TRANSCRIPT - TSBVI Coffee Hour: Rubrics 101: How to get started, develop and rock your teaching skills with rubrics Ð 2-14-22

>>Robbin: All right. I just want to say, hey, y'all, because I love being able to say that. Great to see everyone. Whether you are watching this recorded or you are here live, happy Valentine's Day. I'm sure you're all ready to fall in love with rubrics. Really excited for today. A couple of things I want you to know. First, I will be showing the slide show deck but there is an accessible handout for anybody that would prefer it. It's a little bit more screen reader friendly. The graphics, all of the information that is linked in the PowerPoint is linked in your handout as well. I also have two other rubrics that I will be giving you as an example. We're going to look at them on our field trip. Before we get into things today, let's start with you. I want to know what is something you hope to walk away with from today's training. There's a little bit of a delay, so go ahead and start typing. What's something you'd really like to be able to learn today? And if you're watching this on the recording, still think about something you want to learn. Hopefully we cover it or I give you lots of resources to help answer that. I do have a pretty nice resources page of some quick reads on using rubrics, because I feel like everybody benefits from that. So there will be some resources there. But while we're waiting, just go ahead and think about it. What's something you'd like to learn in today's training? I will let that kind of sit and let the chat kind of come together on that. I am a Caucasian woman. I've got bright pink glasses on, big curly hair and because it's Valentine's Day I have a hot pink shirt with a black sweater on. If you think you're looking at Beyonce, that could also be true. I won't say no. So Stacy says she would like to see some examples for ECC lessons. Stacy, I've got an example for you. I will show you a rubric that I use in some of the my ECC homework in the class that I have right now, so I'll be happy to share that. I'll give another second to see if anybody's answers come up. But before we get into trainings, you know, it's really important that we just don't show up and have a sit and get. Let's start moving as a community to know what we want to get out of training so that we can be more intentional as we're listening. I see from Kimberly, she says a more effective way to gather data and chart progress. These are not plans. My other example rubric is exactly that, Kimberly. So I really hope I'm able to answer your question. I have two example rubrics that I think are the easiest that I want you to be able to use, and that's my other one. All right. So take that minute, think about what you want to get out of today's training and then let's get started. I am going to share my screen and we will be looking at the main page. Today's presentation is Rubrics 101: How to Get Started, Develop, and Rock your Teaching Skills with Rubrics. My name is Robbin Clark and I have a home base at the Utah School for the Blind where I do all things Expanded Core curriculum all day every day. That's probably the best example I can ever give you of what I do. We have three learning objectives today. Number one: I want you to be able to describe the critical features and purposes of rubrics. Number two: I want you to be able to design a simple rubric for an ECC lesson. And, number three: I want you to know how to use rubrics as a formative assessment. Those are my three main goals for today. I like to label my learn objectives throughout my presentation so you'll see little things there and that will help you to know which of my learning objectives I am addressing as we go. Okay. I've got a rubric disclaimer. The intent of this training is to provide information about rubrics and their potential use to support the Expanded Core or to support Expanded Core instruction. I may be wrong about some things but I just want you to know this is how I have learned how we can use rubrics for Expanded Core. I also want to let you know this is how we can use rubrics for children of all abilities. Remember, something like rubrics are not just for students who are typically developing. Students of all abilities can benefit from having a rubric and throughout the presentation I'm going to show you how I use rubrics for kiddos with multiple impairments as well as my typically-developing students. I will be keeping an eye on the chat so of course if you have any questions, comments, concerns, throw it in the chat. If it's something related to CEUs or something, Kate and the team will always handle that. If it is about instruction or anything like that, I'll be checking in on it as well. All right. This is how fast I talk all the time. I try to remember to slow down and pause but if for some reason I'm really going too fast for you, throw it in the chat to say please breathe or slow down and I will do both of those things. All right. Before we actually get into what a rubric is, I want to talk about the purpose of assessment. And this also supports our learning objective number three, using rubrics as a formative assessment. I think it's very important that we take time to talk about assessments and how it really does support our teaching and our instruction. So I've got a couple of things on this slide and I've hyperlinked and cited the sources because it's really some great quick reads for you later on. The first thing I want to talk about is this: Asking students to demonstrate their understanding of the subject matter is critical to the learning process. It is essential to evaluate whether the educational goals and the standards of the lesson are being met. Why do we use assessment? Because it is a critical part of the learning process. Second, responsive teachers use assessment throughout