Unpacking The MME Writing

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Unpacking The MME Writing
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Purpose

• To prepare your students to effectively
  communicate in writing in the world outside of
  the classroom
• To prepare you to effectively teach your students
  to perform well on the writing portion of the MME

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Schools Involved in Project
Breckenridge High School Davison High
School Durand High School Flushing High
School Kearsley High School Morrice High
School New Lothrup High School

• Genesee ISD
• Gratiot Isabella RESA
• Shiawassee RESD
• St. Clair RESA

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Agenda

• Contents of Notebook
• Brief Overview of MME
• Examine 2007 MME Data
• Impact of Literacy on overall Student performance
• Lunch
• Unpack Prompt
• Unpack Rubrics
• Score Papers
• Instructional Resources
• Notebook and Online
• Evaluations

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How?

• Provide overview of the MME Writing
• Analyze 2007 MME Writing Scores
• Examine Impact of Literacy on Student Performance
• Identify the critical attributes of the writing
  prompts and rubrics
• Provide an instructional model for teaching
  persuasive writing
• Score student work to inform instruction

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Overview of MME

• Three components of the MME
• Table format
• Graphic organizer

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Michigan Merit Exam
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Graphic Organizer
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2008
March 11 (Make up March 25)
March 12 (Make up March 26)
40
30
March 12 and 13 (Make up March 26 and 27) Schools
may select ½ day testing
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25
40
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Michigan Merit Examination Components and Score
Contributions
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Processing Activity 1

• In small groups review the MME assessment
  schematics.
• As you examined the schematics, what surprised
  you?
• What were some things you noticed in the content
  areas as you administered the MME for the first
  time?
• Be prepared to report out
• You have 7 minutes. GO!

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2008
March 11 (Make up March 25)
March 12 (Make up March 26)
40 MC Items
30
40
March 12 and 13 (Make up March 26 and 27) Schools
may select ½ day testing
25
40
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Analyze 2007 MME Data

• Review 2007 MME Scores
• Purpose of Reviewing Data
• Goal Make decisions about what to keep doing and
  what to improve
• Influence on classroom instruction
• Influence on classroom assessment

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What did you see in the data?

• What does the data show about
• How well we are doing?
• What areas need improvement?
• As a group you will make inferences
• Directions and additional questions will be
  provided

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Processing Activity 2 Examine 2007 MME Data

• Locate the data sets on pages 6 through 10
• Read and analyze the data sets
• On your table is a set of questions to help
  generate discussion
• Approach consensus about what three things jump
  out at you, or are ah has for your group and
  document them on the chart paper
• Post chart paper in designated area
• Prepare to report out

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Spring 2007 Statewide Results
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Agenda

• Contents of Notebook
• Brief Overview of MME
• Examine 2007 MME Data
• Impact of Literacy on overall Student performance

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ACT Reading Between the LinesMarch, 2006

• 1.2 million HS students tested
• 51 read on college level
• Students who MET the Reading Benchmark
• 94 met English Benchmark
• 63 met Math benchmark
• 47 met Science benchmark

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ACT Reading Between the LinesMarch, 2006

• 1.2 million HS students tested
• 49 did not read on college ready level
• Students who did NOT MEET the Reading Benchmark
• 41 met English Benchmark
• 16 met Math benchmark
• 5 met Science benchmark

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Processing Activity 3Reading Between the Lines

• As you look at the two Reading Between the
  Lines slides, describe the role that reading
  plays in the student performance on ACT
• Does it appear that reading had an impact on the
  MME scores
• Report out
• You have 7 minutes. Go!

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MME Writing Components

• If they did well on English it had a positive
  impact on their overall writing score

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Writing in Mathematics, Science, and Social
Studies

• Writing is critical to revealing what students
  KNOW and what they SHOW us about what they
  know
• It is the process by which teachers are able to
• Gather information about students mathematical
  thinking and
• Use that information to make more effective
  instructional decisions

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Revealing Student Thinking

• You will be shown two different assessment items
  and asked the same two questions for each item
• First read the item and then each question will
  be revealed.
• Write down your answers to each question

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Actual ACT MC Math Item

• A rock group gets 30 of the money from sales of
  their newest compact disc. That 30 is split
  equally among the 5 group members. If the disc
  generates 1,000,000 in sales, how much does one
  group member receive?
•  30,000
•  50,000
•  60,000
• 200,000
• 300,000

What does the multiple choice item reveal about
what the student knows and does not know?
What type of thinking is necessary to complete
this multiple choice item?
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What type of thinking is necessary to complete
this constructed response choice item?
What does the constructed response item reveal
about what the student knows and does not know?
A rock group gets 30 of the money from sales of
their newest compact disc. There are 5 group
members and the disc generates 1,000,000 in
sales. Some group members believe the money
should be divided equally amongst members, while
others believe they should receive more based
upon their role (lead singer, drummer, base
player, etc.) in the band. Take a position on
this issue. Make a chart indicating the amount
of money each of the five members will receive
and use specific reasons to support your
position.
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• How can we use writing to improve student
  performance in the subject areas?

