ACE
STRATEGY
ACE THOSE
ANSWERS!!
1
Purpose:
Gain an understanding of the ACE (Answer-Cite-Expand) method of
developing and evaluating short answer, extended written
responses
Expected Outcomes:
•
Understand the role of the ACE Strategy in helping students ‘show
they know or can do’ the learning standards and how that might
effect performance on the NMSBA
•
Strategies for engaging students in using the ACE Strategy in a
variety of subjects to demonstrate learning in a short answer,
extended written response.
•
Ability to use the rubric use as a learning process measure
•
Strategies for assisting students in identifying the ACE Strategy
as a personal action step for improving personal learning processes.
•
Leave with a clear, step-by-step plan for implementation in the
classroom.
2
Purpose:
Understanding and implementing use of the ACE rubric method of
scoring open-ended questions in a classroom using a continuous
improvement system.
Expected Outcomes:
•
Rationale for using the ACE rubric to organize and score openended questions.
•
Understand the rubric’s role in facilitating and measuring learning
of the standards
•
Understand how ACE is used differently in math than in other
subjects.
•
Ability to align the rubric’s use as a measure for a strategic
learning goal.
•
Ability to help students demonstrate application of their learning
by consructing effective answers to open-ended questions.
•
Ability to develop personal action plans for using the rubric with
on-going cycles of PDSA.
3
TEST PREP
How can I prepare
my students for the
State Test?
4
The trend in national
standards-based testing is to
remove the ability for kids to
guess their
answers!
*They are being required to provide evidence
for how they got their answers
*Tests are looking for application of learning
*A great deal of effective writing is being required
of our students.
5
NMSBA
Multiple Choice
70% of the test
50% of the scoring weight
Open-Ended Questions
30% of the test
50% of the scoring weight
6
The New Standards Based
Assessment
NEW MEXICO
Test architecture
Scoring weight
Grades 3-9
7
The new Standards Based
Assessment, Reading
• Grade 3 and Grade 4
– MC = 39 items
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 52%
Scoring weight = 48%
• Grade 5
– MC = 42 items
Scoring weight = 52%
– OE (short response) = 10 items
Scoring weight = 48%
– OE (extended response) = 5 items
8
The new Standards Based
Assessment, Reading
• Grade 6
– MC = 42 items
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 54%
Scoring weight = 46%
• Grade 7
– MC = 46 items
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 54%
Scoring weight = 46%
9
The new Standards Based
Assessment, Reading
• Grade 8
– MC = 48 items
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 54%
Scoring weight =
46%
• Grade 9
– MC = 47 items
– OE (short response) = 10 items
– OE (extended response) = 5 items
Scoring weight = 54%
Scoring weight = 46%
10
Instructional Prep for Reading
• Testing pattern consists of:
– Read the passage
– Answer the questions
– Prepare short or extended narrative
responses
• Responses that score highest reference
the passages
11
The new Standards Based
Assessment, Math
• Grade 3 and Grade 4
MC = 47 items
OE (short response) = 17 items for grade 3
18 for grade 4
Scoring weight = 52%
Scoring weight = 48%
OE (extended response) = 3 items
• Grade 5
MC = 51 items
Scoring weight = 49%
OE (short response) = 18 items
Scoring weight = 51%
OE (extended response) = 4 items
12
The new Standards Based
Assessment, Math
• Grade 6
– MC = 54 items
– OE (short response) = 17 items
– OE (extended response) = 4 items
Scoring weight = 49%
Scoring weight = 51%
• Grade 7
– MC = 51 items
– OE (short response) = 17 items
– OE (extended response) = 5 items
Scoring weight = 48%
Scoring weight = 52%
13
The new Standards Based
Assessment, Math
• Grade 8
– MC = 53 items
– OE (short response) = 17 items
– OE (extended response) = 5 items
Scoring weight = 48%
Scoring weight = 52%
• Grade 9
– MC = 52 items
– OE (short response) = 16 items
– OE (extended response) = 5 items
Scoring weight = 49%
Scoring weight = 51%
14
Instructional Prep for Math
• Testing pattern consists of:
– Read the problem
– Examine the data (numerical, graphs, etc.)
