kde writing program review - butlerschools.net writing program … · web viewj ausbrooks:...

WRITING: SCORING GUIDE 2014-2015CURRICULUM AND INSTRUCTION

Demonstrator 1. Student Access: All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities.

Needs Improvement Proficient Distinguished Evidencea) Students have access to

literacy opportunities, but connections among the literacy strands (reading, writing, speaking, listening and language use) are unclear.

a) Students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas.

a) Students engage in literacy learning opportunities and help create customized plans and instruction to match their learning needs.

Content Vocabulary Posters & Presentations: C Donaldson, J Embry, P Wallace, T Harper

A Fuller: 3-2-1 (perimeter, area and book thoughts) A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation B Eadens: Steps-Drilling Handy Box B Bivens: Personal Fitness Record, Self-Reflection and

Chart B Frazier collab with L Cardwell: Biomes Research,

Presentation Product (class and 2nd period), Project Reflection and Rubric

B Frazier: Note Cards C Dockery: Imagery Analysis; Multiplying Steps with

visual; Persuasive Writing C Dockery collab P McKinney and L Cardwell:

Onomatopoeia Comic Strips; Health Informative Essay (technology)

C Donaldson: Class Bill of Rights, Test correction & reflection

C Scott: Future Goals with image E Clark: Vocabulary Definition Illustrator; Persuasive

Essay (Sports); On-Demand Rubric Teacher Annotations (Bullying); Hatchet posters

H Elmore: Narrative Writing Self and Peer Reflection K Doughty collab L Cardwell: Natural Disaster K Doughty: Opinion paper (Facebook – bullying) J Ausbrooks: Reflection (Sound of Music movie);

National Anthem Performance Self-Reflection J Embry: Test correction and reflection J Martin: Plate Tectonic OR and Scoring Guide; Solar

Motion and Scoring Guide L Crafton: Personal Health Writing Prompts L Graham: Zentangle Self-Reflection L Winters: Book/Movie Comparison (Roll of Thunder,

Hear My Cry); Extended Metaphors

Last modified: May 5, 2023 Writing

L Wood: Chapter Reflection; Story; Comparison on two articles; Utopia Write-up with Illustration

M Crawford: Peer Review; Persuasive Speech and editing sheet; Art Critique and Self Reflection (Round 1 and 2), Performance Evals

M Taylor: Self-Reflection, 100 Days, Active Learner P Bucklew: Vocabulary Illustrator P Fazel: Science Career Journal Entries P McKinney: Literature Term Illustration; I Have a

Dream; Integer OR; Narrative Assessment; Persuasive Prewriting and Paper, Self-Reflection in Math; Comic strip (onomatopoeia); Consumerism Extended Response; Consumerism Word Problems

P Wallace: Provisional Geography (Economy); Test correction & reflection

R Harpe: Career and Teamwork R Johnson: Math Constructed Response, Self-reflection

in Math R Tyree: How do you digest food; Cell Biology OR S Bratcher: Career Research Project; Content Typing

Journal Entries; Health Animation; Health Comic Strip; 3 Rs Comic Strip

S Daugherty: Falling Bridges; Self-Reflection; Creating Word Problems; Factoring Trinomials Steps

T Harper: Create a Page for a Book T Lowe: Veteran’s Day Program Performance Self-

Reflection; Music Performance Self-ReflectionTo what extent does the school provide access for all students to participate in intentionally planned literacy learning opportunities to explore ideas and design products across the content area?b) Students have some access

to equipment and materials.b) Students have access and

use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments).

b) Students strategically plan for and use a variety of equipment/ technological tools and materials designed to meet and enhance their individual needs.

Computer and Library Usage Calendar Literacy Coaching Strategies (GRREC): C Donaldson, C

Scott & L Winters PLC Minutes MAP Testing and Scores A Fuller: Fair Tale Dragon PowerPoint A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation; Reciprocal Reading and On-Demand; Flashcard App Review

B Bivens: Personal Fitness Record, Self-Reflection and Chart


B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric

C Dockery collab P McKinney and L Cardwell: Health Informative Essay (technology)

H Elmore: Reciprocal Reading of Book Review with Chart and Model; Dictionary.com app for vocabulary; Comparison essay Movie vs Novel exemplar work

K Doughty collab L Cardwell: Natural Disaster L Cardwell: Notetaking through Destiny Book Find L Crafton: Read 180 program (React and Write) L Wood: The Giver movie trailer/booktalk; Comparing

two articles P McKinney: Health (tobacco) Reciprocal Reading &

Writing activity M Taylor: Moby Reading S Bratcher Career Research Project; Health Animation;

Health Comic Strip STLP: Projects (ePublishing, Gazette Reporter,

Storytelling, Technical Writing)To what extent do students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments)?c) Teachers provide some

differentiated strategies in literacy instruction according to student need.

c) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.

c) Students use differentiated strategies in self-directed learning demonstrating personalized learning of complex processes, concepts and principles of literacy.