the learning process. I want you to focus on the words "responsive teachers." That's who we need to be. We want to respond to what our students' needs are. We want to respond to creating an environment for learning. We want to shift our focus from teaching to a focus on learning. And we learned that from two educators, grant Wiggins and Jay McTie teach us a lot about that shift we need to make. So I challenge you, how are you a responsive teacher? Just a question. We're going to keep moving on. Assessment is the process you use to gather information and make decisions about how well your students have learned the skill or concept in your lesson. Your assessment should align with your objective and the learning and the practice activities. Again, assessment is the process that we use to not only gather information -- I think as a community we understand that but it's the second part that I want to remind you about. It's how we make decisions about what our students need next. What they need now. How we can create an environment for learning for them. It all comes through this beautiful word called assessment. The last one. By understanding exactly what their students know before and during instruction, educators have much more power to improve student mastery of the subject matter than if they were to find out after a lesson or a unit is complete. I find we do a lot of summative assessments but there's so much power that comes from doing assessment before and during. So, again, why do we use assessment? Again, it gives us power as teachers, right? And when we're thinking about the Expanded Core, what is our ultimate goal? Student mastery or competency of a skill. Because it's not doing our students any favors if we've just given them superficial understanding. That's not what's going to help them carry on to a successful, thriving adult life . So I wanted to start us off so that you know where I'm coming from when I talk about why we use rubrics. Now, we're going to talk about this in the lens of the Expanded Core but these principles carry out to whatever you're teaching. This is why we need assessments. All right. Now, let's continue on. This is me hitting my spacebar and seeing the fact that my slides are not advancing -- but they just did. Our first question is what is a rubric? And I'm actually going to stop share really quickly and I would love to see you throw in the chat what is a rubric. What's your experience with them? So if you have no experience, just say none. If you have some experience, say "some." If you feel like you know what a rubric is and want to explain it and you've got fast fingers, type it up. But what's your experience with using rubrics? I'll give a quick second. You're processing in that chat to catch up. All right. So right away I see that a lot of people are coming in with little to some experience about rubrics. Perfect. We are going to help you through this. I will tell you one thing. I used to be pretty intimidated by rubrics or the word rubrics, right? If somebody five years ago were to say to me do a rubric for this, Robbin, I would have started to perspire a little bit because I felt a little unsure and I was a little intimidated by rubrics. So if anybody -- if you are or you have been intimidated, throw it in the chat. You're not alone. It sounds harder than it really is. I do see that some of our friends have used rubrics. Hopefully I'm going to show you some new ones that you haven't used but I used to be really intimidated by them. If you were ever intimidated by using a rubric, we're going to get you through it. Now I know where everybody's at. By the way, that was an example of formative assessment. Do you see how I just asked a question and asked you to answer? And so now that I know where my starting point is with the majority of the group, I know where I want to target things. So, again, assessment throughout is critical so that you can match your learners' needs. All right. I'm going to go back to sharing my screen. And we should be back. So what is a rubric? A rubric is a scoring tool used to assess a learner's performance based upon a specific set of criteria. This helps us with learning objective number one. A rubric generally consists of three components. Those components are criteria -- these are the characteristics of performance. Second, the levels of performance. And this is the degree to which a student is expected to meet a given criteria. Whether it's exceeded expectations, met expectations, or did not meet expectations. And, third, descriptors. These are specific explanations linked to each criteria and level of performance. The characteristics associated with each dimension. And then I always put the source to everything that I have on here so you can do some more reading. I always like to give teachers quick, easy reads that make sense, so this is another great one. But this is what a rubric is. It's a scoring tool to assess a learner's performance. I like to also think of it a lot of times, I use them in different ways. I use a rubric as a diagnostic tool. Where should I begin? Like how I just asked everybody here. What's your experience with rubrics? I know I get a feel for where I should get started. Stacy threw in the chat that she uses for self-evaluation with her students. Yeah, students using the rubric to self-evaluate where they are. I'm a big advocate of that. Now, what are some benefits to using a rubric? There's lots of them. One, help clarify vague, fuzzy goals. Now, as I'm going through this list, I want you to think about your last ECC lesson, okay? And I want you to ask yourself did I have vague or fuzzy goals? Yes or no. Maybe it's a maybe. But if your answer is no, they were not fuzzy, I want you to also ask how did I know that. Just because we think we're being clear as a teacher does not mean we're being clear