– Select answer choice or complete the graphic
– Prepare narrative responses
• Responses that score highest reference the
rules of mathematics and/or the data in the
problem and provide a logical rationale for
solving the problem
15
The new Standards Based
Assessment, Science
• Grade 6
– MC = 51 items
– OE (short response) = 9 items
– OE (extended response) = 4 items
Scoring weight = 59%
Scoring weight = 41%
• Grade 7
– MC = 55 items
– OE (short response) = 9 items
– OE (extended response) = 4 items
Scoring weight = 59%
Scoring weight = 41%
16
The new Standards Based
Assessment, Science
• Grade 8
– MC = 54 items
– OE (short response) = 8 items
– OE (extended response) = 5 items
Scoring weight = 58%
Scoring weight = 42%
• Grade 9
– MC = 52 items
– OE (short response) = 8 items
– OE (extended response) = 5 items
Scoring weight = 58%
Scoring weight = 42%
17
READING
18
ACE Strategy
A…Answer the
question!
C…Cite evidence from
the text!
E…Expand your answer!
19
ACE Strategy
A…Anotar la respuesta
C…Contar evidencia
del texto
E…Extender tu
respuesta
20
Short Answer Responses
Name: Pablo
When answering short answer responses, use the ACE strategy:
*A – answer the question
*C – cite evidence from the story
*E – expand your answer
**You may receive a total of three points for each response. You need to keep track of your progress
by recording your score on the grid. Put an  on your score for each assignment.
C
E
Not Yet
Not Yet
Not Yet
Nov. 7
X
Not Yet
Not Yet
Who’s Your
Momma?
Nov. 11
Ten Apples
Up on Top
Nov. 14
Where Have
You Been?
Nov. 18
X
X
X
X
X
X
Story
Date
Big Ben
Nov. 3
Polar Bear
Floats
A
Points
Not Yet
Not Yet
X
…means the student could perform the expectation.
0
1
2
2
3
21
STRATEGIC GOAL: All students will get a 3 on their reading questions by May 2007!
We can ACE it!
Answer=1 point
Cite=1 point
“Say why”
Expand=1 point
“Tell more”
GOAL: In 5 weeks
we will all be able
to get a 2 on our
story questions.
PRE-K Class
11
10
9
8
7
6
5
4
3
2
1
Week 1
Week 2
Week 3
Week 4
Week 5
22
How am I doing on ACEing
my reading quizzes?
________________
3…I expanded
my answer…I
added more.
GOAL
2…I could cite
evidence to
support my
answer
1…I answered
the question
and got it right
X
0…I didn’t get
the answer
correct
Quiz 1
Quiz 2
Quiz 3
Quiz 4
Quiz 5
Quiz 6
Quiz 7
Quiz 8
Quiz 9
Quiz 10
23
ACE IMPROVEMENT PLAN FOR READING
PLAN
I want to improve my progress on
ACEing my reading questions. I
have had a score of 2 for the last 3
weeks and now I want a 3.
ACT
x My plan worked
___I need a new plan
DO
I need to focus on expanding my
answers in ACE. I will write
something about what I think will
happen next in the story OR about
how the story might remind me of
something that happened to me.
STUDY
Yea!! I finally got a 3. I know how
to do this now and so I can just
keep going. It helped a lot for my
teacher to show us how to expand
in a certain way.
24
How are we doing in meeting our ACE goal in 2nd period Social Studies?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Student’s Score
1
2
3
Quarter
1
Quarter
2
Quarter
3
Answer
Answer
& Cite
Answer
Cite &
Expand
Quarter
4
GOAL: All students will make a 3 on our extended response questions
25
by May 2006
How are we doing in ACE..ing our extended responses
in Language Arts?
90
80
70
60
50
40
30
20
10
0
A
C
E
1st
period
2nd
period
3rd
period
4th
period
A – Answers the question
C – Cites evidence from the text
E – Expands the answer
*Percentage of students who are meeting ACE expectations
26
OPEN-ENDED RESPONSES
*You may receive a total of
3 points per answer
*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text
High School Literature
E-Expand your answer
Assignment
Date
Macbeth,
Chpt. 3
Monday
Feb. 7
Macbeth,
Chpt 4
Thursday
Feb 10
QUIZ
Friday
Feb 11
Macbeth
Chpt 5
Tues
Feb 15
Macbeth
Chpt 6
Thurs
Feb 17
QUIZ
Friday
Feb 18
Macbeth
Chpt. 7
Tues
Feb 22
Macbeth
Chpt 8
Thurs
Feb 24
QUIZ
Friday
Feb 25
A
X
X
C
E
X
My
Score
Peer
Evaluator
Score
1
2
1
1
Teacher
Score
1
X
X
X
X
X
2
3
2
3
2
X
X
X
X
X
2
3
2
2 27
ACE IMPROVEMENT PLAN
Name Jorge Martinez
Subject: Literature,2nd period
Date: Feb.14th
PLAN: I need to improve how I respond to open-ended questions
so that I can improve my reading comprehension, class grade and my score on the SBA
DO: I am good at answering the questions, but I’m not used to supporting my answer from
what I read. I need to cite evidence from the text “every time” that supports how I got my
answer. I also need to expand my answer in a way that will add value to the writing and
not just ramble on and on. I need to re-read my work daily and use the ACE scoring guide
to help me. I should underline the different parts of ACE as I do them.