School-wide: GRREC Literacy Initiative A Cardwell: Graphic Organizer (KWL) A Smith-Thomas: Reciprocal Reading and On-Demand;

Flashcard App Review B Frazier collab with L Cardwell: Biomes Research,

Presentation Product (class and 2nd grade), Project Reflection and Rubric

B Frazier: Rock Cycle Graphic Organizer C Dockery: Imagery Analysis Chart; Roll of Thunder,

Hear My Cry Vocabulary Study Guide C Dockery collab P McKinney and L Cardwell: Health

Informative Essay (technology) C Donaldson: Corbin Method (On-Demand); Student

modeling E Clark: Vocabulary Definitions Illustrator; Persuasive

Writing Graphic Organizer, On-Demand writing planning organizer; Hatchet posters

H Elmore: Reciprocal Reading of Book Review with Chart and Model; Dictionary.com app for vocabulary;


The Climb Narrative exemplar model and graphic organizer; The Day it Rained Cockroaches Narrative; A Different Kind of Summer personal narrative parts; Raven’s The Funeral of Atala

K Doughty collab L Cardwell: Natural Disasters K Doughty: Narrative exemplar example; Opinion essay

Corbin method and peer-review (Facebook – bullying); Modeling state released items; On-demand Feedback

L Cardwell: Notetaking through Destiny Book Find L Crafton: Read 180 L Graham and C Scott: Math Graphic Organizer

(Solving Word Problems) L Winters: Extended Metaphors; Comic Strip; I am

Poem; Roll of Thunder; Hear My Cry title meaning M Taylor: Vocabulary Graphic Organizer; Text Study

for Test P Bucklew: Science Vocabulary Illustrator P Fazel: Guided Reading P McKinney: Literature Terminology Illustrator;

Vocabulary Graphic Organizer; Comic Strip (onomatopoeia); Health (tobacco) Reciprocal Reading & Writing; I am Poem

P Wallace: Guided Reading Activities; Scaffolding Graphic Organizer – Inequalities; Annotating CUBES; Guided Reading

S Bratcher: 3 Rs Comic Strip To what extent do teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students?


Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.

Needs Improvement Proficient Distinguished Evidencea) Curriculum is partially

aligned vertically and horizontally to the Kentucky Core Academic Standards

a) Curriculum is aligned vertically and horizontally to the Kentucky Core Academic Standards for Language Arts.

a) Curriculum is aligned vertically and horizontally to the Kentucky Core Academic Standards and monitored to ensure effective implementation with a focus on 21st Century Skills taught in the context of core subjects and interdisciplinary themes.

BCMS CSIP LA/Writing Curriculum Map Literacy and Writing Policy (SBDM) Literacy Coaching Strategies (GRREC) BCMS Writing Rubric J Scott: Common Core Content Activities – Develop and

Strengthen Writing (Planning)

To what extent does the school ensure that the language arts curriculum is aligned vertically and horizontally to the Kentucky Core Academic Standards for Language Arts?b) Curriculum integrates the

strands of literacy (reading, writing, speaking, listening, and language use) to instruct and develop communication skills.

b) Curriculum integrates the strands of literacy (reading, writing, speaking, listening, and language use) across content areas to explicitly instruct and develop communication skills.

b) Curriculum integrates the strands of literacy (reading, writing, speaking, listening, and language use) to apply communication skills to meaningful work across content areas.

BCMS CSIP Literacy Coaching Strategies (GRREC) BCMS Writing Rubric Conservation Writing Contest A Cardwell: FOR Announcements (written and read by

students) A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation; Lacrosse Reading and Writing Activity; Reciprocal Reading and On-Demand



C Donaldson, J Embry, P Wallace & T Harper: Content Vocabulary Posters and Presentation

E Clark: Hatchet posters H Elmore: Reciprocal Reading of Book Review with

Chart and Model, Raven’s The Funeral of Atala, On Demand drills & steps, Career Research Dream-on Project, Thesis & Idea Support drills

K Doughty collab L Cardwell: Natural Disaster K Doughty: Opinion essay Corbin method and peer-

review (Facebook – bullying); On-Demand and Feedback L Graham: Zentangle Research Project, Art, Rubric and


Presentation M Crawford: Persuasive Speech and editing sheet; Essay

(Underwater Dolphins) P McKinney: Consumerism Extended Response; Health

(tobacco) Reciprocal Reading & Writing; Integer OR; Persuasive Essay with Feedback

P Wallace: Guided Reading S Bratcher: Career Research Project

To what extent does the curriculum integrate the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills?c) Curriculum provides

opportunities for students to utilize technology to communicate information.

c) Curriculum provides opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information.

c) Curriculum provides opportunities for students to use technology as a tool to access, manage, integrate and create information.

