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.
4. 4
How can I prepare
my students for the
State Test?
TEST PREP
5. 5
The trend in national
standards-based testing is to
remove the ability for kids to
guess their
answers!
*They are being required to provide evidence
for how they got their answers
*Tests are looking for application of learning
*A great deal of effective writing is being required
of our students.
6. 6
NMSBA
Multiple Choice
70% of the test
50% of the scoring weight
Open-Ended Questions
30% of the test
50% of the scoring weight
7. 7
The New Standards Based
Assessment
Test architecture
Scoring weight
Grades 3-9
NEW MEXICO
11. 11
Instructional Prep for Reading
• Testing pattern consists of:
– Read the passage
– Answer the questions
– Prepare short or extended narrative
responses
• Responses that score highest reference
the passages
12. 12
The new Standards Based
Assessment, Math
• Grade 3 and Grade 4
MC = 47 items Scoring weight = 52%
OE (short response) = 17 items for grade 3
18 for grade 4
OE (extended response) = 3 items
• Grade 5
MC = 51 items Scoring weight = 49%
OE (short response) = 18 items
OE (extended response) = 4 items
Scoring weight = 48%
Scoring weight = 51%
15. 15
Instructional Prep for Math
• Testing pattern consists of:
– Read the problem
– Examine the data (numerical, graphs, etc.)
– Select answer choice or complete the graphic
– Prepare narrative responses
• Responses that score highest reference the
rules of mathematics and/or the data in the
problem and provide a logical rationale for
solving the problem
21. 21
Short Answer Responses
Story Date
A C E Points
Big Ben Nov. 3
Not Yet Not Yet Not Yet 0
Polar Bear
Floats
Nov. 7
X Not Yet Not Yet 1
Who’s Your
Momma?
Nov. 11
X X Not Yet 2
Ten Apples
Up on Top
Nov. 14
X X Not Yet 2
Where Have
You Been?
Nov. 18
X X X 3
When answering short answer responses, use the ACE strategy:
*A – answer the question
*C – cite evidence from the story
*E – expand your answer
**You may receive a total of three points for each response. You need to keep track of your progress
by recording your score on the grid. Put an on your score for each assignment.
…means the student could perform the expectation.
Name: Pablo
22. 22
10
9
8
7
6
5
4
3
2
1
Week 1 Week 2 Week 3 Week 4 Week 5
STRATEGIC GOAL: All students will get a 3 on their reading questions by May 2007!
11
GOAL: In 5 weeks
we will all be able
to get a 2 on our
story questions.
We can ACE it!
Answer=1 point
Cite=1 point
“Say why”
Expand=1 point
“Tell more”
PRE-K Class
23. 23
How am I doing on ACEing
my reading quizzes?
3…I expanded
my answer…I
added more.
2…I could cite
evidence to
support my
answer
1…I answered
the question
and got it right
X
0…I didn’t get
the answer
correct
Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Quiz 6 Quiz 7 Quiz 8 Quiz 9 Quiz 10
________________
GOAL
24. 24
PLAN
I want to improve my progress on ACEing my
reading questions.I have had a scoreof 2 for the
last3 weeks and now I want a 3.
DO
I needto focuson expandingmy answersin ACE.
I will writesomething aboutwhat I thinkwill
happennext in thestoryOR about howthe story
might remindme of somethingthathappenedto
me.
ACT
x My plan worked
___I need a new plan
STUDY
Yea!!I finallygota 3. I knowhowto do thisnow
and so I can just keepgoing.It helpeda lotfor my
teacherto showus howto expandin a certain
way.
ACE IMPROVEMENT PLAN FOR READING
27. 27
Assignment Date A C E My
Score
Peer
Evaluator
Score
Teacher
Score
Macbeth,
Chpt. 3
Monday
Feb. 7 X 1 1
Macbeth,
Chpt 4
Thursday
Feb 10 X X 2 1
QUIZ
Friday
Feb 11 1
Macbeth
Chpt 5
Tues
Feb 15 X X 2 2
Macbeth
Chpt 6
Thurs
Feb 17 X X X 3 3
QUIZ
Friday
Feb 18 2
Macbeth
Chpt. 7
Tues
Feb 22 X X 2
Macbeth
Chpt 8
Thurs
Feb 24 X X X 3 2
QUIZ
Friday
Feb 25 2
OPEN-ENDED RESPONSES
*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text
E-Expand your answer
*You may receive a total of
3 points per answer
High School Literature
28. 28
ACE IMPROVEMENT PLAN
Name Jorge Martinez Date: Feb.14th
Subject: Literature,2nd period
PLAN: I need to improve how I respond to open-ended questions
so that I can improve my reading comprehension, class grade and my score on the SBA
DO: I am good at answering the questions, but I’m not used to supporting my answer from
what I read. I need to cite evidence from the text “every time” that supports how I got my
answer. I also need to expand my answer in a way that will add value to the writing and
not just ramble on and on. I need to re-read my work daily and use the ACE scoring guide
to help me. I should underline the different parts of ACE as I do them.
STUDY: I will re-check my plan in two weeks and see if it helped to bring up my score on
the next ACE quizzes.
___My plan worked!
___I need another improvement plan!
29. 29
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
30. 30
What kind of person was Amir from The Kite Runner?
A…Amir was a chicken, but he was also a good person. He w
a very loyal friend, but he did have a conscience that bothe
C…He was a chicken because he was too afraid to stick up f
friend Hassan because he Was only thinking of himself and
afraid he was of the bullies that were hurting Hassan. The
framed Hassan for stealing his money so that he could get
go away. He wanted him to go away because his conscience
him every time he saw him. He felt so guilty for what he d
Hassan that he thought about it for the rest of his life. Bu
he rescued Hassan’s son from the orphanage to make up fo
mistakes.
