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Achievement First Achievement First

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Revising 

David Conley clearly articulates that “self-management behaviors” are one of the four key levers to ensure college and career readiness. Revision evaluates the changes made from the rough draft to final draft, including the depth of those changes, the incorporation of feedback from peers and teachers, and the effect of the changes on the essay. In middle school, this revision is scaffolded over the course of four years to help scholars begin to learn self-management behaviors in order to improve their writing.

Feedback:
This criterion evaluates to what extent the scholar has independently incorporated feedback to substantially improve his writing. Additionally, when applicable, this also assesses the scholar’s mastery of his independent progress goal as a way to measure both growth and self-management behaviors.

Drafting:
Drafting refers to both the number of revisions made and the quality of those revisions to the final product. Scholars should begin to internalize that writing is a process and that revisions lead to stronger final products.

Publishing 

This strand encompasses the final product, from completion, timeliness, and presentation to MLA formatting guidelines.

Professionalism:
This includes completion, timeliness, attention to the details of the assignment, and final product presentation.

MLA Formatting:
Does the paper follow MLA evidence citation guidelines?

Document:
Does the paper follow the formatting guidelines, including the heading, spacing, and title?

  • Click Numbers to View Standard Bearers

  • Feedback

  • Drafting

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  3. 2

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  5. 4

  1.  
    • Feedback leads students to some surface level revision
    • Student shows limited or some improvement towards meeting progress goal.
    • Feedback leads students to primarily surface level revision
    • Student generally shows improvement towards meeting progress goal.
    • Feedback leads students to adequate, but surface level revision. Student makes some revisions thoroughly. Student primarily demonstrates mastery of progress goal.
    • Feedback leads student to substantive revision. Student seeks out additional feedback.
    • Makes almost all revisions thoroughly. Student overwhelmingly demonstrates mastery of progress goal.
  1.  
    • No previous draft completed or no evidence of a previous writing cycle/revisions/editing.
    • At least one draft completed and final draft OR evidence of at least one substantial revision (Google Docs)
    • Evidence of attempt to make changes appear for each draft/ revision
    • Number of grammatical and spelling errors decreases with each draft/ revision
    • At least two drafts completed and final draft OR evidence of at least two substantial revisions (Google Docs)
    • Evidence of attempt to make changes appear for each draft/ revision
    • Number of grammatical and spelling errors decreases with each draft/ revision
    • Multiple drafts completed OR evidence of multiple substantial revisions (Google Docs)
    • Evidence of attempt to make thoughtful changes appear for each draft/ revision
    • Number of grammatical and spelling errors decreases with each draft/ revision
  • Click Numbers to View Standard Bearers

  • Professionalism

  • MLA Formatting

  • Document

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  2. 1

  3. 2

  4. 3

  5. 4

  1.  
    • Paper does not follow most of the guidelines of the assignment.
    • All the necessary documents are turned in more than one school day after the deadline.
    • Paper is complete and follows most of the guidelines of the assignment.
    • All the necessary documents are turned in within one school day after the deadline.
    • Paper is complete and follows almost all the guidelines of the assignment.
    • All the necessary documents are turned in on time.
    • Paper is crisp, neat, complete and follows all the guidelines of the assignment.
    • All the necessary documents are turned in as specified and on time or early.
  1.  
    • Attempts at MLA formatting are not consistent and/or primarily lacking.
    • Generally, attempts to cite evidence using parentheses, quotation marks, and periods. (Meets standard in 5th grade only)
    • Almost always cites evidence correctly uses parentheses, quotation marks, commas, and periods. When applicable, mostly correct MLA Works Cited Page.
    • Correctly cites evidence using parentheses, quotation marks, commas, and periods. When applicable, overwhelmingly correct MLA Works Cited Page.
  1.  
    • Header mostly provides correct information.
    • Header, title, and text are mostly formatted (MLA) and spaced correctly
    • Header, title, and text are overwhelmingly properly formatted (MLA) and spaced.
    • Header, title, and text are properly formatted and spaced. If applicable, visual information is integrated and displayed effectively.