Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Instructional Practices topic
No spam. Unsubscribe anytime.
Teachers pilot common formative math checkpoints and shared scoring rubric
Summary
Seventh- and eighth-grade math teachers described PLC work aligning common formative assessments to I-Ready lessons, creating a shared rubric, and piloting teacher-facing checkpoints to calibrate scoring and identify student skill gaps.
Math teachers presented their PLC's work on a common formative assessment for graphing across grades 5'08 and described a process to calibrate scoring so proficiency means the same thing across classrooms.
A presenter explained the team identified essential standards, broke them into discrete skills, and created at least one assessment item per skill. "We broke them into skills... and then we made sure that there was at least 1 assessment item for each of the skills," the presenter said. Teachers also aligned questions to I-Ready lessons to map instruction to assessment.
To reduce scoring variability, teachers developed a rubric that applies the same scoring categories across all four grade checkpoints and planned a common scoring exercise: teachers in the room took the teacher-facing checkpoint and later scored each other's responses to evaluate consistency. "We'll score yours and she'll score yours, and the other teachers will score yours, and we'll see if we all gave them the same score," a presenter said.
Board members participated briefly in the pilot, asked clarifying questions about item wording and accommodations for students with IEPs, and were told the team will summarize results and return the findings to the board.
The presentation emphasized PLC work as part of the district's broader instructional strategy; no board vote or formal action accompanied the presentation.