E…I don’t think I could ever do that to my friend. I know I
help my friends, no matter what risk it would cause for me.
would rather be hurt than have no loyalty.
Answer-Red Cite-Blue Expand-Green
ANCHOR
PAPER
31. 31
4 points 3 points 2 points 1 point 0 points
Conventions Language skills
successfully support
meaning; few if any errors
in subject/verb agreement,
modifiers, punctuation,
capitals, or spelling
Language skills support the
meaning; several errors in
some or all of:
subject/ verb agreement,
modifiers, punctuation,
capitals, spelling
Mistakes in grammar,
mechanics & usage
render writing
incomprehensible
Ideas
Organization
Addresses prompt
Stays fully on topic
Includes relevant
information
Provides main ideas &
specific, elaborated
details that move beyond
the obvious
Includes inviting intro,
logical arrangement of
ideas, & satisfying
conclusions
Maintains a clear order
with transitions between
ideas.
Mostly address prompt
Stays mostly focused
Includes mostly relevant
info
Has main idea, but
details are general,
obvious or brief
Includes intro,
arrangement of ideas &
conclusion; ideas may
wander or be predictable
Provides some
connection between
ideas with few
transitions
Addresses some of the
prompt
Addresses a broad topic or
focuses on a trivial point
Provides sketchy
information that may be list-
like
Begins or ends abruptly;
arrangement of ideas is
stilted or occasionally
random
Rarely uses transitions
Addresses few parts of
prompt
Severely digresses from
topic
Includes much irrelevant
information
No main ideas or does not
support them; details may be
repetitious
Begins abruptly with no intro
or conclusion; there is little or
no attempt to establish order
Does not connect ideas
Shows no evidence of
purposeful organization
Is incoherent
Voice
Word Choice
Vocabulary
Sentence
Structure
Conventions
Presentation
Engaging
Accurate, precise
vocabulary that is
appropriate for audience
& purpose
Contains active/precise
verbs
May use imagery,
figurative or striking
language
Fluent, easy to read
Effective sentence variety
Readable, neat, nearly
error free
Occasionally engaging
Accurate but general
word choice appropriate
for audience/purpose
Use of precise and
general words
Familiar vocabulary w/
some striking language
Generally fluent with
occasional choppiness
Some variety of
sentence beginnings,
structures and length
Mostly readable & neat
Somewhat bland
General words that may
include occasional errors in
usage
Few active verbs, but most
are imprecise or colorless
(is, did, go)
Familiar vocabulary &
phrases
Variety of sentence
beginnings, structure, or
length but rambling or
choppy
Readable, but somewhat
sloppy
Bland
Inaccurate or repetitive
words choice that is
occasionally inappropriate
for audience and purpose
Passive, colorless, or
imprecise verbs
Vague language or frequent
cliches
Incomplete or rambling
Simple, repetitive sentence
beginning, structures and
lengths or many sentences
combined needlessly
Some unreadable parts
Isolated words, phrases
or random sentences
NM Standards-based rubric for Grades 4-9 Writing Prompt
**Evidence of planning
(list, web, outline)
…1 point awarded
No evidence of
planning
…0 points awarded
35. 35
0 points *Gives an incorrect
response with no work
shown.
*Offers no mathematical
understanding of the
problem.
*Does not address the
problem.
EMERGING
1 point
*Offers a correct solution to
the problem with no
supporting evidence, detail
or explanation.
*Contains numerous errors
in computation and
reasoning that detract from
the overall quality of the
response.
*Provides vague
interpretation to the
solution/explanation,
indicating little or no
mathematical understanding
of the task or concept.
NEARING
PROFICIENT
2 points
*Offers a partially correct
answer that may contain
flaws, indicating an
incomplete understanding of
the task or concept.
*May show faulty reasoning
leading to weak answers or
conclusions.
*May demonstrate a poor
understanding of relevant
mathematical procedure or
concepts.
*May demonstrate unclear
communication in writing or
diagrams.
PROFICIENT
3 points
*Offers a generally correct
solution, but contains minor
flaws in reasoning or
computation.
*Gives evidence that an
appropriate problem-solving
strategy was selected and
implemented but may
contain minor errors that
detract from the overall
quality of the response.
*Is clearly focused and well-
organized but neglects
some aspect of the
complete solution.
*Lacks significant detail to
convey thorough
understanding of the task.
ADVANCED
4 points
*Offers a correct solution
that is well supported by
well-developed, accurate
explanations.
*Gives evidence that an
appropriate problem-solving
strategy was implemented,
but may contain minor
errors that DO NOT detract
from the overall quality of
the response
*Is clearly organized and
focused and shows a
mathematical understanding
of the task or concept.
*Contains sufficient
explanation to convey
thorough understanding of
the problem.
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH
Answer Compute Explain
36. 36
0 points *My answer was wrong.
*I didn’t show my work.
*I didn’t understand how
to do the problem.
*I didn’t write anything.
EMERGING
1 point
*I may have gotten the
right answer, but didn’t
show my work or explain
anything.
*I made some mistakes
and my reasoning wasn’t
very clear and didn’t make
much sense.
*I didn’t really understand
the problem completely
and couldn’t explain how I
got my answer very well.
APPRENTICE
2 points
*My answer may have been
partly correct showing
that I only understand
part of the problem and
how to get the answer.
*My reasoning isn’t
exactly clear and my
answer is weak.
*I didn’t understand how
to get the answer to this
problem very well.
*I could only explain a
little bit about the
problem.
*My writing doesn’t
communicate how I got my
answer very well.