STUDY: I will re-check my plan in two weeks and see if it helped to bring up my score on
the next ACE quizzes.
___My plan worked!
___I need another improvement plan!
28
What kind of girl was Goldilocks?
ANCHOR
PAPER
A…Goldilocks was a very naughty little girl.
C…I know she was naughty because she broke in
the Bear’s house, ate their food and broke their
chairs and stuff. That’s illegal and you could go
to jail if you got caught.
E…I bet Goldilocks’ mom is going to be mad at
her when she gets home. She might get sent to
time out. I have been naughty a few times.
Sometimes I get caught and sometimes I get
away with it.
29
What kind of person was Amir from The Kite Runner?
ANCHOR
PAPER
A…Amir was a chicken, but he was also a good person. He was not
a very loyal friend, but he did have a conscience that bothered him.
C…He was a chicken because he was too afraid to stick up for his
friend Hassan because he Was only thinking of himself and how
afraid he was of the bullies that were hurting Hassan. Then he
framed Hassan for stealing his money so that he could get him to
go away. He wanted him to go away because his conscience bothered
him every time he saw him. He felt so guilty for what he did to
Hassan that he thought about it for the rest of his life. But in the end,
he rescued Hassan’s son from the orphanage to make up for his past
mistakes.
E…I don’t think I could ever do that to my friend. I know I would
help my friends, no matter what risk it would cause for me. I
would rather be hurt than have no loyalty.
Answer-Red
Cite-Blue
Expand-Green
30
NM Standards-based rubric for Grades 4-9 Writing Prompt
4 points
3 points
Conventions
2 points
1 point
0 points
Language skills
successfully support
meaning; few if any errors
in subject/verb agreement,
modifiers, punctuation,
capitals, or spelling
Language skills support the
meaning; several errors in
some or all of:
subject/ verb agreement,
modifiers, punctuation,
capitals, spelling
Mistakes in grammar,
mechanics & usage
render writing
incomprehensible
Ideas
Organization
Addresses prompt
Stays fully on topic
Includes relevant
information
Provides main ideas &
specific, elaborated
details that move beyond
the obvious
Includes inviting intro,
logical arrangement of
ideas, & satisfying
conclusions
Maintains a clear order
with transitions between
ideas.
Mostly address prompt
Stays mostly focused
Includes mostly relevant
info
Has main idea, but
details are general,
obvious or brief
Includes intro,
arrangement of ideas &
conclusion; ideas may
wander or be predictable
Provides some
connection between
ideas with few
transitions
Addresses some of the
prompt
Addresses a broad topic or
focuses on a trivial point
Provides sketchy
information that may be listlike
Begins or ends abruptly;
arrangement of ideas is
stilted or occasionally
random
Rarely uses transitions
Addresses few parts of
prompt
Severely digresses from
topic
Includes much irrelevant
information
No main ideas or does not
support them; details may be
repetitious
Begins abruptly with no intro
or conclusion; there is little or
no attempt to establish order
Does not connect ideas
Shows no evidence of
purposeful organization
Is incoherent
Voice
Word Choice
Vocabulary
Sentence
Structure
Conventions
Presentation
Engaging
Accurate, precise
vocabulary that is
appropriate for audience
& purpose
Contains active/precise
verbs
May use imagery,
figurative or striking
language
Fluent, easy to read
Effective sentence variety
Readable, neat, nearly
error free
Occasionally engaging
Accurate but general
word choice appropriate
for audience/purpose
Use of precise and
general words
Familiar vocabulary w/
some striking language
Generally fluent with
occasional choppiness
Some variety of
sentence beginnings,
structures and length
Mostly readable & neat
Somewhat bland
General words that may
include occasional errors in
usage
Few active verbs, but most
are imprecise or colorless
(is, did, go)
Familiar vocabulary &
phrases
Variety of sentence
beginnings, structure, or
length but rambling or
choppy
Readable, but somewhat
sloppy
Bland
Inaccurate or repetitive
words choice that is
occasionally inappropriate
for audience and purpose
Passive, colorless, or
imprecise verbs
Vague language or frequent
cliches
Incomplete or rambling
Simple, repetitive sentence
beginning, structures and
lengths or many sentences
combined needlessly
Some unreadable parts
Isolated words, phrases
or random sentences
**Evidence of planning
(list, web, outline)
…1 point awarded
No evidence of
planning
…0 points awarded
31
MATH
32
ACE Strategy
A…Answer the
problem!