to students. Another benefit to using rubrics is that it helps them to understand your expectations. Reflection question. How often do you share your expectations of the lesson? How often does a student ask you what's your expectation of me? Next benefit. It helps students self-improve -- and I'm going to talk a little bit about that in a second. It inspires better student performance. A very popular reason about why we always share learning objectives at the start of lessons is because it gives the student a target. Remember, students cannot hit a target that they don't know exist so one thing that I always do at my lessons is I always state my learning objectives. Just like I did with you today. I want you to know this is what I'm focusing on. And then when I'm with students I share what my expectation is. So a little of that I modeled here as I asked you, what do you want to get out of this training? And I know that some of you came after I asked that question so think about that for a hot second. If you want to share in chat, great. You don't have to. But I want you to really think about this. What do you want to get out of this training? Where's your intentions at? What do you want to get? Another benefit from using a rubric is that it makes scoring more accurate, unbiased, and consistent. So true. It improves feedback to students. And I'm going to talk about a specific rubric that really helps with this part right there. And, last, another great benefit of using a rubric is what comes next for this student. That's what I really like it to understand. Thank you, Debra for throwing in the chat. You'd like to get a better understanding of rubrics. Appreciate that. We'll make sure we hit that goal for you. Next slide. I want to talk about which rubric. I left on the screen right now the source. This is a great article and everything I'm going to put on the slide comes from this article. It is know your terms: Holistic, analytic, and single-point rubrics. It's easy to read, excellent. Again, remember when I fessed up that I was intimidated by rubrics? The things that made me super intimidated were holistic, analytic, and single point. I was like I don't know which one is which. The first thing we're going to talk about is our holistic rubrics. A holistic rubric is the most general kind. I'm going to skip to the bottom of what I'm reading, just for interest of time because I want to make sure that our field trip and our rubric development gets the bulk of what we're talking about today. But a holistic rubric, okay, is a big grouping. So maybe it's a four or a letter grade, A, B, C, D, E. What makes a rubric holistic, it's the way the characteristics are all lumped together. Students will just get a four on a project or a three on a project and there's no breakdowns on anything. I use a lot of analytic rubrics. Those are the ones you're probably really familiar with. It allows the scorer to itemize and define exactly what aspects are strong and which ones need improvement. So, for example, you're writing a paper. You have your introduction, your content, your grammar. Those are all specific parts and a student could get a three-on-one, a two on another, a four on another column. An analytic rubric is very common . It's the ones I use a lot. In fact, I'm going to show you examples of how I use analytic rubrics all the time. So just so I get an idea, if anybody's ever used a holistic or an analytic rubric, just throw in the chat an H or an A or both. Just to I get an idea. The third rubric that I want to introduce to you today is the single-point rubric. This is going to be great. Don't be overwhelmed. A single-point rubric is a lot like an analytic rubric because it breaks down the components of an assignment into different criteria. What makes it different is that it only describes the criteria for proficiency. It does not attempt to list all the ways a student could fall short nor how a student could exceed expectations. In that analytic rubric you see a four, three, two, one. In a single-point rubric we only see that one column. And we're going to show you more examples. Again, everything I just shared came from this awesome article, know your terms: Holistic, analytic, and single-point rubrics. This is a great article. In fact, most of the research I was doing to prepare for this all pointed back to this article. So, please, when you get a moment, check it out. Now, let's talk about how do we actually design a rubric. I have a few guiding points. First, know the goal. What are you using the rubric for? That's got to be the very first thing. Why are you using that? Lynne's asked a question about putting the article link. It's in the slide deck and in the handouts, if anybody wants to fish it out they can but that's where the article link is. So, one, know the goal. Why are you even using this rubric? And this is going to be especially critical for when you're using this with students with multiple impairments. Don't just do this to do it. Know what you're trying to assess. And then how will you as the teacher leverage the data of this rubric? So what are you trying to find out? A lot of times people just do it to do it. Don't do that, guys. Don't do it. Know why you want to assess something. It doesn't have to have multiple parts. Maybe your rubric has two parts to it and you're just specifically looking at these things. Again, I want you to think about how will you as a teacher use this data to help you. And I'm going to show you some examples that I think will give you some life to what I'm talking about in just a moment. Third, I want you to think about how will using the rubric help students. Do you engage students in this process? I really want you to think of those three things. Know why you're using this rubric. What are you trying to assess? Second, how will you as a teacher use this