2009-10 State Scoring Guide Professional Development Assessing the Essential Skill of Reading

1. 2009-10 State Scoring Guide Professional DevelopmentAssessing the Essential Skill of Reading

2. GoalsParticipants will know: Content Objective: How do ODE’s new reading work sample requirements and guidelines transform our current use and evaluation of reading work samples in our classrooms as alternative proficiency measures for graduation?

3. GoalsParticipants will know: Language Objective: What are “Common Curricular Goals,” “Score Reporting Categories,” and “Scoring Guide Traits”, and how do they relate to each other?

4. State Education Law Graduating class of 2012 required to demonstrate proficiency in reading and comprehending a variety of text. • New reading work sample and scoring guide adopted by State Board – October 2009

5. Common Curricular Goal (CCG)— Common curriculum to be used throughout the state of Oregon at all levels of K-12 instruction.

6. Example Common Curricular Goal Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.

7. Grade-level or Content Standards— What a student is expected to know and or/be able to do at a specific benchmark or grade level.

8. Example Content Standard EL.HS.RE.19Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

9. Performance Standards The minimum scores on tests and performance work samples to demonstrate benchmark or grade-level proficiency.

10. Demonstrating Proficiency in Reading 1. OAKS Reading/Literature Assessment Score of 236 2. Other Options:

11. Common Curricular Goals related to reading at the HS level: • CCG: Vocabulary:Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. • CCG: Read to Perform a Task:Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. • CCG: Demonstrate General Understanding: Informational & Literary TextsDemonstrate general understanding of grade-level texts across the subject areas. • CCG: Develop an Interpretation: Informational & Literary TextsDevelop an interpretation of grade-level texts across the subject areas. • CCG: Examine Content and Structure: Informational Text Examine content and structure of grade-level texts across the subject areas. • CCG: Examine Content and Structure: Literary TextExamine content and structure of grade-level texts across the subject areas.

12. These CCGs directly align with OAKS Score Reporting Categories.

13. Local Work Sample Option • Reading Work Sample scored using Official State Scoring Guide

14. Local Work Sample Option • Reading work samples can take the place of OAKS in terms of demonstrating graduation proficiency • The two assessments do not measure the same skills. • Vocabulary(SRC1) and Read to Perform a Task (SRC2) are not assessed on reading work samples. • Students can demonstrate graduation proficiency without completing a literary reading work sample.

15. Level of Rigor • Work samples must meet the level of rigor required on the OAKS assessment. • Work samples provide an optional means to demonstrate proficiency notaneasier means.

16. Comparing Old & New Scoring Guides What’s changed?

17. Differences All traits clearly align with Common Curricular Goals. Clearly distinguishes between literary and informative tasks.

18. Similarities Emphasis on comprehension. Requires text-based evidence.

19. Official Scoring Guide Traits • Demonstrate understanding • Develop an interpretation • Analyze text

20. Demonstrate Understanding “Getting the gist” • Main ideas, relevant details, sequence of events, relationship among ideas, facts/opinions • Literal Comprehension

21. Develop an Interpretation “Reading between the lines” • Unstated main ideas/themes • Inferences, interpretations, conclusions, generalizations, and predictions • Inferential Comprehension

22. Analyze Text(Informational and Literary) • Author’s purpose, ideas and reasoning • Writer’s Strategies • Literary elements/devices • Textual evidence “Looking at the author’s craft and applying knowledge of literature”

23. Important Issues in Proficiency • Students must demonstrate proficiency on two tasks – at least one must be informative. • Students must earn a score of “12” or higher on each task (4,4,4, or combination of 3,4,&5)

24. Important Issues in Scoring • Seeking evidence of accomplishment • Evidence may be found throughout the response

25. Scoring the First Anchor Paper This anchor paper met the achievement standard in each trait.Why did this paper earn these scores?

26. Scoring the 2nd Anchor Paper This anchor paper did not meet the achievement standard. What scores did this paper earn?

27. Scoring Within the Traits . . .What differentiates a 3 and a 4?

28. Scoring the 3rd Anchor Paper Use the scoring guide to rate this paper. What scores did this paper earn?

29. Resources ODE website: www.ode.state.or.us/go/worksamples • Scoring Guides • Work Samples • Anchor Papers • Classroom resources