For Math
C…Compute your
work!
E…Explain how you got
your answer!
33
ACE Strategy
A…Anotar la
respuesta
For Math
C…Computar su
trabajo
E…Explicar como resolvio
el problema
34
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH
Answer
Compute
Explain
0 points
*Gives an incorrect
response with no work
shown.
*Offers no mathematical
understanding of the
problem.
*Does not address the
problem.
EMERGING
1 point
*Offers a correct solution to
the problem with no
supporting evidence, detail
or explanation.
*Contains numerous errors
in computation and
reasoning that detract from
the overall quality of the
response.
*Provides vague
interpretation to the
solution/explanation,
indicating little or no
mathematical understanding
of the task or concept.
NEARING
PROFICIENT
2 points
*Offers a partially correct
answer that may contain
flaws, indicating an
incomplete understanding of
the task or concept.
*May show faulty reasoning
leading to weak answers or
conclusions.
*May demonstrate a poor
understanding of relevant
mathematical procedure or
concepts.
*May demonstrate unclear
communication in writing or
diagrams.
PROFICIENT
3 points
*Offers a generally correct
solution, but contains minor
flaws in reasoning or
computation.
*Gives evidence that an
appropriate problem-solving
strategy was selected and
implemented but may
contain minor errors that
detract from the overall
quality of the response.
*Is clearly focused and wellorganized but neglects
some aspect of the
complete solution.
*Lacks significant detail to
convey thorough
understanding of the task.
ADVANCED
4 points
*Offers a correct solution
that is well supported by
well-developed, accurate
explanations.
*Gives evidence that an
appropriate problem-solving
strategy was implemented,
but may contain minor
errors that DO NOT detract
from the overall quality of
the response
*Is clearly organized and
focused and shows a
mathematical understanding
of the task or concept.
*Contains sufficient
explanation to convey
35
thorough understanding of
the problem.
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH
Answer
Compute
Explain
KID
LANGUAGE
0 points
*My answer was wrong.
*I didn’t show my work.
*I didn’t understand how
to do the problem.
*I didn’t write anything.
EMERGING
1 point
*I may have gotten the
right answer, but didn’t
show my work or explain
anything.
*I made some mistakes
and my reasoning wasn’t
very clear and didn’t make
much sense.
*I didn’t really understand
the problem completely
and couldn’t explain how I
got my answer very well.
APPRENTICE
2 points
*My answer may have been
partly correct showing
that I only understand
part of the problem and
how to get the answer.
*My reasoning isn’t
exactly clear and my
answer is weak.
*I didn’t understand how
to get the answer to this
problem very well.
*I could only explain a
little bit about the
problem.
*My writing doesn’t
communicate how I got my
answer very well.
PRACTITIONER
3 points
*My answer is correct and
my computation shows I
mostly understood how to
get the answer.
*My strategy for getting
the answer was logical.
*I may have made
mistakes, but they were
minor and didn’t detract
from the quality of my
work.
*My work is clear and
focused but I may have
left out a part of the
explanation of my work.
*I could have included
more detail in my answer.
EXPERT
4 points
*My answer is correct and
clearly supported by
detailed explanations.
*I used a great strategy.
*I used high-level
reasoning.
*I used math rules to get
my answer and explained
them.
*My work and explanation
is clearly organized,
focused and shows a
mathematical
understanding of the task
or concept.
*I explained ALL the
steps for how I got my 36
answer.
KID-FRIENDLY 4 POINT RUBRIC
Your ADVANCED score:
has enough details to show you understood the problem.
is organized and complete.
completely explains your ideas and math thinking.
has a correct answer.