PRACTITIONER
3 points
*My answer is correct and
my computation shows I
mostly understood how to
get the answer.
*My strategy for getting
the answer was logical.
*I may have made
mistakes, but they were
minor and didn’t detract
from the quality of my
work.
*My work is clear and
focused but I may have
left out a part of the
explanation of my work.
*I could have included
more detail in my answer.
EXPERT
4 points
*My answer is correct and
clearly supported by
detailed explanations.
*I used a great strategy.
*I used high-level
reasoning.
*I used math rules to get
my answer and explained
them.
*My work and explanation
is clearly organized,
focused and shows a
mathematical
understanding of the task
or concept.
*I explained ALL the
steps for how I got my
answer.
NMSBA RUBRIC FOR OPEN-ENDED ITEMS IN MATH
KID
LANGUAGE
Answer Compute Explain
37. 37
Your ADVANCED score:
has enough details to show you understood the problem.
is organized and complete.
completely explains your ideas and math thinking.
has a correct answer.
**************************************************************
Your PROFICIENT score:
has some details to show you understood the problem.
is mostly organized.
explains your ideas and math thinking.
has a correct answer.
**************************************************************
Your NEARLY PROFICIENT score:
doesn’t have enough details to show you understood the problem.
is unorganized and unclear.
doesn’t clearly explain your ideas or math thinking
has an answer that’s almost right.
***************************************************************
Your EMERGING score:
showed no details.
doesn’t make sense.
has no explanation of ideas or math thinking.
has a wrong answer.
KID-FRIENDLY 4 POINT RUBRIC
38. 38
PRIMARY MATH EXAMPLE
How many legs do two cows and 3 chickens have?
A….14
C…
4 + 4 + 2 + 2 + 2 = 14
E… I droo the cowS and chix and then
I cownted all the lags. And then I
mad the ekwshun. Thas how I got
my ansur.
Rubric Score
4-Advanced
40. 40
There are 29 NBL teams. Each team is allowed to have 12 active players
and 3 on injured reserve.
How many players are in the NBL at any one time?
A…(Answer) 435 players
C… (Compute) or show your work
X = (12+3) 29 29
X = (15) 29 x15
X = 435 145
29_
E… (Explain) in writing. 435
First, I figured out that each team was allowed to have 12 players plus 3 who were hurt
and that equals 15 total players on each team. Then I multiplied the sum by 29 to get
my answer of 435. I showed my work in an algebraic equation.
OR…
You could round 29 up to 30 and multiply by 15 to get 450. Then you would subtract a
group of 15 from 450 to get the same answer…435.
SECONDARY EXAMPLE
Rubric Score
4-Advanced
41. 41
Answer Computation:
Explanation: I drod the nmbz I pict ffrst tin I mad the
apls to go wet the picchur ov it
I chk my wrk bi conteng the apls to be sur.
NMSBA Rubric
Score _4__
Standard: Number Sense and Operations.
Grade Level Indicator: Understanding the meaning of numbers
Question: Pick any 5 numbers from 1-10. Show how many apples would make
each number?
First Grade Example
42. 42
Answer: Computation:
Explanation: Student told teacher… “I knew the
answer because I have five fingers and that makes
five cookies. I drew my hand and then I made my
pretty fingernails and I made a cookie for each
finger. I counted the cookies to check”
ACE…..your math questions
Name: Elena
Grade: Kindergarten
Score…4, Advanced
STANDARD: Number Sense Grade Level “Power” Standard: One-to-One Correspondence:
Marco has the same number of cookies as he does fingers. How many cookies does he have?
43. 43
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
4
3
2
1
How are we doing in meeting our math goal?
GOAL: 100% of the students will achieve a 3 or 4 Rubric Score on our extended
response questions by the end of the year.
44. 44
0
10
20
30
40
50
60
70
Test 1 Test 2 Test 3 Test 4
Scoring 4
Scoring 3
Scoring 2
Scoring 1
Is our class improving on Extended Response
Tests in Math?
GOAL: All students in our class will score a 3 or 4
on the math rubric by May 2007!
46. 46
The Number of Students with a 3 or higher
on our weekly open-ended quiz.
0
5
10
15
20
25
30
Week
#
of
Students
Series1 12 15 23 25 24 25
1 2 3 4 5 6
Problem Terrific Harvest Height Tale of Gears Sink or
Tiles Dinner Dilemma the Scale Swim
GOAL: All 7th grade math students will “ACE” our math questions by
getting a 3 or 4 on our math rubric. We will all accomplish this
goal by the end of the semester.
WEEK
48. 48
+ ∆
TEACHER EXPLAINS PROBLEM AND
HELPS US UNDERSTAND
WE UNDERLINE IMPORTANT
INFORMATION
RUBRIC
CHARTING OUR RESULTS IN DATA
FOLDERS
READ AND RE-READ
2 DAYS TO COMPLETE PROBLEM
QUIET
BENCHMARK PAPERS
LOOKING AT PREVIOUS PAPERS TO
LEARN FROM MISTAKES
PEER SCORING
TAKING OUR TIME
USING OUR TIME TO WORK ON THE
PROBLEM
DO PROBLEM STEP BY STEP
WE NEED TO CONCENTRATE
BEING LAZY
NOT TAKING THE PROBLEMS SERIOUSLY
WE NEED MORE “P’S”
WE HAVE TO WRITE BETTER
EXPLANATIONS OF HOW WE SOLVED THE
PROBLEM
WRITE OUT EVERY STEP
PAY ATTENTION WHEN THE PROBLEM IS
BEING EXPLAINED AND TAKE NOTES
WE NEED TO DO WHAT OUR “DO” SAYS
ON THE PDSA
WE WANT TO WORK IN GROUPS TO
PRACTICE
Jimmy Carter Middle School Class Plus/Delta after 4 weeks
49. 49
*Post it in your room
*Teach it to your kids
*Remind them why it’s important
*Have them use the check-sheets on each reading/writing
assignment
*Have them assess themselves regularly
*Have them chart their progress
*Use peer evaluators
*Show “benchmark” papers…what it really looks like to
make a 3.