BCMS CSIP Master Schedule Computer Lab: Downstairs lab, 2 Chromebook labs,

Netbook lab and Moby tablets Students using Office 365 (Email/OneDrive/ PowerPoint

Online) Remind 101: C Donaldson, M Taylor, P McKinney, R

Johnson, P Wallace, H Elmore A Cardwell: Class Dojo Parent Communication A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation; Flashcard App Review

B Frazier collab with L Cardwell: Biomes Research, Presentation Technology Product (class and 2nd grade), Project Reflection and Rubric


H Elmore: dictionary.com app for vocabulary, Analysis of “The Outsiders”, Career research with technology, and Reader Theatres of Tell-Tale Heart to determine mood

K Doughty collab L Cardwell: Natural Disaster L Cardwell: Notetaking through Destiny Book Find L Crafton: Read 180 M Taylor: Moby Reading P McKinney: Poetry Structure PowerPoint – Technology

Integration S Bratcher: Edmodo; Career Research Project and

Presentation; Health Animation; Health Comic Strip STLP Projects

To what extent does the school ensure opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information?


d) Communications portfolio reflects student interests and represents the development of writing and communication skills only across some content areas.

d) Communications portfolio demonstrates student interests and the integration of writing and communication skills across the content areas and over time.

d) Communications portfolio is used by students to demonstrate novel, new and worthwhile ideas while elaborating and refining those ideas to maximize creative efforts and effectively communicate both locally and globally.

LA Writer’s Notebook/Binders (located in LA teacher’s classroom): K Doughty, P McKinney, H Elmore (reading and writing)

6th Grade: Narrative, Informative and Argumentative 7th Grade: Persuasive Essay, Poems and Informational 8th Grade: Narrative, Career Essay (editorial), “The

Outsiders” Movie/Book comparison, Book Review (each 9 weeks)

To what extent do communication portfolios demonstrate student interests and the integration of writing and communication skills across the content areas and over time?e) Curriculum provides

opportunities for students to practice 21st century critical thinking, problem solving and communication skills.

e) Curriculum provides opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem-solving and communication skills and to connect these to real world experiences.

e) Curriculum provides opportunities for students to actively use knowledge as it is being learned through applying the skills of critical thinking, problem solving and creativity to content knowledge and collaborating and communicating locally and/or globally.

BCMS CSIP Master Schedule 6th Grade: Narrative, Informative and Argumentative 7th Grade: Persuasive Essay, Poems and Informational A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation B Frazier collab with L Cardwell: Biomes Research,




E Clark: Hatchet posters H Elmore: Editorial model for Beech Tree News K Doughty collab L Cardwell: Natural Disaster K Doughty: Opinion essay Corbin method and peer-

review (Facebook – bullying) L Wood: The Giver booktalk/trailer S Bratcher: 3 Rs Wordle; Career Research Project and

Presentation STLP Digital Projects

To what extent does the curriculum provide opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem-solving and communication skills and to connect these to real world experiences?

Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.

Needs Improvement Proficient Distinguished Evidencea) Teachers provide a) Teachers, students, and a) Teachers, students, and 6th Grade: Narrative, Informative and Argumentative


instruction that results in achieving specific literacy learning objectives.

others provide literacy instructional strategies and models that assist in achieving specific learning objectives.

others provide instruction, models and demonstrations that address specific literacy learning objectives and provide time for students to apply this learning for further inquiry, design and interactive collaborative settings.

7th Grade: Persuasive Essay, Poems and Informative LA/Writing Curriculum Map LA Writer’s Notebook/Binders: K Doughty, P

McKinney, H Elmore LA/Writing Charts or Models Literacy Coaching Strategies (GRREC) A Cardwell: Graphic Organizer (KWL) A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Students modeling E Clark: Persuasive Essay Editing Sheet and Graphic

Organizer H Elmore: Reciprocal Reading of Book Review with

Chart and Model, 3 point paragraph broken down, On-Demand Graphic argumentative format, Career Essay editorial; Editorial model for Beech Tree News; The Climb Narrative exemplar model and graphic organizer; The Day it Rained Cockroaches Narrative; A Different Kind of Summer Narrative parts; Raven’s The Funeral of Atala

K Doughty: Models/Charts (Markings with PQP, PQP Method and Look Fors); Narrative Exemplar Work Student work self-reflection and rubric; Opinion essay Corbin method and peer-review (Facebook –bullying); Model state released items; On-Demand and Feedback

L Cardwell: Notetaking through Destiny Book Find M Crawford: Persuasive speech and editing sheet P McKinney: I Have a Dream; Health (tobacco)

Reciprocal Reading & Writing; Integer OR; Imagery PowerPoint – Technology Integration; Poetry Structure PowerPoint – Technology Integration

P Wallace: Guided Reading Activities; Scaffolding Graphic Organizer – Inequalities; Guided Reading

To what extent do teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives?b) Students research

information around a topic of personal interest and demonstrate understanding.

b) Students research information to seek a new or deeper understanding around a topic and

b) Students research information to seek a new or deeper understanding based on inquiry around a topic and demonstrate

A Smith-Thomas: Career research with technology/Student generated rubric/Presentation



demonstrate new understanding through products.

new understanding through products that may be used by others for further understanding of the topic.