**************************************************************
Your PROFICIENT score:
has some details to show you understood the problem.
is mostly organized.
explains your ideas and math thinking.
has a correct answer.
**************************************************************
Your NEARLY PROFICIENT score:
doesn’t have enough details to show you understood the problem.
is unorganized and unclear.
doesn’t clearly explain your ideas or math thinking
has an answer that’s almost right.
***************************************************************
Your EMERGING score:
showed no details.
doesn’t make sense.
has no explanation of ideas or math thinking.
has a wrong answer.
37
PRIMARY MATH EXAMPLE
Rubric Score
4-Advanced
How many legs do two cows and 3 chickens have?
A….14
C…
4 + 4 + 2 + 2 + 2 = 14
E… I droo the cowS and chix and then
I cownted all the lags. And then I
mad the ekwshun. Thas how I got
my ansur.
38
4
4
2
2
+2
a.
b.
c.
d.
11
14
12
13
39
There are 29 NBL teams. Each team is allowed to have 12 active players
and 3 on injured reserve.
Rubric Score
How many players are in the NBL at any one time?
4-Advanced
A…(Answer) 435 players
SECONDARY EXAMPLE
C… (Compute) or show your work
X = (12+3) 29
X = (15) 29
X = 435
E… (Explain) in writing.
29
x15
145
29_
435
First, I figured out that each team was allowed to have 12 players plus 3 who were hurt
and that equals 15 total players on each team. Then I multiplied the sum by 29 to get
my answer of 435. I showed my work in an algebraic equation.
OR…
You could round 29 up to 30 and multiply by 15 to get 450. Then you would subtract a
40
group of 15 from 450 to get the same answer…435.
First Grade Example
NMSBA Rubric
Score _4__
Standard: Number Sense and Operations.
Grade Level Indicator: Understanding the meaning of numbers
Question: Pick any 5 numbers from 1-10. Show how many apples would make
each number?
Answer Computation:
Explanation: I drod the nmbz I pict ffrst tin I mad the
apls to go wet the picchur ov it
I chk my wrk bi conteng the apls to be sur.
41
ACE…..your math questions
Answer:
Name: Elena
Grade: Kindergarten
Score…4, Advanced
Computation:
STANDARD: Number Sense Grade Level “Power” Standard: One-to-One Correspondence:
Marco has the same number of cookies as he does fingers. How many cookies does he have?
Explanation: Student told teacher… “I knew the
answer because I have five fingers and that makes
five cookies. I drew my hand and then I made my
pretty fingernails and I made a cookie for each
finger. I counted the cookies to check”
42
How are we doing in meeting our math goal?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
4
3
2
1
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
GOAL: 100% of the students will achieve a 3 or 4 Rubric Score on our extended
43
response questions by the end of the year.
Is our class improving on Extended Response
Tests in Math?
70
60
50
Scoring
Scoring
Scoring
Scoring
40
30
20
4
3
2
1
10
0
Test 1
Test 2
Test 3
Test 4
GOAL: All students in our class will score a 3 or 4
on the math rubric by May 2007!
44
HOW MANY STUDENTS ARE MEETING OUR ACE GOAL?
“MATH” PROBLEM
SOLVING GRAPH
ACE IT
Advanced
4
GOAL
Proficient
3
Nearing
Proficient
2
Emerging
1
Activity
1
Activity
2
Activity
3
Activity
4
Activity
5
Activity
6
Activity
7
Activity
8
Activity
9
Activity
10
45
GOAL: All 7th grade math students will “ACE” our math questions by
getting a 3 or 4 on our math rubric. We will all accomplish this
goal by the end of the semester.
The Num ber of Students w ith a 3 or higher
on our w eekly open-ended quiz.