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Metacognitive Writing

• When students write about what was new,
  confusing, what was surprising, what they already
  knew, how they organized new information as they
  were learning something new, they improved their
  academic success.( Hattie, Biggs and Purdie,
  1996 Paris and Paris, 2001)

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Conceptual Understanding

• Mathematics
• Must connect new ideas to the students past
  knowledge and experience.
• Reasonable and make sense to the student
• Science
• Use algorithms to solve biology, chemistry, and
  physics problems
• They use formulas to perform mathematical
  operations and arrive at a correct answer
• However, when asked about the meaning of what
  they have done or requested to describe the
  variable and the relationship among the
  variables, they are unable to do so.
• -Handbook of Research on Improving Student
  Achievement, Third Edition, Gordon Cawelti, Editor

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Processing Activity 4Morning Summary

• With your team briefly discuss what you
  discovered this morning
• Answer two questions
• What do you think is the overall impact of
  literacy on student performance?
• How does this impact your instructional
  practices?
• Write at least two of your ideas on the index
  cards provided and they will be collected by
  presenters
• Directions for lunch will follow
• You have 5 minutes. Go!

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Agenda

• Contents of Notebook
• Brief Overview of MME
• Examine 2007 MME Data
• Impact of Literacy on overall Student performance
• Lunch
• Unpack Prompt
• Unpack Rubrics
• Score Papers
• Instructional Resources
• Notebook and Online
• Evaluations

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Unpacking the MME Part IACT and Civic Writing
Prompts

• Critical Attributes of ACT Writing Prompt
• Issue
• Two Positions
• Question

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Critical Attributes of ACT Writing Prompt

• Issue
• Dress code
• Two Positions
• Support a dress code
• Do not support a dress code
• Question
• In your opinion, should high schools adopt a
  dress code for students?
• What does the prompt look like?

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Processing Activity 5Identifying the Critical
Attributes

• Directions
• Working with one other person at your table
• Read through the prompts on pages 13 and 14 in
  your notebook
• Determine if the items contain each critical
  attribute
• Identify in which subject area the prompts could
  be used and why
• Be prepared to report out to large group
• You have 7 minutes. Go!

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Unpacking the MME Part ICivic Writing Prompt

• Previous Social Studies MEAP Item
• Persuasive writing
• Extended Writing
• Now called Civic Writing
• Several Critical Attributes
• Math and Science overlap?

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Should high schools establish student courts to
deal with discipline?
Science, Math, ELA?
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Agenda

• Contents of Notebook
• Brief Overview of MME
• Examine 2007 MME Data
• Impact of Literacy on overall Student performance
• Lunch
• Unpack Prompt
• Unpack Rubrics
• Score Papers
• Instructional Resources
• Notebook and Online
• Evaluations

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Unpacking the MME Part IACT and Civic Writing
Rubrics

• Go to page 18
• Notice color coding
• ACT blue (18 to 20)
• ELA green (21 and 22)
• Social Studies dark pink (23)
• Holistic and Analytical
• Teacher-friendly ACT Rubric
• Next well unpack rubrics

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Processing Activity 6 Similarities and
Differences of Rubrics

• In groups at your table, review and discuss each
  rubric and identify the similarities and
  differences among the 3 rubrics.
• Create a three circle Venn diagram on the chart
  paper provided to display the similarities and
  differences
• Use only the top level of criteria for each
  rubric.
• After completing your diagram post chart paper on
  a wall in the room
• You have 15 minutes. Go!

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Social Studies
ELA
ACT
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Gallery Walk and Break

• Walk by and review each groups documentation of
  the similarities and differences of the rubrics
• Identify what was similar and/or different
  between your group and the other groups
• You have 20 minutes
• 5 and 1 minute warnings will be given
• Go!

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Agenda

• Contents of Notebook
• Brief Overview of MME
• Examine 2007 MME Data
• Impact of Literacy on overall Student performance
• Lunch
• Unpack Prompt
• Unpack Rubrics
• Score Papers
• Instructional Resources
• Notebook and Online
• Evaluations

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Processing Activity 7Score Student Papers ACT
Writing

• Directions
• Locate the 6 student responses on pages 25
  through 30
• Locate the ACT Rubrics on pages 18 and 19
• Read and score student papers 3 and 6
• Math, Science, and Social Studies Teachers
• The purpose of this activity is to provide
  practice with feedback regarding how well you are
  able to evaluate student work according to a
  specific rubric
• After 15 minutes begin to discuss at your table
  the scores given by each person
• After 20 minutes return to large group
• Be prepared to report out scores and comments

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Processing Activity 8Score Student Papers Civic
Writing

• Directions
• Locate Energy Conservation Prompt on pages 35
  through 37
• Locate the student responses A and B on pages 39
  to 45
• Using the Persuasive Writing and Civic Writing
  Rubrics on pages 21 through 23, read and score
  each paper
• Math and Science Teachers
• Read each paper and locate where student used
  data to support their position. How well did
  student articulate an understanding of the data?
• After 10 minutes begin to discuss at your table
  the scores given by each person
• After 15 minutes return to large group
• Be prepared to report out scores and comments

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Summary and Evaluation

• With people at your table briefly discuss what
  you discovered today
• Answer the questions, What do you think is
  important to do when you return to your school?
• Write at least two of your ideas on a post card,
  address it to the Principal of your building and
  leave it with the presenters.
• Complete Evaluation and leave upside down in
  center of table