rubric to diagnosis or to help push forward? How will you use this information to help you as a teacher? And then, third, how will using the rubric help students? Now, some other things. Where do I provide the rubric, right? So I put these here. When I use rubrics with my typically-developing students, I give them assignments and I really switched from doing Expanded Core lessons that were nebulous or just didn't have any structure to actually giving a paper assignment. And I put the rubric on the assignment. And I'm going to show you how I do it when I emboss it in Braille because using a table is very difficult to do in Braille, so I do a column view. I'll show you that in a minute. Also, I develop my rubrics with my students. Has anybody ever thought about that? I know we have a lot of newbies but I'm going to stop sharing quickly because I really want to talk about this. If you really want to use rubrics with kids who are verbal, maybe typically developing, moderate and above. Engage them in the rubric. So, for example, I recently wrote a rubric with my older students about being a commuter. As a group, we decided what are the most important parts about being a commuter? Time management, cane skills. There's a few critical things. Those became our components. Then what I did is I started drafting the competency column. And I like to make that column No. 3 out of a four-point rubric. And then I asked students what would it really look like if you were really successful as a commuter or whatever it is. And then we started putting connections to the indicators and to the criteria. So as a group, we wrote this rubric. We wrote what competency was. Now they have a clear picture of what competency looks like for these skills. Does that make sense? So, one, we write it together. What are the critical parts? We're going to talk about making a peanut butter and jelly sandwich. Locating the refrigerator, getting the ingredients, how you spread your peanut butter and your jelly. Three critical parts. Then we jump to competency, number three. And I say if we were to say this was successful, what would it be there? And then together we write that. Now, I like to leave column four, extending competency, meaning like this is if you're going to really take it and generalize it, this is where it could go or this is where you could extend your competency. So I really like to write my rubrics together with students when possible. If you have never considered that, I really want you to think about that. Again, it could be they write 20% and you write 80%. A lot of times I have the students just to No. 3 or competency with me and then I go back and fill in the other parts of that. But we were together on what the criteria was. What were the indicators, what was the success criteria? I want everyone to really remember that because when we talk about Expanded Core, who's doing the doing? So many times we talk a student through an Expanded Core lesson and the student was just along for the ride. They weren't doing anything. And if you did go to Texas Focus on Saturday we heard a lot about having students be engaged as co-designers in the Expanded Core. So I want you to stop and think for a second and ask who's doing the doing in my Expanded Core lessons and how do I engage students to do more of the work? Because, ultimately, they need to know what the success criteria is without an adult always guiding them to that answer. So think about that. If you have never written it with a student, do it now. All right. Just want to do -- we're at the halfway point. I want to check in with everybody who is with me live. If you're doing good, you can just say "good" in the chat. I also want you to think about what's one new a-hah moment about rubrics so far. One if you're doing good. Second, what's an aha moment for you? What's a connection about rubrics that you just thought about? So some answers are coming in, people are doing good. Hillary says wasn't familiar with the single-point rubric. We're going to talk about that. Love the idea of creating it with learners. The co-creating. Yeah. I really hope that was a big lightbulb moment for so many of you. And the great thing about that is once you create these rubrics, let's face it. We do a lot of similar lessons, don't we? Are we only ever teaching a laundry lesson with one student? Nope. We're doing it with many students so when we have this, we can apply this rubric and tweak it when we do it with another group of students. I love that everybody's lightbulb moment was co-design. Great! Let's go back and share screen. Now, the other thing that I want to ask you is do you provide the rubric to the parents, the general ed teacher, the para or the students? Who gets access to this rubric? I want you to really think about that. For so many of our parents who are trying to learn how to support their children, we need to give them guidance. So give the parents the rubric and say, hey, this is the goal that we're at. And anybody on that team, including the students. Everybody should have access to this rubric. It's not a secret. It's not a secret on how to be successful so make sure we share that information. So I hope that's a new lightbulb for everybody. Share the rubric. All right. Now we're going to field trip for the next few minutes. The first thing we're looking at is a typical analytic rubric. I actually write rubrics for my educator team and this is so I can help them become the best ECC teachers in the world. And so I have two examples of some criteria. I'll walk you through it. This first column is indicator. And, again, one crucial thing is to use positive language. So my number one is developing. Number two is approaching. Number three is competent, and number four is extending competency. We're looking at this in a table. These are each of the columns. Now, my