# of Students
30
25
20
15
10
5
0
WEEK
Series1
Problem
1
Terrific
12
Tiles
2
3
4
5
Harvest
15
Dinner
Height
23
Dilemma
Tale25
of
the Scale
Gears
24
Week
6
Sink
25or
Swim
46
Jimmy Carter MS
“MATH” PROBLEM
SOLVING GRAPH
Advanced
4
GOAL
Proficient
3
Nearing
Proficient
X
2
Emerging
1
Terrific
Tiles
Harvest
Dinner
Height
Dilemma
Tale of
the
Scale
Gears
Sink or
Swim
Connect
It
47
Jimmy Carter Middle School Class Plus/Delta after 4 weeks
+
∆
TEACHER EXPLAINS PROBLEM AND
HELPS US UNDERSTAND
WE NEED TO CONCENTRATE
WE UNDERLINE IMPORTANT
INFORMATION
NOT TAKING THE PROBLEMS SERIOUSLY
BEING LAZY
RUBRIC
WE NEED MORE “P’S”
CHARTING OUR RESULTS IN DATA
FOLDERS
WE HAVE TO WRITE BETTER
EXPLANATIONS OF HOW WE SOLVED THE
PROBLEM
READ AND RE-READ
2 DAYS TO COMPLETE PROBLEM
QUIET
BENCHMARK PAPERS
LOOKING AT PREVIOUS PAPERS TO
LEARN FROM MISTAKES
PEER SCORING
WRITE OUT EVERY STEP
PAY ATTENTION WHEN THE PROBLEM IS
BEING EXPLAINED AND TAKE NOTES
WE NEED TO DO WHAT OUR “DO” SAYS
ON THE PDSA
WE WANT TO WORK IN GROUPS TO
PRACTICE
TAKING OUR TIME
USING OUR TIME TO WORK ON THE
PROBLEM
DO PROBLEM STEP BY STEP
48
Things that have
“WORKED” with kids
*Post it in your room
*Teach it to your kids
*Remind them why it’s important
*Have them use the check-sheets on each reading/writing
assignment
*Have them assess themselves regularly
*Have them chart their progress
*Use peer evaluators
*Show “benchmark” papers…what it really looks like to
make a 3.
*Check on their scores periodically
*Give a weekly “assessment”
*Post the “class” data from the assessment
49
*Attach a gimmick…(collecting ACE cards)
ACTIVITY
You will need to designate
the following for
Your team…
*Facilitator
*Recorder
*Reporter
*Work with your grade level or department team
*TOGETHER, brainstorm possibilities to answer the following…
*Are you already using ACE? If so, how?
*If not, how could you use this rubric in your classroom or department?
*How can it help you meet your class strategic learning goals
*How might it help you with processes you are already using in your class?
*How will you get your kids engaged in this process?
*How will you use some of the materials presented?
ASSIGNMENT:
*Make a sample PDSA chart that you think you could use in your class or
department that would reflect learning toward ACE.
*What tools would you use to monitor progress?
i.e. bar graph, stacked-bar graph,
scattergram, line graph, other??
*Be ready to share your plans.
50
ACTIVITY
You will need to designate
the following for
Your team…
*Facilitator
*Recorder
*Reporter
*Work with your team
*TOGETHER, brainstorm possibilities to answer the following…
*Are you already using ACE? If so, how?
*Are you getting student achievement results from this strategy?
*If so, how do you know?
ASSIGNMENT:
*Decide on a plan to deploy or further implement use of the ACE strategy at
your school.
*If not, how could you use this strategy in your school?
*How can it help you meet your EPSS goals?
*How might it help your teachers with processes they are already
using in
their classrooms?
*How will you get your staff engaged in the use of this strategy?
*How will you use some of the materials presented?
51
ASSIGNMENT:
ASSIGNMENT
PLAN
How will you use ACE
in your classroom?
ACT
DO
What will you do each
week for four weeks?
STUDY
How will you visually
monitor progress?
52
PLAN
I will implement the
use of ACE in my
class.
ACT
DO
Week 1…Give a baseline quiz, Post
ACE, teach it to my kids, Give ACE
assignments, establish a goal.
Week 2…Show anchor papers, use peer
evaluators, give 3 assignments, Give
quiz.
The kids will need to
Week 3…
have input here.
Week 4…
STUDY
How are we doing?
What’s working?
What’s not working?
What do we need to change in
order to get better next week?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
53
PLAN
We will implement the
use of ACE in our
classrooms.
ACT
DO
*We will divide the stories in our reading series
equally among us, starting with the book we are
currently teaching.
*Each teacher will design an ACE lesson
for the stories assigned to us.
*We will COPY the lessons and share them
among our team.
*Our students will then have an ACE assignment
each week.
*We will monitor progress toward meeting a score
of a 2 first and then move toward teaching
students to expand and meet a score of a 3.
STUDY
How are we doing?
What’s working?
What’s not working?
What do we need to change in
order to get better next week?
ELEMENTARY Grade
Level “Team” EXAMPLE
Wk. 1
Wk. 2
Wk. 3 Wk. 4
54
PLAN
We will implement the
use of ACE in our
classrooms.