*Check on their scores periodically
*Give a weekly “assessment”
*Post the “class” data from the assessment
*Attach a gimmick…(collecting ACE cards)
Things that have
“WORKED” with kids
50. 50
*Work with your grade level or department team
*TOGETHER, brainstorm possibilities to answer the following…
*Are you already using ACE? If so, how?
*If not, how could you use this rubric in your classroom or department?
*How can it help you meet your class strategic learning goals
*How might it help you with processes you are already using in your class?
*How will you get your kids engaged in this process?
*How will you use some of the materials presented?
ASSIGNMENT:
*Make a sample PDSA chart that you think you could use in your class or
department that would reflect learning toward ACE.
*What tools would you use to monitor progress?
i.e. bar graph, stacked-bar graph,
scattergram, line graph, other??
*Be ready to share your plans.
ACTIVITY
You will need to designate
the following for
Your team…
*Facilitator
*Recorder
*Reporter
51. 51
*Work with your team
*TOGETHER, brainstorm possibilities to answer the following…
*Are you already using ACE? If so, how?
*Are you getting student achievement results from this strategy?
*If so, how do you know?
ASSIGNMENT:
*Decide on a plan to deploy or further implement use of the ACE strategy at
your school.
*If not, how could you use this strategy in your school?
*How can it help you meet your EPSS goals?
*How might it help your teachers with processes they are already
using in
their classrooms?
*How will you get your staff engaged in the use of this strategy?
*How will you use some of the materials presented?
ASSIGNMENT:
ACTIVITY
You will need to designate
the following for
Your team…
*Facilitator
*Recorder
*Reporter
52. 52
ASSIGNMENT
PLAN
How will you use ACE
in your classroom?
DO
What will you do each
week for four weeks?
ACT STUDY
How will you visually
monitor progress?
53. 53
PLAN
I will implement the
use of ACE in my
class.
DO
Week 1…Give a baseline quiz, Post
ACE, teach it to my kids, Give ACE
assignments, establish a goal.
Week 2…Show anchor papers, use peer
evaluators, give 3 assignments, Give
quiz.
Week 3…
Week 4…
ACT STUDY
How are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
The kids will need to
have input here.
What do we need to change in
order to get better next week?
54. 54
PLAN
We will implement the
use of ACE in our
classrooms.
DO
*We will divide the stories in our reading series
equally among us, starting with the book we are
currently teaching.
*Each teacher will design an ACE lesson
for the stories assigned to us.
*We will COPY the lessons and share them
among our team.
*Our students will then have an ACE assignment
each week.
*We will monitor progress toward meeting a score
of a 2 first and then move toward teaching
students to expand and meet a score of a 3.
ACT STUDY
How are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in
order to get better next week?
ELEMENTARY Grade
Level “Team” EXAMPLE
55. 55
PLAN
We will implement the
use of ACE in our
classrooms.
DO
*We will first teach our students how to answer
the question and site evidence from the text to
support how they got their answers.
*After they have demonstrated learning of those
two skills we will begin to teach them to
effectively expand their answers.
*We will go through the language arts standards
and divide them among us.
*Each teacher will take a standard and design 5
questions that will facilitate the use of that
standard in the expansion part of ACE.
*We will share those lessons among our team so
all students will benefit from the lessons.
ACT STUDY
How are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in
order to get better next week?
SECONDARY “Language
Arts” Team EXAMPLE
56. 56
PLAN
We will implement the
use of ACE into our
math instruction.
DO
*We will divide the math standards equally among us.
*Each teacher will design 1 ACE lesson for the standard
assigned to us.
*We will COPY the lessons and share them among our
team
*Our students will then have an ACE assignment for each
math standard.
*We will use the NMSBA rubric to score these lessons,
making sure that we teach it to our kids.
*We will monitor progress toward meeting a score of a 3
(proficient) first and then move toward teaching students
to construct advanced answers and meet a score of a 4.
ACT STUDY
How are we doing?
What’s working?
What’s not working?
Wk. 1 Wk. 2 Wk. 3 Wk. 4
What do we need to change in
order to get better next week?
MATH EXAMPLE
“Teacher Team”
58. 58
Setting Classroom Learning Priorities
Publishing and posting strategic learning goals…
100% of our class will meet or exceed the 3rd
grade math standards by May 2007…
Our Measures:
*Scoring 80% or better on our school SCA Math
Test
*Scoring 80% or better on our Chapter Tests
*Reaching a rubric score of proficient (3)
or higher on opened-ended math questions.
Mark’s strategic
learning goal
Workbook Page 18
59. 59
Create a graph for charting classroom learning results beginning
with where the class is starting compared to where it needs to be.
Chart this performance level as a percentage. This is called
establishing the baseline.
Setting Classroom Learning Priorities
Charting strategic learning results
3rd Grade Math Open-ended Assessment Results
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4
Grading Period
%
of
class
getting
a
3
or
higher
on
the
Math
Rubric
Workbook Page 20
Mark’s chart of
strategic
baseline data
60. 60
Work with students to develop a class/course/program mission
statement that aligns to learning requirements and reflects a
commitment to closing the achievement gap.
Workbook Page 22
Mark’s class
mission
statement and
consensogram of
commitment
Setting Classroom Learning Priorities
Developing a Class/Course/Program Mission Statement
Our class will work together to be ready
for 4th grade.