E Clark: Hatchet posters K Doughty collab L Cardwell: Natural Disaster L Cardwell: Notetaking through Destiny Book Find S Bratcher: Career research project Gallery Walk & Jig Saws

To what extent do students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products?c) Students access and use

technological tools, resources and applications in reading, writing, speaking, listening and language use to meet general communication goals.

c) Students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to meet specific communication goals.

c) Students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to evaluate or communicate using critical thinking skills.

Computer Labs: Downstairs lab, 2 Chromebook labs, Netbook lab and Moby

A Smith-Thomas: Career research with technology/Student generated rubric/Presentation


C Dockery collab P McKinney and L Cardwell: Health Informative Essay (health)

C Donaldson: Student modeling literacy strategies K Doughty collab L Cardwell: Natural Disaster H Elmore: Raven’s The Funeral of Atala,

Dictionary.com app for vocabulary L Cardwell: Notetaking through Destiny Book Find L Wood: The Giver booktalk/trailer S Bratcher: Career research project; Health Animation;

Health Comic StripTo what extent do students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to meet specific communication goals? d) Students seldom integrate

what is learned when using technology with what they learn offline to develop understanding and communication.

d) Students integrate what is learned when using technology with what they learn offline to develop understanding and communication.

d) Students demonstrate their media literacy by integrating what is learned when using technology with what they learn offline, making global connections, creating and collaborating.

BCMS Writing Rubric A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation B Frazier collab with L Cardwell: Biomes Research,




E Clark: Hatchet posters H Elmore: Dictionary.com app for vocabulary


K Doughty collab L Cardwell: Natural Disaster L Cardwell: Notetaking through Destiny Book Find L Crafton: Read 180 (React and Write) M Taylor: Moby Reading S Bratcher: Career research project

To what extent do students integrate what is learned when using technology with what they learn offline to develop understanding and communication?e) Students sometimes are

given opportunities to practice communicating using appropriate audience, form and purpose.

e) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.

e) Students communicate with various audiences in different forms and for different purposes both locally and globally.

Content Vocabulary Posters & Presentations: C Donaldson, J Embry, T Harper


E Clark: Persuasive Writing and Editing Sheet H Elmore: Editorial model for Beech Tree News K Doughty: Opinion essay Corbin method and peer-

review (Facebook –bullying) M Crawford: Persuasive Speech and editing sheet STLP Showcases speaking – WKU and classes

To what extent do students use varying strategies and demonstrate an understanding of communicating to audiences in different forms for various purposes?f) Students are given

opportunities to engage in conversations with the teacher during the writing process.

f) Students engage in discussion with teachers and peers to inform the writing process and are provided with a means to publish/share work.

f) Students take part in sustained engagement and collaboration with teachers, peers, and outside experts to design literacy projects, ask questions and refine literacy products.

Content Vocabulary Posters & Presentations: C Donaldson, J Embry, P Wallace, T Harper

A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Class Bill of Rights and Student modeling literacy strategies

E Clark: Hatchet posters H Elmore: USA Today Dream On Career Week Bulletin

Board, Editorial model for Beech Tree News K Doughty: On-Demand and Feedback P McKinney: Peer Review STLP Writing Projects

To what extent do students engage in discussion with teachers and peers to inform the writing process and publish/share their work?

Demonstrator 4. Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

Needs Improvement Proficient Distinguished Evidencea) Students demonstrate an

understanding of communication structures

a) Students craft communications distinctive to specific

a) Students go beyond mastery of skills and/or curriculum to explore and



for specific disciplines and purposes.

disciplines and purposes. expand their own learning and opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and problems experts in that field tackle.

C Dockery: Persuasive Writing C Dockery collab P McKinney and L Cardwell: Health

Informative Essay E Clark: Persuasive Writing (Sports) H Elmore: Narrative Writing/Research, Informative

Essay, Editorial model for Beech Tree News, Book Reviews, Compare & Contrast Book vs Movie exemplar work

J Ausbrooks: National Anthem Performance Self-Reflection

J Martin: Plate Tectonics OR and Rubric; Solar Motion and Scoring Guide

K Doughty: Journal Entry (Hatchet); Narrative Exemplar example Student work self-reflection and rubric

M Crawford: Art Critique (Round 1); Persuasive Speech and editing sheet

R Johnson: Math Journal EntryTo what extent do students craft communications distinctive to specific disciplines and purposes?b) Students respect cultural

differences and attempt to build on ideas of others and articulate their own ideas.

b) Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face or virtually) to build on and articulate their own ideas.

b) Students, in both face-to-face and virtual collaborations, create new ideas and increase innovation and quality of work by building on ideas of others and articulating their own ideas, with depth and complexity.