indicator -- and I just took two of my ECC teacher rubrics that I have. The first one is I want to make sure all of my teachers are competent with the use of formative assessments. Right away we're going to jump to column three, which is competent. And at competency I want to make sure that all of my teachers can develop formative assessments based on their lesson plan. Then I'm going to work backwards. If they're just about there, what's the next thing? Teacher identifies formative assessment opportunities within the lesson plan. That's at approaching. And, number one, teacher has one assessment labeled within their lesson plan. What I want you to zero in on is that it's all positive language. A lot of times people write rubrics and say none of, has some of, a few of. That's negative language. And so when you get a one, it sucks. Right? Nobody wants to be a one. Instead, let's think of skilling students up or coaching up. So it's okay if we start at a one. So with my teachers, that's what we start with with my students. Number one, teacher has one assessment labeled within their lesson plan. I'm going to meet my teachers where they are and then I'm going to coach them up. A lot of times we use rubrics to say, well, you didn't get a four. You couldn't figure it out. Let's break that rule. It's not even a rule. It's just a bad habit. And, instead, let's talk about coaching students up. So a lot of times when I'm doing a lesson for the first time, I'll say, hey, where does everybody want to shoot for? A lot of times we say a two and then we'll review what a one is and we'll do a self-check. Do we have the skills of a one? Yeah, we do. If we don't, we go to one. My point is coach up our students. We don't have to automatically use this as a way of identifying weaknesses in such a negative way. Now, number four is extending competency and extending competency I expect my teachers to have developed a variety of formative assessments that are based on student's skills, interests, and modalities. And the assessments reflect stated learning objectives. And the other example I have, the indicator is uses a variety of low and high educational and assistive technology and instruction. For competency, I want my teachers to be able to identify high and low tech that match a student's readiness. And I expect all of my teachers to be proficient at using a screen reader. And that's what competency looks like. Now, sometimes that's a big jump for teachers. So let's take it to one. What's the very first step on the road to competency? Number one. They describe the differences between high and low tech. Then when they get that, let's go to two. They describe the purpose of assistive and educational technology. They describe the differences between high and low tech and they can use a screen reader with support. So, think about this. The road to competency. Now when it's positively written like this, you can ask a student where do you think you fall right now? And because my criteria has very specific skills, they can go, I really want to work on this. And then we make an action plan. So this is one type of rubric. This is an analytic rubric. I love using them. They've got a lot of support. Again, I call it road to competency. How do we get to competency? And a lot of times when we do a lesson with students I'll say where do we want to be? Do we want to shoot for a two? At the end of my lesson I will ask them do you think we hit the two? How do you know? And together we review our evidence against our indicators so that we know we were at a two. And if we fell short, we just make a plan on how we get to a two. I hope this makes sense. All right. We're going to do a couple more field trips right now. I'm going to escape from my share screen and I am going to show you the slides so you know it's here. I'm going to show you two examples of how I do this in the Expanded Core. The first one I'm going to show you is my assignment rubric example. So right now I am teaching -- and I'm going to stop sharing for a quick second. Right now I am teaching a class called digital literacy where my students take an Expanded Core class for credit during their school day. All students in Utah have to take digital literacy where they learn how to use Microsoft word or Google Suite. If they can't use a screen reader, they can't use Microsoft Word. They take both parts of it. This is my Expanded Core class that I'm doing. Now that you have the back story, I'm going to go back to share screen. -- let's see, share. And we're going to look at it. This is what my students get. And this could be for anything as simple as a peanut butter and jelly sandwich or an assignment. Number one, I give the week two project. This is what tech skills do you think you will need for your next academic step? High school or college. What resources will help you develop these skills? That's the assignment. Then we give them the scenario, right? Where, again, they answer the questions what AT skills will you need in your next academic step. Then make sure to include -- now, this whole bullet, these four bullet points of make sure to include are my expectations. Again, teachers, are we clearly communicating our expectations to students? My goal for this is to that I can make a target so clear the student only has to focus on skills to hit it. If they're lost trying to figure out what you want, they can't hit the target. So the first thing I show them is my expectations. So my expectations is that they will have a clear explanation of what assistive technology is helpful to currently, what is it? Second, what AT skills are you planning to need in the future? Third, what new AT are you planning to use? Four, what are some barriers that you've had? Those are my expectations. Now, the other thing I include is my scoring rubric. So this is not written like a