Talk to You Now

Fractions

a To Be Considered Part of the Family How to Get to Know Me

A Word Problem

in Students Your Class

Setof Directions

*Format based on the work of Doug Buehi cited in lm ye A r e a s i l f N o t M e T h e n W t t e B r a n d M a r t i n , 1 9 9 8 ,

RAFT Assignments

KatrinaUnit
Role

Audience
Of

Format
Natl. Weather Warning

Topic
The Big One eth! Co

TV Weather Citizens S Forecaster FL,

AL LA

Left Hand Citizensof Mayor of New Orleans New Orleans

I wish I knew where I belong.

Right Hand Governor of Citizensof New Orleans Louisiana

Talk to the handi

FEMA

People of the WVorld

Bicycle: Back Pedalin

BureaucracyL01

Displaced/ poor citizens of New Orleans

Toxins/120

Advice Federal, Column state,local government decision makers Anatomy of Intestinal a human SYSTEIn

Somethings you should have known.

Gas,Ecoli,

Rash,Mucou Skids= GERMS

Homeless

Radio
listeners

lSOng

No BodYKnows the Trouble I've Seen

Fsychic

John Q.
Citizen

CryStal Ball

Future Predictions: Storms,WMD's, Earthquakes' Terrorist Attacks

2) ttr / / g(K r / c C L r cCac

* r F

w C C / r j j , r

48

RAFT Assignments
and Learning from The Division of Teaching by As created staff members

Role

Audience
Children

Format
Advertisement on Noteposted mirror Recipe

Topic
Join our band! Why Younger/Older are Sisters Pests Eatinga (or I needa) HealthySnack Compareand Contrast

Drum
Ramona

Beezus

Stomach

DigestiveSystem

Range

Average

Debate

Mother Nature

lntroductory Paragraph BeanPlant

Plllow

of People Coastal Areas Conclusion Parasraph

Soil

Letter of Apology Ad Personal CartoonSkit Report

I didn't meanto do it Alignment for A request help!

Story told by a child at night

Parents

Alphabet

Pencils

Letter TV Commercial Poster

You need me

Puppy
Popcorn

Family Butterand Salt

Take Me Home Help me! Don't takeover!

*Format based on the work of Doug Buchi cited in Teachintt Reading in the Content Areasi lf Not Me Then Who?Blllmeyer and Martin,1998

49

Ascrearedbysrarr*.,o0.,,Hi*:llq:#::"ll^randLearning

cc
Role

r)
\

/ \ ,

Audience
Pizza

Format
Letter

Topic
Forgotten Ingredients I Want to be Counted!

Anchovy

Note

Conductor

SheetMusic

Piccolo/Recorder

Orchestra

Speech

I Want to be Heard!

Equation Tessellations

Students
M.C.Escher

Petition

I Want to be Balanced! Request andAgainst for BeinsMoved Asking for Help with Katrina BrushingTechniques

Memo

Search Dog

OtherDogs

Request / Job Application Demonstration

Toothbrush

Children

Superintendent

Community

Persuasive

Whv Choose MPS?

Feet
Artist

Restof Body Milwaukee Community

Petition

Get Moving! Do You SeeWhat I See?

Poem

GreekGoddess

Newspaper Readers All About e

Let Me IntroduceMyself

*Format based on the work of Doug Buehi cited in Teachittg Readi in the(3ontent Areasi lf Not h/1e Then Whtt Bilimeyer and Martin,1998.