H Elmore: Reciprocal Reading of Book Review with Chart and Model, On Demand, Coach/Player Strategy

To what extent do students demonstrate a respect for cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face or virtually) to build on and articulate their own ideas?

c) Students learn and work together with teachers and peers to problem-solve and generate products.

c) Students learn and work together with teachers, peers and others either face-to-face or virtually to problem-solve and generate products/outcomes tied to curriculum and learning goals.

c) Students learn and work together with teachers, peers, and others either face-to face or through the use of a wide variety of online communication tools and environments to problem-solve and generate products, events or presentations with a

LA Writer’s Notebook/Binders: K Doughty, P McKinney, H Elmore



C Donaldson: Class Bill of Rights E Clark: On-Demand – Teacher reflection H Elmore: Reciprocal Reading of Book Review with

Chart and Model, On Demand Coach/Player StrategyLast modified: May 5, 2023 Writing

local and/or global purpose.

P McKinney – Group Reading & Writing Activities

To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals?d) Students are indiscriminate

in their reference of others work as models to inform their work.

d) Students refer to works of quality and substance as models to inform their work.

d) Students create works of quality and substance that are used as models to inform others’ work.


LA/Writing Charts or Models B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Content Vocabulary Posters and Presentation; and Student modeling literacy strategies

E Clark: Hatchet posters J Embry: Content Vocabulary Posters H Elmore: 3 point paragraph broken down, On-Demand

Graphic argumentative format, Editorial model for Beech Tree News, Raven’s The Funeral of Atala, The Climb Narrative exemplar model and graphic organizer; Narrative (The Day it Rained Cockroaches), Back Maya models, Create rubric from models (A Different Summer Vacation)

K Doughty: Models/Charts (Markings with PQP, PQP Method and Look Fors) and Narrative Exemplar work; Model state released items

P McKinney: I Have a Dream To what extent do students refer to works of quality and substance as models to inform their work?

WRITING: FORMATIVE AND SUMMATIVE ASSESSMENT

Demonstrator 1. Assessments: Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

Needs Improvement Proficient Distinguished Evidencea) Teachers occasionally

participate in a limited collaborative approach to develop or align writing and communication assessments across grade levels and content areas.

a) Teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade

a) Teachers engage in a systemic school-wide collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas,

BCMS Literacy & Writing Policy Communication from R Tuck about MAP/K-PREP

testing scores Writing Rubrics – Narrative, Persuasive, Informative,

etc. Common Formative Assessment LA PLC Meeting Minutes Literacy Coaching Strategies (GRREC)


levels and content areas. and monitor the impact on student learning over time.

BCMS Writing Rubric B Frazier collab with L Cardwell: Biomes Research,


To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas?b) Teachers develop a plan to

monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments.

b) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments.

b) Teachers consistently implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards, formative assessments, and respond to evidence through revised instruction.

LA PLC Meeting Minutes – Discussing writing progress/assessments

BCMS Writing Rubric Writing Process Checklist B Frazier collab with L Cardwell: Biomes Research

Project Rubric E Clark: Persuasive Essay Editing Sheet H Elmore: Narrative Writing Rubric K Doughty: Narrative Writing Rubric and Self-

reflection P McKinney: Information Essay Rubric

*** On-demand rubricTo what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments?c) Teachers provide some

feedback on student’s writing and communication products as part of a constructive feedback process.

c) Teachers, peers, and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications.

c) Teachers, peers, and others provide regular, specific feedback on student’s writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning.


PLC Meetings C Donaldson: Feedback from Extended Response

checklist E Clark: Persuasive Essay Editing Sheet and Essay

Feedback, On-Demand Rubric and Feedback H Elmore: Narrative Writing Rubric and Feedback,

“The Outsiders” comparison/contrast Rubric J Embry: Essay writing on each Unit Test has teacher

feedback K Doughty: Opinion essay Corbin method and peer-

review (Facebook –bullying); Narrative writing rubric and self-reflection

L Graham: Extended Response using Gradual Release, model & providing student/teacher feedback

M Crawford: Art Critique and Self Reflection (Round 1 and 2); Performance Evals

P McKinney: Persuasive essay & feedback


To what extent do teachers, peers and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications?

d) Teachers provide some opportunities for students to revise and apply new learning before summative products are assessed.

d) Teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed.

d) Teachers provide ongoing opportunities for students to reflect, revise and apply new learning before summative products are assessed.

