2. 2
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.
3. 3
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 open-
ended 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.
7. 7
What kind of girl was Goldilocks?
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.
ANCHOR
PAPER
8. 8
What kind of person was Amir from The Kite Runner?
mir was a chicken, but he was also a good person. He was not
y loyal friend, but he did have a conscience that bothered him
e was a chicken because he was too afraid to stick up for his
nd Hassan because he Was only thinking of himself and how
id he was of the bullies that were hurting Hassan. Then he
med Hassan for stealing his money so that he could get him t
way. He wanted him to go away because his conscience bother
every time he saw him. He felt so guilty for what he did to
san that he thought about it for the rest of his life. But in the
escued Hassan’s son from the orphanage to make up for his p
akes.
don’t think I could ever do that to my friend. I know I would
my friends, no matter what risk it would cause for me. I
d rather be hurt than have no loyalty.
Answer-Red Cite-Blue Expand-Green
ANCHOR
PAPER
Editor's Notes
THERE HAVE BEEN SOME SCHOOLS IN NM WHO HAVE GIVEN A GREAT DEAL OF CREDIT TO ACE IN HELPING THEM MAKE AYP. I THINK ITS IMPORTANT THAT OUR SCHOOLS GET THIS TRAINING AS EARLY AS POSSIBLE IN THE YEAR. OTHER SCHOOL IN THE COUNTRY ALSO STRUGGLE WITH OPEN-ENDED QUESTIONS AND HOW TO SCORE THEM SO THIS TRAINING WILL BE USEFUL AND CAN BE ADJUSTED FOR ANY STATE.
Animated Slide
THANKS TO JIM, MARILYN AND BRENDA FOR HELPING WITH THIS.
Facilitator Notes:
The workshop purpose and outcomes are stated as “Standard” and “Essential Knowledge and Skills” to parallel what teachers deal with in their classrooms.
The facilitator will have the opportunity to model PDSA through the workshop process.
Facilitators can use the essential knowledge and skills list as an opportunity to relate these workshop non-negotiables to non-negotiable state standards. Remind workshop participants that many times state standards and objectives need to be translated into learner-friendly terms. Ask table teams to “translate” this list into the key terms that are user-friendly to them. One table at a recent field test for GSWCI reported out that they did not need to translate - they understood the standard and essential knowledge and skills as written.
Animated Slide
Facilitator Notes:
The workshop purpose and outcomes are stated as “Standard” and “Essential Knowledge and Skills” to parallel what teachers deal with in their classrooms.
The facilitator will have the opportunity to model PDSA through the workshop process.
Facilitators can use the essential knowledge and skills list as an opportunity to relate these workshop non-negotiables to non-negotiable state standards. Remind workshop participants that many times state standards and objectives need to be translated into learner-friendly terms. Ask table teams to “translate” this list into the key terms that are user-friendly to them. One table at a recent field test for GSWCI reported out that they did not need to translate - they understood the standard and essential knowledge and skills as written.
The next 12 slides are dedicated to helping students construct effective written responses in reading. The same rubric works for science, social studies, history etc.
I came across this rubric when working with a group of teachers in Ohio. Their state test is very much like New Mexico’s and they were using this rubric from Pre-K to 12th grade and were very enthusiastic about the results they were getting with their kids.
It is the simplicity that they like so much. They said their students learned it very quickly. The gimmick also embraced by teachers and students is to “ACE” your answers.
The example I use here was from my class. I didn’t get the rubric until March of the last year that I taught. When I came back from Ohio, I thought I would try using it with my first graders. We were doing a unit on Fairy Tales and so after we had read “The Three Bears”, I asked my kids if they thought Goldilocks was a good little girl or a naughty little girl. Most thought she was naughty. When I asked the class how they KNEW she was naughty some of the responses I got were………”Because I’m smart” or “The story tells you” or “It’s in my head” or “My mom told me” or “I just know it”. I was surprised that so many of my kids didn’t think to go back to the story and “reference” the things that she did that they thought were naughty.
I’m usually told by mid and high school teachers that their students still do the same thing. Their answers are often… “just cuz”.
Some teachers appreciate getting this in Spanish also.
Some teachers have asked for examples of what a good paper might look like so this is a primary one. I have had middle and high school teachers who said they have used this exact example to get their student started on what ACE looks like and found it very helpful even for their older kids. I also emphasize here that they will have their own class examples of effective papers after they start using this with their students.
A High school anchor paper that some have embraced. This is from an AP English class. Same process as first grade example.