ACT
What do we need to change in
order to get better next week?
DO
*We will first teach our students how to answer
the question and site evidence from the text to
support how they got their answers.
*After they have demonstrated learning of those
two skills we will begin to teach them to
effectively expand their answers.
*We will go through the language arts standards
and divide them among us.
*Each teacher will take a standard and design 5
questions that will facilitate the use of that
standard in the expansion part of ACE.
*We will share those lessons among our team so
all students will benefit from the lessons.
STUDY
How are we doing?
What’s working?
What’s not working?
SECONDARY “Language
Arts” Team EXAMPLE
Wk. 1
Wk. 2
Wk. 3 Wk. 4
55
PLAN
We will implement the
use of ACE into our
math instruction.
ACT
What do we need to change in
order to get better next week?
DO
*We will divide the math standards equally among us.
*Each teacher will design 1 ACE lesson for the standard
assigned to us.
*We will COPY the lessons and share them among our
team
*Our students will then have an ACE assignment for each
math standard.
*We will use the NMSBA rubric to score these lessons,
making sure that we teach it to our kids.
*We will monitor progress toward meeting a score of a 3
(proficient) first and then move toward teaching students
to construct advanced answers and meet a score of a 4.
STUDY
How are we doing?
What’s working?
What’s not working?
MATH EXAMPLE
“Teacher Team”
Wk. 1
Wk. 2
Wk. 3 Wk. 4
56
Connecting
To CCI
57
Workbook Page 18
Setting Classroom Learning Priorities
Publishing and posting strategic learning goals…
Mark’s strategic
learning goal
100% of our class will meet or exceed the 3rd
grade math standards by May 2007…
Our Measures:
*Scoring 80% or better on our school SCA Math
Test
*Scoring 80% or better on our Chapter Tests
*Reaching a rubric score of proficient (3)
or higher on opened-ended math questions.
58
Workbook Page 20
Setting Classroom Learning Priorities
Charting strategic learning results
Create a graph for charting classroom learning results beginning
with where the class is starting compared to where it needs to be.
Chart this performance level as a percentage. This is called
establishing the baseline.
3rd Grade Math Open-ended Assessment Results
100
Mark’s chart of
strategic
baseline data
% of class getting a 3 or higher on the
Math Rubric

90
80
70
60
50
40
30
20
10
0
1
2
3
Grading Period
4
59
Workbook Page 22
Setting Classroom Learning Priorities
Developing a Class/Course/Program Mission Statement

Work with students to develop a class/course/program mission
statement that aligns to learning requirements and reflects a
commitment to closing the achievement gap.
Our class will work together to be ready
for 4th grade.
We will JUST DO IT!!
Mark’s class
mission
statement and
consensogram of
commitment
Degree of Commitment to our Mission
0
1
2
360
Workbook Page 24
3rd Grade Math
PDSA Board
Our class will work together to be ready for 4th grade.
We will JUST DO IT!!
3rd Grade Math Learning Goal
100% of our class will meet or exceed the 3rd
grade math standards by May 2007…
…as measured by…
*Reaching a score of proficient (3) or
higher on our open-ended math
questions.
Now he and his students are ready to
use the Plan-Do-Study-Act Cycle to
focus on the learning processes that
will help them achieve their goal.
61
Workbook Page 26
PLAN - What do we plan to learn?
PLAN
Mark’s PLAN
for Week 1
after
baseline quiz
Our learning target (standard) for
this week:
Identify the relationships among
common factors and multiples
We’ll take a quiz on Friday that
lets us demonstrate our
understanding.
A score of 3 or better on our
math rubric shows we
“Just Did It!”
62
Workbook Page 28
DO - What will we do to learn it?
Ways to Learn Factors and
Multiples
DO
Mark’s DO
for Week 1
Next week the teacher will:
 Demonstrate how to score our
problems using the rubric.
 Give us lots of examples of
factors and multiples for
common numbers.
• Let us do the problems in
groups
Next week students will:
 Listen carefully when the
teacher shares examples
 “Buddy” score using the rubric
to score our daily problems.
 Cooperate with our group
63
Workbook Page 31
STUDY - What do our results tell us?
+
Strengths of our learning
processes
The examples helped a lot
We really like practicing with
a friend to get used to using
the rubric
The group practice helped us
Rx
∆
Changes we need to make next
week
Our buddy scores weren’t
that good, so we need more
practice with the rubric.