BCMS Writing Rubric LA/Writing Rubrics LA Writer’s Notebook/Binders: K Doughty, P

McKinney, H Elmore C Donaldson: Test correction & reflection E Clark: Persuasive Essay Editing Sheet and Essay

Feedback; On-Demand Rubric & Feedback H Elmore: Narrative Writing Rubric and Feedback,

Revision of rough drafts writing based on peer feedback from rubrics teacher uses to score writing

J Embry: Test correction & reflection K Doughty: Effort-o-meter L Graham: Zentangle – student created rubric P McKinney: Peer Review, Self-Reflection in Math;

Information Essay Rubric; Persuasive Essay and Feedback; Informative Essay – Student generated rubric

P Wallace: Test correction & reflection R Johnson: Self-Reflection in Math S Bratcher: Career Research Project; Health Animation

student generated rubric and self-reflection; Health Comic Strip student generated rubric and self-reflection

To what extent do teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed?Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

Needs Improvement Proficient Distinguished Evidencea) Students have some

awareness of expectations for their work and/or receive minimal feedback.

a) Students know and understand expectations for their work and receive/provide feedback using standards specific language.

a) Students use expectations for their work to guide the development of their personalized learning plan and receive/ provide feedback using standard specific language.


C Donaldson: Student created Class Bill of Rights; Poster Criteria and Presentation Rubric

E Clark: Persuasive Essay Editing Sheet, Essay Feedback, and On-Demand writing rubric and planning

H Elmore: Narrative Writing Rubric and Feedback, All writing pieces Argument & comparison/contrast are based on rubric and feedback

K Doughty: Narrative writing rubric and self-reflectionTo what extent do students know and understand expectations for their work and receive/provide feedback using standards specific language?b) Teachers set writing and

communication goals for b) Teachers and students

collaborate to set writing b) Students regularly set

standards-based writing LA Writer’s Notebook/Binders: K Doughty, P

McKinney, H Elmore


students that are standards-based.

and communication goals that are standards-based and informed by feedback and assessments.

and communication goals that are informed by self-reflection, teacher and peer feedback, and assessment evidence.

On Demand Rubric A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation E Clark: Persuasive Essay Editing Sheet and Essay

Feedback H Elmore: Narrative Writing Rubric (student-generated)

and Feedback K Doughty: Opinion essay Corbin method and peer-

review (Facebook – bullying) L Graham: Zentangle – student generated rubric P McKinney: Informative Essay – student generated

rubric S Bratcher: Health Animation student generated rubric

and self-reflection; Health Comic Strip student generated rubric and self-reflection

To what extent do teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments?c) Teachers and students are

beginning to engage in self-assessment to monitor progress toward meeting writing and communication goals.

c) Teachers and students engage in self-assessment to monitor progress toward meeting writing and communication goals.

c) Teachers and students engage in ongoing self-assessment, using a variety of methods designed to support different learning styles, to monitor progress toward meeting writing and communication goals.


C Donaldson: Test correction & reflections H Elmore: Reflections on how to improve narrative J Embry: Test correction & reflections K Doughty: Effort-o-meter L Crafton: Read 180 (Respond and Write) L Graham: Zentangle P McKinney: Self-reflections in Math P Wallace: Test correction & reflection R Johnson: Self-reflections in Math S Bratcher: Health Comic Strips; Health Animation

To what extent do teachers and students engage in self-assessment to monitor progress toward meeting writing and communication goals?d) Teachers and students use

only external scoring guides and rubrics to assess writing and communication.

d) Teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication.

d) Students develop models as exemplars, scoring guides and rubrics to assess writing and communication.

K Doughty: Exemplar Work On Demand Rubric A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation H Elmore: Editorial models for Beech Tree News,

Student generated Narrative rubric using “The Day It Rained Cockroaches” from The Pigman

S Bratcher: Health Comic Strip exemplar workTo what extent do teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication?


WRITING: PROFESSIONAL LEARNING

Demonstrator 1. Opportunity: Professional learning opportunities are planned according to the Standards for Professional Learning, with teacher learning needs in mind, and in response to data available about current teacher practice and student learning.The language for Professional Learning in the KDE Writing Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidencea) A professional growth plan

is developed, but it is not individualized to writing teacher needs.

a) The professional growth plan (PGP) supports appropriate instruction for writing and links to the Comprehensive School Improvement Plan (CSIP).

a) Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).

BCMS CSIP PGP (CIITS) Literacy Coaching Strategies Schedule

To what extent does the professional development action plan link to the Comprehensive School Improvement Plan (CSIP) and support grade level appropriate instruction in writing?b) Teacher professional

learning opportunities are limited and do not focus on research/evidence based practices that will support teacher Professional Growth Plans writing.

b) Writing professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices and are planned based on school and student data and teacher Professional Growth Plans (PGPs).

b) A variety of writing professional learning opportunities incorporating the standards for Professional Learning are available and focus on research/evidence based practices that support teacher Professional Growth Plans (PGPs) connected to school and student data.