table. I'm going to go back to my other screen. This is the table. This is not exactly Braille-friendly, if I were to emboss this -- and a lot of times I will. Or if they're using refreshable Braille, sometimes I like to keep it in a column format that's more friendly and accessible. So the first criteria is explanation of assistive technology currently used. This is a three-point rubric so number one, the paper addresses one piece of assistive technology that the student currently uses. A three, the paper contains three or more examples of AT that they currently use. Notice that even if a student gets a one, there's no negative language. And then, because I believe in second chances, I hand it back to the student graded and I say what do you need to do to hit that three? You know where you're at. Maybe you're at a one or you're at a two. What do you need to level up? Because why should we only ever give students one chance to hit the target perfectly? It doesn't work that way. Let's give students feedback and allow them to learn and to skill up. But I don't want to get lost in that. Let me keep showing you the rubric. Again, here are my indicators, explanation of assistive technology currently used. What is your assistive technology plan? My other indicator is what are resources available to help you gain more AT skills? And, lastly, assistive technology in the future. Those are what I'm grading this project on. Then we have our three points of what they can do. So, for example, assistive technology in the future -- let's go to what are some resources available. What are some resources available to help you? The paper provides one resource. Sorry. I just realized I said resources and it should be resource. Don't you hate when you find a typo on something you're nationally presenting on? So this is an example of how I give my Expanded Core projects. Now, I do modify this for students who might be younger and I'll show you what I do for students who might have multiple impairments. But before we move on, I'm going to stop sharing my screen and I want to give you a moment to digest what I just showed you in that example. What are some things that stuck out to you about my assignment rubric or my teacher rubric that you think is helpful for students? What stuck out to you? What was that lightbulb moment? And while these are coming through, again, I'm just going to remind you when you're doing your Expanded Core, how do you measure it? If it's just an activity that students show up for, it's not enough. We have to have something measurable, a lesson plan, something tangible to use. All right. So I'm starting to see some answers come through. Lynne said that the example I gave was attainable. Yeah. That was my goal. And how many times do we not communicate that to students? We tell them you can do this, you can figure it out. But we don't give them a pathway to do it. Did anybody notice that the example I provided was a pathway for students but not a dictatorship. Students still had a choice but they had something to measure against so that they knew they were on the right path. Debra shares that -- she said it makes things reachable. Yeah. Don't we want students to succeed? So I know a couple answers are going to come through but I want everyone to stop and think about this. When we write a rubric, know why you use it, how will you use the information. How will students use this information? Otherwise, you're just making them use a rubric for the sake of a rubric. What I hope you see in the example that I just gave, students can use that to guide them to go deeper with their thinking and their process. I hope it also clarifies a target for them because does anybody else get disappointed when they see a student fail at something that they knew that they could do? Maybe we just didn't give a clear enough pathway and rubrics can be a great tool in your Expanded Core instruction box. All right. I'm now going to move on to another rubric example. And I'm going to show you -- this is what I call my wash your hands guided rubric for teachers. So this has a lot of things written in here just for you for how to design a rubric. So if anybody was like I want to know how to design it. This includes prompts in here so you will know how to write a rubric. So this is written as a table. So it's got the columns. It's got five columns. This first one in this gray section, this is just for you. I'm writing this in here so you can see how you write one. Now, I wrote this rubric based on a scale from the ILSA on personal hygiene ages 2 to 3. This whole top part tells you where to do things. Again, the column three is the criteria. It's the desired outcome of a sequence. Now, sometimes I will put in a zero in the rubric. And I sometimes do this for students that have severe disabilities or complex learning needs. And the zero skill helps me to identify the starting point. And, again, I'm thinking of the sensory motor continuum. Do I need to get them to an alert level? Do I need to get them to be awake? What criteria does the student need to start with? So I'm not really going to score them on anything but this is where I include the starting point for this student. And, again, we're talking about students with complex learning needs. I want to make sure that the student is alert, they're in their best position, you know, that we've done everything that we need to do in order to carry on. I hope that that makes sense what the zero level is. That's just a starting point that I use for students with multiple impairments. Now, the rubric target is where we come down in this table here. So I gave you an example. I filled this all in. So in my rubric for assessing a student to wash their hands, that's my target. Washing hands. At skill number three, which is competency, I want to see that students have their hands are wet, they