We think using manipulatives
might help
Some were slackers in their
group
*More explanation on the rubric!
*Get out & distribute the manipulaives!
*Everyone needs to do their PART!
More of
Mark’s
STUDY
for
Week 1
64
*MARK’S QUICK ASSESSMENT FOR THE WEEK
NMSBA Rubric
Score _4__
Standard: Numerical Concepts & Mathematical Operations.
Grade Level Indicator:: #4… Identify the relationship among commonly encountered
Question: What are the different factors of the number 12?
Answer:
1x12, 12x1
2x6, 6x2
3x4, 4x3
factors and multiples.
Computation:
Anchor
Paper
Explanation: First I got 12 counters and I knew that was
one group of 12. Then I divided the counters in half and
that was 2 sets of 6. Then I put them in groups of 4 and
that was 3 sets. Then I just reversed the numbers in
65
each problem and got my answer.
Workbook Page 34
ACT - What will we do differently next
week?
ACT
Mark’s
ACT for
Week 1
OUR ACTION PLAN
We studied our results for this week, 9/1 to 9/5.
__We improved. ____ We did not improve.
Next week our teacher will do the following things differently:
Let us work with him to develop a rubric for working with a group
Keep giving us examples of proficient on the rubric.
Get the manipulatives out for us.
Next week students will do the following things differently:
Use the Group Time rubric to make sure we aren’t slacking.
Pass out and use the manipulatives to practice our problems.
Keep working with the rubric to buddy-score
We will look at our new results next week to see if our plan worked!
66
OUR CLASS GOAL
100% of students will meet or exceed
learning of the 3rd grade math standards
MEASURE:
Meeting a score of 3 or higher on the math
rubric
Mark’s Data
at the end of
the quarter
Comprehension
Checks
Percentage of Students
meeting Goal
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
Week
67
TEMPLATES
68
Short Answer Responses
When answering short answer responses, use the ACE strategy:
*A – answer the question
*C – cite evidence from the text
*E – extend your answer
**You may receive a total of three points for each response. You need to keep track of your progress
by recording your score on the grid. Put an x on your score for each assignment.
Story
Date
A
C
E
*Check means the student could perform
the expectation.
Points
69
ACE…..your math questions
NMSBA Rubric
Score ____
Standard:_______________________Benchmark:_____________________
Question:______________________________________________________
_______________________________________________________________
Answer:
Computation:
Explanation:_______________________________
_________________________________________
_________________________________________
_________________________________________
70
How am I doing in ACEing
my reading quizzes
3…I explained
my answer…I
added more.
2…I could cite
evidence to
support my
answer.
1…I answered
the question and
got it right.
0…I didn’t get
the correct
answer.
Quiz
1
2
3
4
5
6
7
8
9
10
71
ACE IMPROVEMENT PLAN FOR READING
PLAN
ACT
DO
STUDY
___My plan worked
___I need a new plan
72
*You may receive a total of
3 points per answer
Assignment
Date
SHORT ANSWER RESPONSES
*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text
E-Expand your answer
A
C
E
My
Score
Peer
Evaluator
Score
Teacher
Score
73
ACE Improvement Plan
Name_____________
Subject____________
Date____________
PLAN:_________________________________________
DO:___________________________________________
______________________________________________
______________________________________________
STUDY:_______________________________________
______________________________________________
______________________________________________
___My plan worked!
___I need another improvement plan!
74
ACE ASSIGNMENT
Passage to read….
Question to answer…
A______________________________________
________________________________________
C______________________________________
________________________________________
E______________________________________
________________________________________
________________________________________75
“MATH” PROBLEM
SOLVING GRAPH
Advanced
4
GOAL
Proficient
3
Nearing
Proficient
2
Emerging
1
Activity
1
Activity
2
Activity
3
Activity
4
Activity
5
Activity
6
Activity
7
Activity
8
Activity
9
Activity
10
76
STUDENT SELF-EVALUATION OR PEER SCORING GUIDE
________________________________________
ACE Score-___
I answered the question…………………….___yes ___no
I supported my answer from the text…..___yes___no
I expanded my answer……………………………….___yes___no
Name____________________
________________________________________
ACE Score-___
I answered the question……………………………___yes___no
I supported my answer from the text…..___yes___no
I expanded my answer……………………………….___yes___no
Name____________________
________________________________________
77