BCMS CSIP BCMS PD Plan 2014-15 PD List Literacy training – non-LA teachers (C Donaldson & C

Scott) Atherton & Abel Writing Workshop (7/28/14): T Lowe,

S Daugherty PLC Meeting Minutes – Reading Strategies L Cardwell: Present Library Media PD, Southern

Kentucky Association of School Librarians (eBooks)

To what extent are job-embedded writing professional development opportunities available to teachers to encourage continuous growth?


c) Teachers have limited access to job embedded professional learning opportunities in writing.

c) Job embedded writing focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities.

c) A variety of job embedded writing professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers.

BCMS CSIP BCMS PD Plans PD Lists Literacy Coaching Strategies PD: C Donaldson, C Scott

and L Winters Abell & Atherton A Smith-Thomas, P Fazel & S Bratcher: Writing for

Real Meaning (Middle School Conference Session) P Fazel: Scaffolding - Journals (Middle School

Conference Session) P Fazel & S Bratcher: Language Arts Strategies (Middle

School Conference Session) PLC Meeting Minutes – Reading Strategies

To what extent are writing professional development opportunities focused on research-based best practices and planned based on school and student data and teacher Professional Growth Plans? d) The school encourages

collaboration between writing and academic core teachers but does not allocate time for collaboration to occur.

d) The school allocates time for writing teachers to collaborate and exchange ideas with academic core teachers.

d) The school allocates time for writing and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional learning opportunities.

Master Schedule PLC Meeting Schedule (Writing)

To what extent does the school allocate time for teachers to collaborate and exchange ideas about literacy best practices?

Demonstrator 2. Participation: Teachers participate in writing specific professional learning designed to meet their needs. All teachers participate in professional development focused on 21st century skills.

The language for Professional Learning in the KDE Writing Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidence

a) Writing teachers participate in arts content-specific professional learning, but no evidence of

a) Writing teachers participate in content-specific professional learning opportunities

a) Writing teachers participate in content-specific professional learning, based on

BCMS CSIP BCMS PD Plan 2014-15 Literacy Coaching Strategies Training (GRREC): L

WintersLast modified: May 5, 2023 Writing

implementation of professional learning.

to address school needs and based on analysis of school and student data. There is some evidence of implementation of the professional learning.

analysis of school, student and teacher data. There is clear evidence of implementation of the professional learning resulting from these opportunities.

A Smith-Thomas: Writing for Real Meaning (Middle School Conference Session)

H Elmore: Abell & Atherton On-Demand, Parts 1 & 2 On-Demand, Lesson planning integration

To what extent do teachers participate in writing content-specific professional development selected based on school, student and teacher data analysis?

b) Writing teachers are members of professional learning communities but are minimally active participants.

b) Writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement.

b) Writing teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement and share this information school wide.

BCMS CSIP A Smith-Thomas: Writing for Real Meaning (Middle

School Conference Session) H Elmore: Abell & Atherton Middle School Writing

Consultant L Cardwell: BCEA President, BCMS SBDM Members,

Southern KY Association of School Librarians President

Literacy Coaching Strategies Training (GRREC): C Donaldson, C Scott & L Winters

PLC – Minutes (lit issues)

To what extent do writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement?

c) Writing teachers are members of professional organizations.

c) Writing teachers are leaders in professional organizations and the school.

c) Writing teachers are leaders in professional organizations, the school and the community.

LA PLC Meeting – Minutes KEA Membership H Elmore: Abell & Atherton Middle School Writing

Consultant K Doughty: BCEA, NBCT L Cardwell: BCEA President, BCMS SBDM Member,

Southern KY Association of School Librarians President

To what extent are teachers writing leaders and communicators in the school and professional organizations?

d) Writing teachers have limited contact with external partners.

d) Writing teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work

d) Writing teachers are provided with time in the school schedule, a stipend and/or professional development credit for collaboration with community,

DAR Writing Contest DARE Essays (6th grade) H Elmore: Abell & Atherton Middle School Writing

Consultant


exchange programs and/or community groups with a focus on writing.

business, and postsecondary partners through advisory committees, work exchange programs, and/or community groups.

To what extent do writing teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on writing?

e) Some teachers in the school receive professional learning to enhance the integration of writing/literacy concepts (reading, writing, speaking, listening and language use).

e) Most teachers in the school receive and implement professional learning to enhance the integration of literacy concepts (reading, writing, speaking, listening and language).

e) All teachers in the school receive and implement professional learning to enhance the integration of writing/literacy concepts (reading, writing, speaking, listening and language use).