can use soap. That they can sing half of the ABC song. Because for many students with complex learning needs, that's a good chunk of time, right? So less than 20 seconds. So they can do ten seconds of the ABC song in the washing your hands sequence. Now, the zero level -- do you remember when I talked about the zero level? In order for a student to get to three, this is what they need. For this particular student, I need them to touch their tactile symbol. The student is at the sink. They can tolerate the sound of the water on -- they've touched, you know, anything there. But does this make sense? In order for the student to get into these sequences or into these criteria, this is what needs to happen. And what's great about identifying the zero or the foundation skill is because most times we are not with the student as they practice this skill. But the paraprofessional is. But the parent is. So when we can see what the readiness skill is, then it communicates to the team success. If we want Monica to be able to get into these skills, she needs to do this first. This is her readiness skill. Now, maybe in the beginning Monica will just touch the water. Maybe she'll touch the soap. Maybe she'll allow the soap to be on her skin but we definitely are not singing. We're just tolerating the soap and the water. But as we move on, now her hands are wet but maybe no soap is used. Maybe she'll rub her hands together and I can sing five seconds of the ABC song. Okay? Then, again, we're on that journey to competency. We keep practicing these skills. Then we get to competency. Her hands are wet. She's using soap and we can do ten seconds of the ABC song. Now, four, extending competency is both hands are washed with soap and water between the fingers. She's washing both of her hands for 20 seconds. I can sing the ABC song completely. This is how we can use this for students with multiple impairments. Please note: This is just a general example criteria. You can obviously modify this for kids who have other needs. Maybe it's hand under hand support. Maybe it's a delay. Whatever you need to do to fill in your one, two, three, and four. But include the readiness skill. This sets a student up for success. It also helps with accuracy when you're assessing a student because, guess what? If Monica really depends on this readiness skill and somebody doesn't do it and then I go to assess her, what happens? She was not set up for success. So this column isn't always necessary. I like to do it with kids with multiple impairments because I think this sets them up for greater success. So this is how we can use an analytic rubric for students with multiple impairments. And, again, this is something that I feel paras can follow, a parent can follow it and I can see where they're at. Now I want to talk about that question about data in our last few minutes. So a lot of times what I'll also do is I'll add on the student data section. Again, in your key, this is your idea for taking directly rating on to the rubric. And it's all guided. Under each one of the columns I write in there my observation right? Maybe on step three Chandler, when I observed him, will initiate getting his hands wet independently and will rub them together with minimal prompts. So right here I leave a section where I can write in my observation for when I saw this. I observed that Monica uses a tactile object. Great. That's what I want to see when she does this. So you can leave a whole section where you can write your observation right on to this. Leave this part blank and write student data section. I also like to include the what comes next section. So now I've observed Chandler. Chandler will initiate getting his hands wet independently and will rub together with minimal tactile prompts. I have assessed him. I have observed him at a two. I want to get him to a three. So what comes next? Chandler's next step is that he will continue with his skills but will work towards singing half of the ABC song. Again, maybe what we'll do is the para will sing the ABC song. You can put anything in there. But the what comes next tells you this is where we're heading. So this is the wash your hands guided rubric for teachers. All of these parts that are written in here are for you as a teacher to see what we're talking about. Okay. Whew! Last check in before we wrap up. What was something you noticed you could do with the rubric I just shared for students with multiple impairments? What was a lightbulb moment there for you? I hope you can see it's an at a glance one page. I really like to do direct observation right on to the rubric. I'm a big fan of the what comes next. It's not even original. I'm sure you have seen it. Early intervention programs might do that often. All right. Great. Great answers coming through. All right. And I really like the point that Stacy just made. Great for multiple observing staff members. All the information is on one rubric. One document. And it's easy for parents to understand. All right. Last few parts of today's training, I'm going to take us back to our slide show deck. Again, these are linked in here. I'm going to spend time really fast talking to you about the single-point rubric. And I have -- it's all linked. There's an icon or an image. This is from cult of pedagogy. Great reference on how we do the single-point rubric. It's got three columns. In the middle it's the criteria for proficient performance. The column to the left are concerns. These are the areas that need work. This is where you'll write notes on what needs improvements. The column to the right is advanced. This is the notes on how the work exceeds expectations. I've linked two great resources to help you developing the single-point rubric. First, I want you to hear this. The single-point rubric only describes the criteria for proficiency. It does not attempt