Five Things We've Noticed Mid-District-Norming

Five Things We've Noticed Mid-District-Norming

This is one of our favorite professional development days because we love the energy of having all of the different sites present in one room to discuss, norm, and grade essays. It's an exhausting process, but one that holds so much value for all of us, especially our students. Here are five things we've noticed after norming grades 7-9 and 12:

1. Students have a lot to write about. Some have too much to write about. What a great problem to have in October! Students are grappling with high level texts, weaving fiction and non-fiction pieces, and are showing evidence of collaboration. Teachers are empowering their students by providing the outcome (prompt) first, and then purposefully preparing them for the task of marrying content and skills.

2. Read-A-Rounds have been helpful. Having tables of grade-level groups of teachers discuss and rank student essays in order to come to consensus has proven to be a solid strategy in accomplishing our goal of obtaining equity and rigor across the district.

3. The purpose of a district assessment has changed and therefore the processes both before and after grading the essays have also shifted. We are no longer simply assessing reading and writing skills with isolated content in a limited time setting. We are now using purposeful content to assess our students' ability to read and write in relation to the content, still within a time frame, but one that is less rigid, and more authentic. This initial essay is not merely a snapshot, but rather a picture taken with a wide angle lens.  

4. Teachers play an integral role in professional development by sharing their own voices with each other; all students will benefit from this meaningful collaboration.  

5. RUSD students and teachers are rising to the challenge of higher expectations.