BCMS CSIP BCMS PD Plan 2014-15 Literacy Coaching Strategies PD (GRREC) A Smith-Thomas, P Fazel & S Bratcher: Writing for Real

Meaning (Middle School Conference Session) C Donaldson: Student Modeling P Fazel: Scaffolding – Journals (Middle School

Conference Session) P Fazel & S Bratcher: Language Arts Strategies (Middle

School Conference Session) Program Review Scoring PD

To what extent do most teachers in the school receive and implement professional development related to the integration of literacy (reading, writing, speaking, listening and language) concepts?

WRITING: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING

Demonstrator 1. Policies and Monitoring: School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.

Needs Improvement Proficient/Meets Expectations Distinguished Evidence

a) School council/leadership establishes policies to ensure that writing concepts are taught throughout the school and across the curriculum.

a) School council/leadership ensures that writing concepts are taught throughout the school and across the curriculum as established in policy.

a) School council/leadership monitors and evaluates the teaching of writing concepts throughout the school and across the curriculum as established in policy.

BCMS CSIP Literacy & Writing Policy BCMS Writing Rubric Master Schedule SBDM Minutes Literacy Strategies (GRREC) Data Day Agenda & PowerPoint Lesson Plans (One Drive) Program Review Scoring Guide Leadership Agenda


To what extent does the school council/leadership ensure that writing concepts are taught throughout the school and across the curriculum as established in policy?

b) School council/leadership and select teachers are included in the planning of the annual school budget with some consideration of allocation of resources for writing.

b) School council/leadership and teachers participate in the planning of the annual school budget with clear consideration of allocation of resources for writing.

b) School council/leadership and teachers across contents actively participate in the planning of the annual school budget to ensure adequate and quality materials, equipment, space and technology are available to implement school wide writing program.

BCMS CSIP BC CDIP Literacy Coaching Strategies (GRREC)

and Schedule: C Donaldson, C Scott & L Winters

SBDM Minutes Abell & Atherton Map of BCMS Computer Lab Calendar 6th Grade Team meeting notes C Donaldson present Corbin annotation

(Data Day) Purchase Orders for writing

supplies/resources Read 180

To what extent does the school council/leadership and teachers participate in the planning of the annual school budget with clear consideration and allocation of resources for writing?

c) School council/leadership allocates time and resources to implement the writing program, but these are not equitable to other content areas.

c) School council/leadership allocates equitable time and resources to implement the writing program.

c) The school council/leadership meets with teacher leaders when planning for the allocation of time and resources to implement the writing program.

BCMS CSIP Master Schedule BCMS PD Plan 2014-15 SBDM Minutes Purchase orders for writing

supplies/resources Read 180

To what extent does the school council/leadership allocate equitable time and resources to implement the writing program?

d) School councils establish policies for the assignment of staff.

d) Decisions related to staff assignment are based on the established policies that include student literacy needs and teacher certification.

d) Decisions related to assignment of staff are made based on needs of students, teacher certification and other data (e.g., ILP) and teacher professional development experience (e.g., participation in National Writing Project ).

BCMS CSIP Master Schedule Literacy & Writing Policy School Report Card (all teacher are Highly

Qualified)

To what extent are decisions related to staff assignment based on the established policies that include student literacy needs and teacher certification?

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all program efforts and support teacher leadership through shared and


distributed leadership strategies and actions.

Needs Improvement Proficient Distinguished Evidence

a) The principal individually evaluates and reflects on the impact of writing instructional practices on overall student achievement in the school.

a) The principal enlists teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on overall student achievement in the school.

a) The principal and staff collaboratively evaluate and reflect on the impact of the writing instructional practices on overall student achievement

BCMS CSIP BCMS PD Plan 2014-15 PLC Meeting Schedule Writing Process Checklist

To what extent does the principal enlist teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on overall student achievement in the school?

b) The principal initiates professional learning regarding the school’s writing program.

b) The principal initiates and participates in professional learning related to the school’s writing program.

b) The principal participates in, models and leads professional learning regarding the school’s Writing Program through collaboration with staff and shared self-reflection.

BCMS CSIP BC CDIP PLC Meetings LA Writer’s Notebook/Binders: K

Doughty, P McKinney, H Elmore Literacy Coaching Strategies PD

(GRREC) BCMS PD plan 2014-15 Data Day – Agenda (Corbin)

To what extent does the principal initiate and participate in professional learning related to the school’s writing program?

c) The principal communicates with parents about the writing program.

c) The principal communicates with parents and the community frequently about the writing program.

c) A variety of sources, including technology and media resources, are regularly used to communicate current information about writing programs with parents and community.

BCMS CSIP Literacy & Writing Policy Data Day testing results PowerPoint School Report Card SBDM Minutes Monday Messenger

To what extent does the principal communicate with parents and the community about the writing program?


kde writing program review - butlerschools.net writing program … · web viewj ausbrooks:...

Documents