We will JUST DO IT!!
Degree of Commitment to our Mission
0 1 2 3
61. 61
3rd Grade Math Learning Goal
100% of our class will meet or exceed the 3rd
grade math standards by May 2007…
…as measured by…
*Reaching a score of proficient (3) or
higher on our open-ended math
questions.
3rd Grade Math
PDSA Board
Now he and his students are ready to
use the Plan-Do-Study-Act Cycle to
focus on the learning processes that
will help them achieve their goal.
Workbook Page 24
Our class will work together to be ready for 4th grade.
We will JUST DO IT!!
62. 62
PLAN
Our learning target (standard) for
this week:
Identify the relationships among
common factors and multiples
We’ll take a quiz on Friday that
lets us demonstrate our
understanding.
A score of 3 or better on our
math rubric shows we
“Just Did It!”
PLAN - What do we plan to learn?
Workbook Page 26
Mark’s PLAN
for Week 1
after
baseline quiz
63. 63
DO - What will we do to learn it?
DO
Next week the teacher will:
Demonstrate how to score our
problems using the rubric.
Give us lots of examples of
factors and multiples for
common numbers.
• Let us do the problems in
groups
Next week students will:
Listen carefully when the
teacher shares examples
“Buddy” score using the rubric
to score our daily problems.
Cooperate with our group
Ways to Learn Factors and
Multiples Mark’s DO
for Week 1
Workbook Page 28
64. 64
+
Strengths of our learning
processes
∆
Changes we need to make next
week
The examples helped a lot
We really like practicing with
a friend to get used to using
the rubric
The group practice helped us
Our buddy scores weren’t
that good, so we need more
practice with the rubric.
We think using manipulatives
might help
Some were slackers in their
group
STUDY - What do our results tell us?
Workbook Page 31
Rx
*More explanation on the rubric!
*Get out & distribute the manipulaives!
*Everyone needs to do their PART!
More of
Mark’s
STUDY
for
Week 1
65. 65
Answer:
1x12, 12x1
2x6, 6x2
3x4, 4x3
Computation:
Explanation: First I got 12 counters and I knew that was
one group of 12. Then I divided the counters in half and
that was 2 sets of 6. Then I put them in groups of 4 and
that was 3 sets. Then I just reversed the numbers in
each problem and got my answer.
NMSBA Rubric
Score _4__
Standard: Numerical Concepts & Mathematical Operations.
Grade Level Indicator:: #4… Identify the relationship among commonly encountered factors and multiples.
Question: What are the different factors of the number 12?
*MARK’S QUICK ASSESSMENT FOR THE WEEK
Anchor
Paper
66. 66
ACT - What will we do differently next
week?
OUR ACTION PLAN
We studied our results for this week, 9/1 to 9/5.
__We improved. ____ We did not improve.
Next week our teacher will do the following things differently:
Let us work with him to develop a rubric for working with a group
Keep giving us examples of proficient on the rubric.
Get the manipulatives out for us.
Next week students will do the following things differently:
Use the Group Time rubric to make sure we aren’t slacking.
Pass out and use the manipulatives to practice our problems.
Keep working with the rubric to buddy-score
We will look at our new results next week to see if our plan worked!
ACT
Mark’s
ACT for
Week 1
Workbook Page 34
67. 67
OUR CLASS GOAL
100% of students will meet or exceed
learning of the 3rd grade math standards
MEASURE:
Meeting a score of 3 or higher on the math
rubric
Comprehension Checks
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9
Week
Percentage of Students meeting Goal
Mark’s Data
at the end of
the quarter
69. 69
Short Answer Responses
Story Date
A C E Points
When answering short answer responses, use the ACE strategy:
*A – answer the question
*C – cite evidence from the text
*E – extend your answer
**You may receive a total of three points for each response. You need to keep track of your progress
by recording your score on the grid. Put an x on your score for each assignment.
*Check means the student could perform
the expectation.
71. 71
How am I doing in ACEing
my reading quizzes
3…I explained
my answer…I
added more.
2…I could cite
evidence to
support my
answer.
1…I answered
the question and
got it right.
0…I didn’t get
the correct
answer.
Quiz 1 2 3 4 5 6 7 8 9 10
73. 73
Assignment Date A C E My
Score
Peer
Evaluator
Score
Teacher
Score
SHORT ANSWER RESPONSES
*Use the ACE strategy….A-Answer the question
C-Cite evidence from the text
E-Expand your answer
*You may receive a total of
3 points per answer
74. 74
ACE Improvement Plan
Name_____________ Date____________
Subject____________
PLAN:_________________________________________
DO:___________________________________________
______________________________________________
______________________________________________
STUDY:_______________________________________
______________________________________________
______________________________________________
___My plan worked!
___I need another improvement plan!
75. 75
Passage to read…. Question to answer…
A______________________________________
________________________________________
C______________________________________
________________________________________
E______________________________________
________________________________________
________________________________________
ACE ASSIGNMENT
77. 77
________________________________________
ACE Score-___
I answered the question…………………….___yes ___no
I supported my answer from the text…..___yes___no
I expanded my answer……………………………….___yes___no
Name____________________
________________________________________
ACE Score-___
I answered the question……………………………___yes___no
I supported my answer from the text…..___yes___no
I expanded my answer……………………………….___yes___no
Name____________________
________________________________________
STUDENT SELF-EVALUATION OR PEER SCORING GUIDE
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 14 slides were originally designed for New Mexico teachers in order to help them understand the configuration and scoring weight of the NMSBA. However, if you are working in another state, you might want to ask participants what kind of info they have about their state test and what implications that information might have for the classroom. If participants don’t know this info about their state’s test this is a segue into understanding that they need that information.
