Building a Learning Progression Rubric

SLO team, AREOctober 2015

OBJECTIVES

• Review the SLO process and timeline for 2015-16• Understand the purpose of the learning progression rubric in the

SLO process• Understand the recommended rubric structure• Understand the generic learning progression frameworks that

should be utilized to build/modify an SLO rubric

StandardsLearning Objective

Where are my students going?

Where are my students starting?

Where are my students now?

Baseline preparedness

Instructional planning

Determine growth toward learning objective

Assignments, assessments, tasks, observations

Impacted Instruction

Focused

Differentiated

Ongoing DDI

Where are my students now?

En

d o

f C

ou

rse

What do I teach next?

4

5

SLOS IN LEAP 2015-16

For each student, what growth does s/he make throughout the year?

Baseline Preparedness Level

End Of Course Command Level

Each student should leave the course as, or more, prepared for the next course than s/he entered.

REVIEW: THE FIRST STEPS

– Select what is most important for students to know by the end of the year. (Objective Statement)

– Determine what it “looks like” when students reach the Objective. (Performance Criteria)

– Specify the proficiency levels through which students progress on the path towards mastery of the Objective. (Rubric)

THE LEARNING PROGRESSION RUBRIC

• “rubric” – same word, different meanings

Rubric as a Scoring and Learning Tool Rubric as a Learning Progression*

• Specific to the task with which they are used (Brookhart, 2013)

• Contain answers to a problem, explain the reasoning students are supposed to use, or list facts and concepts students are supposed to mention (Brookhart, 2013)

• Describe a student’s level of command or proficiency along the path of developing deeper understanding of the content and the gradual building of fluency in skills and academic language

• Use criteria and descriptions of student performance that generalize across time and can be used with different tasks (Brookhart, 2013)

• Describe successively more sophisticated ways of thinking about an idea (Wilson & Bertenthal, 2005)*This is the type of rubric used for the DPS SLO process.

RUBRIC STRUCTURE

• Columns (Proficiency Levels):– Each column identifies milestones students typically

reach as they develop mastery of the skills and/or concepts embodied in each Performance Criterion.

– The proficiency levels describe the developmental levels through which students progress on the path toward mastery.

– The following four proficiency levels should be used:• Limited Command• Moderate Command• Strong Command

– Represents the level of the standards – that is, proficiency in the grade-level standards of the Objective Statement

– For SLOs, this column should use the exact wording of the Performance Criteria with each criterion appearing in a single box

• Distinguished Command

RUBRIC STRUCTURE, CONT.

• Rows:– The number of rows directly corresponds to the number of

Performance Criteria.• Example:

Limited/Partial Command

Moderate Command

Strong Command

Distinguished Command

Performance Criterion 1

Performance Criterion 2

Performance Criterion 3 . . .

SUGGESTED RESOURCES FOR RUBRIC BUILDING

Including, but not limited to: • Performance Level Descriptors from PARCC• Standards-based rubrics • WIDA Can Do Descriptors• TS Gold (ECE and Kindergarten)• Curricular resources• Student work

GENERAL GUIDELINES

• Phrase descriptors in the positive on the basis of what students are able to do.

• Provide qualitative descriptions of what students at each level are able to do rather than to distinguish proficiency levels on the basis of quantities or percentages.

• Avoid vague evaluative terms (e.g., good, fair, poor, etc.) in which there is no consistent understanding of meaning.

• Let the “Distinguished Command” column be open for further interpretation as students may surprise us by demonstrating new ways to apply their knowledge.

GUIDING QUESTIONS

• What might we typically see from a student as they first begin to learn the content, skills, and/or academic language in the criterion?– What do you teach first? And how?

• What milestones do students’ reach on their way towards proficiency and eventually mastery?– How do you tailor your instruction during the course to

deepen understanding of the content and the gradual building of fluency in skills and academic language?

GENERIC LEARNING PROGRESSION FRAMEWORKS

• There are four generic options for delineating a typical continuum, or learning progression, from Limited/Partial Command to Distinguished Command.– options should be combined and modified as needed, and

the descriptors of each command need to be written with subject- and grade-specific language and content

• The following frameworks are:– Development of conceptual understanding– Development of procedural skills– Type or amount of support and scaffolding that a student

needs in order to be successful– The extent to which the student can monitor his/her own

learning (metacognition)

FRAMEWORK 1: CONCEPTUAL UNDERSTANDING

Limited/Partial Command

Moderate Command

Strong Command

(Performance Criteria)

Distinguished Command

Students demonstrate knowledge of a concept through either recognition or recall.

Students demonstrate knowledge of several related concepts through recognition or recall, yet make limited connections among them.

Students apply knowledge of several related concepts to solve problems; students make strong connections among concepts.

Students apply knowledge to other areas (e.g., to other subjects; in new and unfamiliar contexts). Students demonstrate a nuanced understanding of the concepts (e.g., the limits within which they can be applied to other domains).

FRAMEWORK 2: PROCEDURAL SKILL

Limited/Partial Command

Moderate Command

Strong Command

(Performance Criteria)

Distinguished Command

Students use skills following a step-by-step, or effortful process with minimal fluidity. Students demonstrate errors when following the steps and a pattern of errors may be evident.

Students demonstrate fluidity with the skills and apply them to solve problems in familiar contexts.

Students demonstrate fluidity with the skills and apply them to solve problems in new contexts. Students’ fluidity allows them to demonstrate higher-order thinking while using the skills.

Students apply the skills, often in combination with other skills, in novel ways. Students apply the skills to solve new, complex problems.

