PBL 8th grade parent meeting- Standards and Rubrics April 4, 2017 Presenters: Don Ferrara, Assistant Principal LHS, Kirsten Crafts Special Education Supervisor LHS Notetaker: JoAnne Dowd, Assistant Principal LHS This meeting is the third in a series of six meetings for parents of incoming ninth graders (class of 2021) Some of the thoughts and philosophies with PBL are the same/some different The first handout is a HOW rubric. (Habits of Work) It is noted that LMS does separate out Habits of Work(HOW) from content knowledge scores. It is a little different at the middle school, here we have condensed it into a 1-4 scale- Mr. Ferrara explains that when we are building rubric, “We always start with a “3” “ We ask ourselves, “what does it mean to meet the standard?” On the report card/we have separate score for Habits of Work-and separate grade for content knowledge. Two separate scores; need an accurate representation of what students know Two different ideas- What students know in the content versus their behavior that can support or interfere with learning. The taxonomy; shows verbs at what “level” and what “degree” they can show us their learning. It also gives students multiple opportunities to show us how they know something. Kirsten Crafts: Has assignment on the board: this is the assignment- (people read through the assignment) The assignment described is a Socratic seminar about Sparta/Athens comparing to modern times Kirsten describes how a student will reach a 3 in the assignment(see attachment) Don mentions that the rubric is set up in “I can” statements. It has the students take ownership of the grades they are getting. They talk about the difference between paraphrase/select and evaluate(difference between a 2,3 and 4 on an assignment) Linking the assignment to a standard (one or more) Hitting the standards multiple times as well as in multiple courses across time.

If multiple standards are assessed with one assignment, a student can meet one or more of those standards, and then the re-assessment would be more targeted to the one or more standard they did not meet Questions: How many times does the student need to meet the standard over time? Instructor looks at the evidence over time- What about worrywart/perfectionist kid? Do they have to sweat it out every time? Do they re-do the whole thing? Or just the part on which they were struggling? The addition of the point fives Intervention model for students who are not meeting the standards Flex period allows for students to recover a standard Student only needs to recover the pieces they did not demonstrate success Kirsten reviews how the HOW rubric will relate to this specific assignment Kirsten reviews different ways a student could demonstrate a 4.