The next 12 slides are for New Mexico schools only. They are all specific to the NMSBA. This one gives an overall configuration for how the scores are “weighted” on the test. Note that the open-ended questions where the students have to perform a written response are very heavily weighted.
These slides were sent to me by Tom Ginne’. He works for RDA (Research and Development) in APS (Albuquerque Public Schools) and was on the design team for the NMSBA. When I worked in all 25 SINOI (schools in need of improvement) in APS I didn’t find one school that had this information.
Self-explanatory
I asked Tom to give me just ONE hint that would help teachers who are trying to prepare their students to take the test and the words in red are what he told me. When these slides were presented at Del Norte high school there is a teacher there who was on the scoring team and enthusiastically supported the statement. He said that is EXACTLY what they are asked to look for and award the most points for. I usually ask table groups here to have a 5 minute discussion about what implication these slides hold for their school and classrooms and report out to the group.
Math teachers are often surprised that so much weight is put on how students “write” an answer. The correct answer used to be the only goal and now students are being asked to construct a written response explaining the process they used and the rationale for using it to get their answers. This is upsetting to some math teachers, but also a great place to help them understand that they might need to “change” the way they have always done things and what they have expected from their students. Some DO understand here that they are “short-changing their students if they don’t.
Again, in red is what Tom Ginne told me would give the students the most points on math questions. I let them again have a table discussion here, report out.
Science still has a lot of weight on written responses, though not quite as much as reading and math.
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 12 th 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.
This is a template used by a primary teacher who was doing this orally with her students. She kept a folder on each student and when she had a small group for shared reading and she asked a student a question about the page they had read she would quickly record how they answered their questions. Eventually she started showing these pages to the students, which is when they became engaged in trying to “ACE” their answers. *Note that this was done several times weekly and didn’t take much time on the teachers part at all.
This is an example of how a pre-K teacher posted the data she was gathering about how her students ACE’d their reading questions. This was all done orally. NOTE: The short-term goal aligned with meeting their strategic goal. I often have more push-back from primary teachers thinking they can’t do this with their little ones so this example holds a lot of weight in realizing they can simply do this orally. I explain that it might also be appropriate for this class to keep their goal to a 2 all year. However, when you see how quickly their students learned to Answer and Cite, it made sense to this teacher to try to go further with them.
INTERMEDIATE EXAMPLE: This is how a 4 th grade teacher had her students track their data. Every Friday when she gives her weekly spelling tests she has an ACE question on the back of the test. Note that the goal here was to get a 2 first.
This is an example of an improvement plan made by the student based on the previous slide. Here I emphasize that the teacher was stucturing how to “expand” their answer for the class. She was teaching the “standards” of making personal connections and predictions for what the kids were reading. Her weekly PDSA’s were focused on having students demonstrate knowledge of these two standards through the expansion part of ACE. I emphasize here that without the student data to guide the way it is difficult for the students to make an improvement plan. This helps teachers who say “I do this all the time, I just don’t have my students keep the data on it”. Or, I do PDSA, I just don’t write it down.
HIGH SCHOOL EXAMPLE: How one high school teacher got started with one class. This ACE assessment was added to the quarterly SCA’s that the school was giving. We need to encourage teachers to do this more often than quarterly, but if they haven’t had CCI, I find it throws them into the “I can’t possibly do this weekly” mentality. This graph could be changed to say Week 1, 2, 3, 4.
Another example of how class data might be shared. This is baseline data from a teacher BEFORE she started using ACE and was so surprised that her students did so poorly on constructing an effective answer.
HIGH SCHOOL EXAMPLE: A data notebook from a HS Literature class. Students were scoring their own daily assignments and having peers score their assignments also. THEN, they got the weekly quiz that let them know how they were really doing. This can show teachers that they STUDENTS should be using the rubric and carrying half the load of scoring their own and each other’s papers.
An improvement plan based on the data in the previous slide. I once had a teacher say…. “That looks like so much work!” Then someone else pointed out…”Yes, but who’s doing the work?” It’s the student!!
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.
Some teachers ask about scoring writing to a prompt and so I emphasize that ACE is a tool for scoring “open-ended” short answer and extended response questions. It does NOT replace their other writing rubrics. In “writing to a prompt” teachers should be using their “writing” rubrics…6-traits etc. that include the complete writing process. This is the 6-traits rubric used by PED in NM to score the writing prompt on the SBA. I emphasize here that their school writing rubrics school at the very least be aligned with this one. If you’re not in New Mexico, you still might show this and ask the participants if they know what rubric their state uses to score student’s writing to a prompt. I give groups time to discuss this as a table and report on “ah-ha’s”.
The next 10 slides are devoted to the use of ACE in math and is different from how it is used in other subject areas….at least in New Mexico.
Originally I only had ACE for “reading” but when a middle school saw the training their math teachers got together and re-worded it so that it could be used in math. I then expanded the training so that it included math.
I did this training for many months and for many schools before I found this rubric on the PED website. Before I got this, schools were using ACE in math just like in reading…awarding 1 point for each part…answer, compute, explain. Most math teachers embraced its simplicity and were happy to have something to score their open-ended questions. HOWEVER, I emphasize now that this is the rubric used by the state of NM to score those questions on the SBA and that schools should be using this to score their student work. I then point out that ACE can be used as a way for students to “organize” their answers and I’ll show examples later on how to do that. I point out here that the columns do align with ACE…the first devoted to the answer, the second to the computation or strategy used and the third to the written explanation of the student work. If you are not in NM, you might ask your schools if they have a math rubric to use. If not, they could get started using ACE with the 3-point system like reading. It might again be a segue for teachers to start seeking out what their state uses to score open-ended math questions. I used this training in Presidio, Texas and although their state test is all multiple choice, the teachers still embraced the use of ACE enthusiastically.