to list all the ways a student can fall short, nor does it specify how a student could exceed expectations. So if you're just concerned with a student getting to competency or proficiency, this could work very well for you. Lots of other great resources here. I've linked the article. Now, the structure of the single-point rubric allows us as educators to work toward returning grades and teacher feedback to their proper roles. So the single-point rubric supports and fosters real learning in our students. And more resources on how you can develop one. There's a great article, six reasons to try a single-point rubric. So, again, don't overcomplicate this. Pick a peanut butter and jelly sandwich, have your criteria right here. This is what we need to do in order for you to be competent. When you observe it, this is what I see that you need to work on on the left, on the right. This is where you hit it. You did it! You got the peanut butter and the jelly neatly on the sandwich. Great job! So you can just put that in there. All right. I am going to take us to our next point. Now, what I really want you to remember, don't rubric alone. Meaning, giving a student without any reference or model isn't ideal. Don't just throw a rubric at a student and go there you go. Take time to communicate with the student and you give them a model as much as possible. So perhaps you make that peanut butter and jelly sandwich together and the peanut butter and jelly sandwich is exactly how you want them to learn how to make it. Work with the student to evaluate, hey, let's look through this rubric or as we write the rubric together, what made this PB&J awesome? There was ample amount of PB&J together. But it's a model so the student can then use the rubric to evaluate themselves. Don't just hand a student a rubric and say good luck. Now, for students who have complex learning needs, same point. Give them a reference point. Identify the readiness skill. Identify that with them. Second, collaborate on writing the criteria. I talked about that. Don't just write a rubric and give it to them without any expectations or anything there. Make sure the student really knows what you're talking about. And then connect meaning with it. So model for staff how to use the rubrics. A lot of times I read through it and a lot of times, if possible, I'll have a student grade their own paper, which I'm just calling it a paper. Grade their own rubric and hand it to me first so that they've already evaluated their rubric and then they gave it to me. And then I give them a choice. Hey, if you scored yourself at a two and you wanted a three, what do you need to do? Before I even get it. And then when they give it to me, okay, final answer, I'm going to give you some feedback. Right? So, again, including students -- I was just going to use that phrase from our Texas Focus, co-designers. Remember this phrase: Who's doing the doing? Are you talking a student through things and they're just along for the ride? Have you stated your learning objective? Have you shown them what competency looks like? Have you made the connection, why are you using this rubric? How does it help me get better? How will this help me level up my O&M skills by using this rubric? Can we score together? Nobody ever said a teacher had to be the only person. Score it together. So, remember, don't rubric alone. All right. Last thoughts. Positive language matters. And I loved the sentence, I have a link to the article. Very quick reads for you. If we are going to truly use the rubric as a tool to enhance students' ability to self-assess and thus enhance their performance, we must provide clear markers along the way for how students can improve and not unintentionally send the message that their ongoing work is insufficient rather than on a path of progress. So use positive language. A one is a one so my next bullet point, it's okay to be a one! That's where you are at on the journey to competency. Everyone's got to start somewhere. You as the teacher might instantly see where a student is at but they might not. In fact, they likely won't. So by helping them to see what a one is, now you've helped them jump on the road and see where you're going with it and say this is a two and this is a three. Let's start with your one skill. Okay. Now let's master it. This is the only thing I want you to master. How do we get to a two? And we work together with students on that. Okay. I left you -- these are such great articles. Very easy to read. And I only say that because I don't want to read a big journal article that I can't understand. These are some really great articles that will help you become a rubric all-star. And then, of course, contact me for all things Expanded Core. There's my resource, my information. If you haven't seen the Expanded Core website, that is the last thing I'm going to show you and then I've ended on time. So Expanded Core website. This is not just for teachers in Utah. If you need resources about the Expanded Core, I'm showing you the website now. I've linked almost everything and everything about it. If there is a resource that you think people should know about, tell me. I'll post it on here. If you haven't had a chance to get your copy of the Expanded Core high school readiness checklist, you should. It's your one-stop shop for assessing the Expanded Core. It does include something for kids with multiple impairments. And students, if you have not had your student check out the take charge daily challenge, I totally encourage you to do that. Each week we have a great play list of different five-minute challenges that you can do. Stacy's on here, Stacy is one of our featured mentors. It's a great opportunity for you to hear and to see great things about the Expanded Core so make sure you check it out.

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