50

Enyo
and violence of goddess war,blood, Enyois saidto be the Greek of seeingthatEnyois a relative wasterof cities. lt's notverysurprising in covered blood as Ares. Enyomeanshorror.Enyois described being of weaPons war. andcarrying is Bellona oneof the is Romancounterpart namedBellona; Enyo's a and a wearing helmet, holding gods.In art Enyois pictured Roman lightblackskinas and a torch. Sheis described having spear, sword, andfeet,longblackhair,andblackcr has Sheis ta!|,muscular, big hands bestfriendis ' sisters Enyos darkbrowneyes. Enyois oneof the Graeae threeold means sisters,Graeae Eris;Erisis alsoone of the Graeae Enyo womenand EnyoandErisaretwoof them.Thosewhostandbefore you to and Enyo'svoiceis commanding just listening hermakes tremble. and and is one of the mostmighty herself tremble.She considers WhenEnyorideshorseback powerful all Greekgodsandgoddesses. of aboutEnyois she rideswith no saddle.one thingthat is mostinteresting lf and daughter. anyone sister, thatshe is saidto be Ares'mother, done' That'showfast of is Enyothe battle thought as already challenges EnyocankillYou. I goddess Enyowasveryinteresting' know thatthe Greek I thought on thatI likeddoingmy project Enyo. I hopeyou likedmy presentation'

51

52

M PS Writing
ASSESSMENT FORM Nameof Author: Title of Assignment: Nameof Assessor:
Components of Writin l. Ideas D Mc g 2. Orgallization l cJ , /74 c ( / J 3. Voice ' , g7 l

(Analvtic)Score l

4" Word Choice Useof Language Sense 5. Sentence and Varied Complete 1 6. Conventions Capitalization,Punctuation& Spelling

.4 _(Hmhst _Sc 2. _ Qve

Comments:

llllll Rubric Writing

MlLWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

54

D i v i s i o no f T e a c h i n g a n d L e a r n i n g

ADVANCED EXCEEI'ING / communicated Mainideaclearly wellorganized elaborated and ldeas task personality imprinted thewriting on Author's andusage wordchoice Effective fluency variety and Sentence n, Correct capitalizatio punctuation and speIIing

e ,

PRoFIcIENT
Mainideacommunicated and organized developed ldeassufficiently task to response thewriting Evidence author's of andusage word Appropriate choice errors sentence senseandminimal Adequate sentence punctuation spelling and in errors capitalization, Occasional

BASIC communicated Mainideavaguely and organized underdeveloped ldeaspoorly personal task relationship thewriting to Little language usage incorrect or inappropriate Occasional fragments run-ons and structure; somesentence Poorsentence punctuation spelling conventions and lnconsistent of capitalization, use

1 -

MINIMAT PERFORMANCE or Main idea unclear nonexistent

and ldeasunorganized undeveloped task to relationship the writing No personal language usage inappropriate incorrect or Generally fragments and run-ons sense;sentence Lackof sentence punctuation spelling conventions and lncorrect use of capitalization,

the or Blank,illegible does not address prompt

llllDJ
. MPS K-l2Learning Targets Duplicating# 0001

MILWAUKEE PUBLiC SCH00LS OFFiCE OF ACADEMiC EXCELLENCE

D i v i s i o no f T e a c h i n ga n d L e a r n i n g

Materialsto Supportthe MPS LearninsTarsets/ Wisconsin StateStandards rrl E"glish LanguageArts

. MPS CurriculumAlignmentResource GuideK-12 Duplicating 0002 # . Research PaperCurriculumGuides

Stock#249801 Stock2498-00
6-8 9-12

. DescriptiveWriting,Integrated Learning Activities & Prompt Booklet

Stock 2498-02
K-5

. Expository Writing, Integrated Learning Activities & Prompt Booklet

Stock#2498-07 Stock#2498-08 Stock#2498-09

Elementary Middle Grades High School

. PersuasiveWriting, Integrated Learning Activities & Prompt Booklet

Stock#2498-03 Stock#2498-05 6-8 9-12

. Curriculum Guide. Oral CommunicationsAssessment

Stock#2498-06 K-8

at or To placean order. call MPS DuplicatingServices 475-8502 475-8505.

List compiledby Patti Ball, K-12 English Language Arts CurriculumSpecialist 475-8099

Alignment... Curriculum

It's a Journey--nota Destination.