This is the same rubric in kid-friendly language. Even most high school teachers agree that their kids need this kind of language.
This is the rubric that Marty sent to all of us last year some time and I added it to this training. It uses the same language and point system that the NMSBA rubric uses. Most elementary and even some secondary teachers feel that this rubric is aligned and gives enough info for their kids to use and they certainly learn it more quickly in this form.
This is a primary example that shows how ACE is used to organize the answer, but the NMSBA rubric is used to score it. (It is fun to have a secondary teacher read the explanation..they sometimes struggle and primary teachers love it!) We usually have a discussion here about how this student had to start with the C and how he explains that in his answer. It actually shows two ways to get the answer. This is a good place to have primary teachers discuss the need to support test -prep even at a young age as well as teaching their students to “demonstrate” and explain that they understand the mathematical process being used. You can also demonstrate here that if the student had come up with the answer of 13, they still would have been awarded at least 2 points because of their computation and written explanation. I did this training at Tucumcari Middle School and worked with their 8 th grade teachers in the morning. One teacher quickly made an overhead of this slide, went to her classes in the afternoon and showed it to them. She then had them use the kid-friendly math rubric to score the problem. This is how she introduced ACE to her classes. She said they loved it and quickly grasped the concept.
This is a right or wrong answer. I explain here that if the child got the answer 13, they would be awarded no points. Sometimes teachers complain about “teaching to the test” and so much emphasis being put on testing. I have shown this slide and then asked the question………. “Let’s say the test didn’t exist…which math problem would be better for student learning…this one or the previous slide?”
This is a secondary example that again shows how to use ACE to “organize” the answer. We often have a discussion here about the second explanation. This might be how a higher level math student would get the answer…but they often would not or could not explain it because they can do this in their head. It’s important to emphasize that we need to help these students learn to explain their answers. Students like this often don’t see the need to explain their work.
One group of primary teachers developed this template to help their students organize their answers and to make sure they used all the parts of ACE. I observed a class at Navajo Elementary in Navajo, NM doing this lesson when I walked into their classroom. Most teachers LOVE this template and find the box to write the standard they are working on very helpful.
Another primary example. ..a good example of how these kind of problems really make the children think. In my experience, this training is very quickly and enthusiastically embraced by intermediate and secondary teachers but primary teachers struggle with the concept. We could use some more secondary examples though.
An example of how one teacher used a stacked bar graph to post their data.
A different way to post the data.
Example of a scatter matrix to display the data.
A 7 th grade teacher used this type of graph to track class data weekly.
A student data notebook template based on the NMSBA math rubric aligned with the class data from the previous slide.
This is a compilation of things that teachers have told me have helped to produce good results with their students. One middle school teacher went to a casino and asked them to save cards for her. She got all the aces and gave her students an ace card when they “ACED” a quiz. She attached some sort of incentive to the card collection and said her students became “manic” about collecting those cards. A kindergarten in a reservation school had a little ACE store where the kids could go and buy stuff with their “ACE” cards…that the teacher mimeographed.
After going through the slide show I have groups work together to discuss the questions on this slide. I then let them choose how they want to work…alone or with a grade level or department team. Sometimes the principals have an idea of how they want them to work. Sometimes I have them make a poster to share with the participants in a way that is conducive to the size of the group….with whole group, pair and share with individual or another team, gallery walk etc. I explain here how a PE teacher at a mid-school used ACE. He had a big ACE poster on the wall of the gym and here’s the example he gave…”After having a class play each other in basketball I ended the scrimmage 5 min. early and had the kids sit down on the floor. I told them that I don’t teach reading or writing but that I was going to support those two schools goals. I pointed to ACE and said “I know you’re using this in your other classes and we’ll use it in PE when we can. For A…who just won the game we played? For C…turn to someone next to you and cite evidence from the game that contributed to that team winning the game. For E…turn to someone else and discuss what might have happened to change the outcome of the game. An art teacher shared that she did something similar. When her students finished a project, she had them fill out a template like this… A…do you like your work? C…Cite evidence from the piece of work supporting your opinion of it E…what might you change to improve the work? She had them pair and share their work with another student. These two examples help engage those that struggle with how to use ACE if they don’t have a regular classroom.
After going through the slide show I have groups work together to discuss the questions on this slide. I then let them choose how they want to work…alone or with a grade level or department team. Sometimes the principals have an idea of how they want them to work. Sometimes I have them make a poster to share with the participants in a way that is conducive to the size of the group….with whole group, pair and share with individual or another team, gallery walk etc. I explain here how a PE teacher at a mid-school used ACE. He had a big ACE poster on the wall of the gym and here’s the example he gave…”After having a class play each other in basketball I ended the scrimmage 5 min. early and had the kids sit down on the floor. I told them that I don’t teach reading or writing but that I was going to support those two schools goals. I pointed to ACE and said “I know you’re using this in your other classes and we’ll use it in PE when we can. For A…who just won the game we played? For C…turn to someone next to you and cite evidence from the game that contributed to that team winning the game. For E…turn to someone else and discuss what might have happened to change the outcome of the game. An art teacher shared that she did something similar. When her students finished a project, she had them fill out a template like this… A…do you like your work? C…Cite evidence from the piece of work supporting your opinion of it E…what might you change to improve the work? She had them pair and share their work with another student. These two examples help engage those that struggle with how to use ACE if they don’t have a regular classroom.