FRAMEWORK 3: SUPPORT AND SCAFFOLDING

Limited/Partial Command

Moderate Command

Strong Command

(Performance Criteria)

Distinguished Command

Students are dependent upon support from a teacher, coach, or more advanced peer and/or students are dependent upon scaffolded work/assessments* to demonstrate success.

Students intermittently utilize support/coaching and/or scaffolding (less than that for Limited/Partial Command) to demonstrate basic success.

Students demonstrate independence in applying concepts or skills. Support or coaching is utilized for success in solving more complex problems.

Students demonstrate independence and reflectiveness in applying concepts and skills. Coaching is used for extending or achieving greater success, yet the coaching is more collaborative between student and teacher.*Examples of scaffolds may include, but are not limited to: word banks, cloze

type paragraphs, use of additional manipulatives/tools, “chunking” activities/assignments into smaller sections, simplified instructions, etc.

FRAMEWORK 4: METACOGNITION

Limited/Partial Command

Moderate Command

Strong Command

(Performance Criteria)

Distinguished Command

Students rely on external feedback to monitor and regulate their learning.

Students monitor their learning with prompting. Students begin to use explicit learning strategies.

Students monitor their learning with minimal or no prompting. Students use learning strategies efficiently and in appropriate contexts.

Students independently monitor and extend their own learning. Students self-regulate their learning, generating and using learning strategies efficiently and in appropriate contexts.

Limited/Partial Command Moderate Command Strong Command (Performance Criteria)

Distinguished Command

Students rely on the use of concrete objects, models, and drawings  to add and subtract within 100.Students begin to show some evidence of using place value strategies to compute sums and differences within 100.

Students can add tens and ones separately and use counting on strategies to count on by tens and ones, or a mixture of such strategies in which they add instead of counting the tens and ones.Students can consistently and accurately subtract within 100 when regrouping is not involved.

Students independently add and subtract within 100, with fluency and accuracy, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Students independently add and subtract within 100 with fluency and accuracy using strategies based on place value, properties of operations, and  the relationship between addition and subtraction.

Students rely on support and scaffolding  to write and solve number sentences for one-step word problems that require addition and subtraction within 100.

Students independently, consistently, and accurately write and solve number sentences for one-step word problems that require addition and subtraction within 100.Students independently and with some accuracy, write and solve number sentences for two-step word problems that require addition and subtraction within 100.

Students independently and accurately write and solve number sentences for one- and two-step word problems that require addition and subtraction within 100.

Students independently write and solve word problems when given a number sentence involving addition and subtraction within 100.

Students rely on the use of concrete objects, models, and drawings to add and subtract within 1000.Students begin to show some evidence of using place value strategies to compute sums and differences within 1000.

Students can add hundreds, tens and ones separately and use counting on strategies to count on by hundreds, tens and ones, or a mixture of such strategies in which they add instead of counting the hundreds, tens and ones. Students can consistently and accurately subtract within 1000 when regrouping is not involved.

Students independently and accurately add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Students independently and accurately add and subtract within 1000 using strategies based on place value, properties of operations, and  the relationship between addition and subtraction.

When given the grade-level academic and content language, students correctly identify the addition and subtraction strategies they used and begin to explain the process they followed with those strategies.Responses may be incomplete or illogical.

Using academic and content language with scaffolds and supports, students correctly identify and justify their selection of addition and subtraction strategies by explaining the process they followed with those strategies.Responses may be incomplete, but include a logical progression.

Students correctly identify and justify their selection of addition and subtraction strategies and solutions by explaining why the strategies work, using place value, properties of operations, and/or the relationship between addition and subtraction.Justifications include correct use of grade-level academic and content language and symbols.Responses show a logical progression.

Students critique different strategies using place value, properties of operations, and/or the relationship between addition and subtraction; and justify the efficiency  of those strategies. Student critiques include correct use of grade-level academic and content language and symbols.

2nd grade math example

2nd grade math example, closer lookLimited Command Moderate Command Strong Command

(Performance Criteria)Distinguished

Command

Students rely on the use of concrete objects, models, and drawings to add and subtract within 1000.Students begin to show some evidence of using place value strategies to compute sums and differences within 1000.

Students can add hundreds, tens and ones separately and use counting on strategies to count on by hundreds, tens and ones, or a mixture of such strategies in which they add instead of counting the hundreds, tens and ones. Students can consistently and accurately subtract within 1000 when regrouping is not involved.

Students independently and accurately add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Students independently and accurately add and subtract within 1000 using strategies based on place value, properties of operations, and  the relationship between addition and subtraction.

When given the grade-level academic and content language, students correctly identify the addition and subtraction strategies they used and begin to explain the process they followed with those strategies.Responses may be incomplete or illogical.

Using academic and content language with scaffolds and supports, students correctly identify and justify their selection of addition and subtraction strategies by explaining the process they followed with those strategies.Responses may be incomplete, but include a logical progression.

Students correctly identify and justify their selection of addition and subtraction strategies and solutions by explaining why the strategies work, using place value, properties of operations, and/or the relationship between addition and subtraction.Justifications include correct use of grade-level academic and content language and symbols.Responses show a logical progression.

Students critique different strategies using place value, properties of operations, and/or the relationship between addition and subtraction; and justify the efficiency of those strategies. Student critiques include correct use of grade-level academic and content language and symbols.

Using Your Learning Progression Rubric

What does this student work tell you

about where your student is on the

learning progression?

After examining student work that aligns with your SLO and will be included in your Body of Evidence: check student performance

as demonstrated by the student work against the learning progression rubric;

record appropriate data for your SLO data tracker;

record agreed upon changes in instruction.

AVAILABLE RESOURCES

Dpsare.com

For SLO questions or concerns, please email the ARE SLO team at:

slohelp@dpsk12.org