The document outlines an agenda for assessing student writing from periodic assessments to identify strengths, weaknesses, and areas for improvement. It includes reviewing student work using a rubric, working in sessions to score essays, and finding themes. The goals are to analyze comprehension, vocabulary use, analysis, organization, grammar and mechanics. Data from the assessments show performance levels by standard and strategies for reteaching are discussed to address gaps and adjust instruction.

1. CAHSEE Timed Write
Scoring
FEB-2013

2. Objectives for today
1. Assess student timed writing on Response to
Literature and Periodic Assessments 1 and 2
to find themes, both strengths and
weaknesses, in student writing , areas of
improvement, and intervention steps for
students through calibration using the
CAHSEE Scoring Rubric.
2

3. Agenda
8:100am Welcome – Good News – Objectives for today
8:15am Periodic Assessment 1 and 2
9:15am Calibration using Rubric (look and sound like)
9:45am Working Session: Essay Scoring
11:00am Themes and Findings
12:00pm Working Session1: Essay Scoring
Lunch
3

4. Roadmap To Success

5. Periodic Assessments 1 and 2
0.75
0.7
0.65
0.6
AHMAS (99)*
CNMT (164)*
0.55
L AND GOVT (87)*
STEM (202)*
0.5
0.45
0.4
[] Vocabulary and [] Comprehension and [] Expository Critique [] Evaluation and [] Grammar and
Concept Development Analysis of Grade-Level- Revision Mechanics of Writing
Appropriate Text

6. Periodic Assessment 1 and 2
Report Key
Advanced (83% - 100%)
Proficient (70% - 82%)
Basic (49% - 69%)
Below Basic (33% - 48%)
Far Below Basic (0% - 32%)
AHMAS CNMT L AND GOVT STEM
Standard Sets / Standards #Items (99)* (164)* (87)* (202)*
[1.0] Word Analysis, Fluency and Systematic
Vocabulary Development: Students apply
their knowledge of word origins to
determine the meaning of new words
encountered in reading materials and use
those words accurately. 5 63% 63% 66% 65%
[] Vocabulary and Concept Development 5 63% 63% 66% 65%
[R 1.2] Distinguish between the denotative
and connotative meanings of words and
interpret the connotative power of words. 5 63% 63% 66% 65%
[2.0] Reading Comprehension: Students
read and understand grade-level-
appropriate material. They analyze the
organizational patterns, arguments, and
positions advanced. 15 52% 61% 52% 47%
[] Comprehension and Analysis of Grade-
Level-Appropriate Text 12 54% 58% 58% 48%
[R 2.3] Generate relevant questions about
readings on issues that can be researched. 5 58% 58% 59% 62%

7. Strengths?
Areas of concern?
How did you teach it? PA 1 AND 2
[R 2.4] Synthesize the content from several sources
or works by a single author dealing with a single
issue; paraphrase the ideas and connect them to
other sources and related topics to demonstrate
comprehension. 1 27% 63% 50% 30%
[R 2.5] Extend ideas presented in primary or
secondary sources through original analysis,
evaluation and elaboration. 6 13% 51% 0% 52%
[] Expository Critique 3 51% 69% 47% 45%
[R 2.8] Evaluate the credibility of an author’s
argument or defense of a claim by critiquing the
relationship between generalizations and evidence,
the comprehensiveness of evidence and the way in
which the author’s intent affects the structure &
tone of the text 3 51% 69% 47% 45%
[W 1.0] Writing Strategies: Students write coherent
and focused essays that convey a well-defined
perspective and tightly reasoned argument. 12 51% 43% 55% 49%
[] Organization and Focus 4 40% 43% 0% 48%
[W 1.1] Establish a controlling impression or
coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a
consistent tone and focus throughout the piece of
writing 4 40% 43% 0% 48%

8. Strengths?
Areas of concern?
How did you teach it? PA 1 AND 2
[] Research and Technology 4 55% 44% 57% 52%
[W 1.4] Develop the main ideas within the body
of the composition through supporting evidence
(e.g., scenarios, commonly held beliefs,
hypotheses, definitions). 4 55% 44% 57% 52%
[] Evaluation and Revision 4 47% 42% 53% 46%
[W 1.9] Revise writing to improve the logic and
coherence of the organization and controlling
perspective, the precision of word choice and the
tone by taking into consideration the audience,
purpose and formality of the context. 4 47% 42% 53% 46%
[W 2.0] Writing Applications (Genres and Their
Characteristics): Students combine the rhetorical
strategies of narration, exposition, persuasion, and
description to produce texts of at least 1,500
words each. 1 0% 51% 75% 34%
[W 2.3] Write expository compositions, including
analytical essays and research reports: 1 0% 51% 75% 34%

9. Strengths?
Areas of concern?
How did you teach it? PA 1 AND 2
[W 2.3a] Marshal evidence in support of a thesis
and related claims, including information on all
relevant perspectives. 1 0% 51% 75% 34%
[1.0] Written and Oral English Language
Conventions: Students write and speak with a
command of standard English conventions. 16 53% 45% 52% 51%
[] Grammar and Mechanics of Writing 12 54% 43% 52% 51%
[LC 1.1] Identify and correctly use clauses (e.g.,
main and subordinate), phrases (e.g., gerund,
infinitive and participial) and mechanics of
punctuation (e.g., semicolons, colons, ellipses,
hyphens). 4 35% 30% 0% 40%
[LC 1.2] Understand sentence construction (e.g.,
parallel structure, subordination, proper placement
of modifiers) and proper English usage (e.g.,
consistency of verb tenses). 4 47% 42% 47% 47%
[LC 1.3] Demonstrate an understanding of proper
English usage and control of grammar, paragraph
and sentence structure, diction and syntax. 4 63% 60% 58% 66%
[] Manuscript Form 4 20% 50% 0% 51%
[LC 1.4] Produce legible work that shows accurate
spelling and correct use of the conventions of
punctuation and capitalization. 4 20% 50% 0% 51%

10. Understand Prompt
In the story ''Dish Night," the two young people collect dishes from this special night at the movies.
However, the dishes represent much more than the simple objects we eat from.
• Write an essay in which you describe what the dishes mean to both the young woman and the
young man. How does their meaning point to the theme of the story? Use details and examples
from the story to support your response.
Checklist for Your Writing
• Use the checklist below to help you do your best work. Be careful to:
• Read the description of the writing task carefully;
• use specific details to support your response;
• provide a strong introduction, body, and conclusion;
• demonstrate that you have understood the selection and the author's intent;
• vary the length and complexity of your sentences to make your writing interesting
• correct any mistakes in grammar, usage, and mechanics.

11. Ground Self In Rubric

12. Agreements
• Based on the rubric, what should the:
– Thesis
– Supporting Details
– Organization and Focus
– Audience
– Sentence Structure
– Conventions
Look and sound like?

13. Analyze Student Work
• As you begin to score your student essays,
have a note pad available to write down
thoughts, themes, errors, strengths, etc.
• Be prepared to share with group and solutions
for remedying these writing concerns

14. Share Findings
• Strengths:
• Areas of Concern:
• Based on our findings, how can we adjust our
instruction to bridge the writing gap?

15. Assign Targeted Practice
• What resources do we have today to assist in
giving students additional intervention to
assist students writing?

16. Recap
Next Steps:
Thank for your ongoing focus on
accelerating student performance!