I have given each teacher a blank of this and let them use it. Brenda and I gave each teacher one at our SQS SCA training and had them make individual classroom plans and then had them share what they had done and their results at the follow-up training. I have also had teams use the template from PDSA in Action and that is well-received also. MARTY AND I FOUND OUT THE IMPORTANCE OF FOLLOWING UP EFFECTIVELY WITH TEACHERS TO SEE WHAT THEY REALLY DID WITH THEIR PLAN. NAVAJO EXAMPLE….(SHOW PICTURES HERE)…JUST FOR TRAINERS.
This is the example template I show participants before they start working.
The following are slides of groups that worked together to put an implementation plan in place. These are three good examples of team work and so I usually share at least one or two of them…depending on the group
I LOVE the use of the standards in the expansion part of ACE in this example. The team that used this said they got fantastic results with their students.
I developed these slides after I saw Marty do this training as an SQS public workshop and also sat in on herTrain the Trainer. This might be something helpful and I made it an elementary example since the CCI uses a mid-school one. (Tara) I have not used these slides yet, but could be used for coaching after the teachers have had CCI or perhaps combined with it…whatever works?
Animated Slide Facilitator Notes: Mark’s strategic learning goal meets all the requirements of the SMART criteria. I put the focus goal in red here to show that it is that measure that these slides will focus on. I would emphasize here that you might have several measures for the strategic goal.
Facilitator Notes: When Tara looked at the scores for her five periods of math, she saw that one class—3rd Period—seemed to have the most need for improvement. Because she is new to continuous improvement, she decided to learn how to apply PDSA by focusing on one class. In Tara’s school a strategic assessment is given each grading period to monitor progress toward meeting/exceeding the standards. Tara created a chart to graph these strategic assessment results throughout the school year for 3rd Period. Her goal is to be able to replicate the process with all five periods of math. Like Tara, you may decide to focus on one content area or one class period (specials or secondary) for the next grading period in which you will start using the PDSA Cycle to improve classroom learning. Like Tara, your goal should be to expand the use of PDSA to all content areas and/or classes that you teach.
Facilitator Notes: I SAW THIS MISSION STATEMENT IN A CLASS AND THE KIDS WERE SOOOO ENGAGED IN IT. THE TEACHER SAID THEY CONTINUALLY TOLD EACH OTHER TO “JUST DO IT”. THIS IS ALIGNED TO NIKE’S MOTTO. The fourth item in Setting Classroom Learning Priorities introduces teachers to class/course/program mission statements as a leadership strategy for setting and communicating direction. After discussing the learning requirements for 8th grade math with her students and publishing them in student-friendly language, Tara engaged her students in writing a class mission statement. She used an affinity process to gather ideas and then had a team of students put the key themes into a statement. She also used a consensogram to measure and verify commitment to the mission. Note that missioning follows analysis of strategic learning results and translation of requirements into a strategic learning goal.
Facilitator Notes: HERE IS AM FOCUSING ON ONLY THE OPEN-ENDED MEASURE FOR THE STRATEGIC GOAL. Participants can see that if they attend to the three ‘assignments’ introduced so far they might have a bulletin board that looks like Tara’s – a mission statement, at least one strategic learning goal, and a chart for monitoring progress toward the goal throughout the year.
Facilitator Notes: NOTE THE LINK TO THE CLASS MISSION STATEMENT. Plan asks what do we plan to learn this week (or 2-week, or month depending on the type of classroom)? Help participants see that in most cases, state standards are broken down into learning targets – objectives, grade level indicators, benchmarks are some of the terms different states use. Tara looked at the essential knowledge and skills learning targets in the Number, Number Sense and Operations standard and determined that her students must be able to “Use scientific notation to express large numbers and small numbers between 0 and 1 in order to meet or exceed 8th grade math standards.” She spent a class period defining what this skill looks like in action and shared a wide variety of examples with her students. She also shared with them how both she and the students know if they were competent in using scientific notation from the quiz they would take at the end of the week. Note: This is an operational definition. Directions for writing operational definitions can be found on page 68 of the participant workbook.
Facilitator Notes: The Do element encourages teachers to give students a voice and a choice in how learning will happen. Tara used an affinity diagram to give her students input into how they would learn to use scientific notation. From that they developed an action plan for the next week. Coaching question – why would you want to post the Do list? You are documenting this process so kids can see it, talk about it, take ownership of it. It holds teacher and students accountable.
Facilitator Notes: The analysis of quiz data also includes a plus/delta on what worked and what changes need to be made next week.
HERE IS AN EXAMPLE OF ONE OF MARK’S WEEKLY ASSESSMENTS AND A STUDENT ANSWER. I THOUGHT IT MIGHT FIT WELL HERE.
Facilitator Notes: Tara used the template on page 60 of the workbook as a graphic organizer for action planning. Reinforce the concept that ACT is an adjustment or refinement of the DO based on the data
At this point, Mark may not need to track weekly data on this process….but he would need to make sure that the quarterly SCA has open-ended questions to see that students are holding their knowledge. He might also want to do a monthly check.
I USUALLY MAKE A PACKET OF THESE TEMPLATES FOR EACH GRADE LEVEL OR DEPARTMENT TEAM. I WILL ALSO BURN THESE FOR THE SCHOOL TO USE.
THIS WAS DEVELOPED BY A SPECIAL ED TEAM BECAUSE THEY WANTED THEIR STUDENTS TO HAVE JUST A QUICK PARAGRAPH TO READ AND ONE QUESTION TO ANSWER. THEY ALSO SAID THEIR STUDENTS NEEDED THE STRUCTURE THAT THIS TEMPLATE GAVE THEM. I’VE HAD HS TEACHERS WHO LIKE IT ALSO AND SAID THEIR STUDENTS NEEDED IT AT FIRST ALSO.
