KDE Writing Program Review - Butler County Schools Writing Program … · Web viewThe language for Professional Learning in the KDE Writing Program Review rubric has been modified

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.

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

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

C Dockery: Imagery Analysis; Onomatopoeia Comic Strips

C Donaldson: Content Vocabulary Posters and Presentation; Class Bill of Rights

E Clark: Vocabulary Definition Illustrator; Persuasive Essay (Sports)

H Elmore: Narrative Writing J Ausbrooks: Reflection (Sound of Music movie);

National Anthem Performance Self-Reflection J Embry: Content Vocabulary Posters 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 and Title Meaning;

Extended Metaphors; I Am Poem L Wood: Chapter Reflection; Story; Comparison on two

articles M Crawford: Art Critique; Peer Review; Persuasive

Writing M Taylor: Self-Reflection P Bucklew: Vocabulary Illustrator P Fazel: Science Career Journal Entries P McKinney: Literature Term Illustration; I Have a

Dream; Integer OR; Narrative Assessment; Persuasive Paper

P Wallace: Content Poster and Presentation; Provisional Geography (Economy)

R Harpe: Career and Teamwork R Johnson: Math Constructed Response R Tyree: How do you digest food; Cell Biology OR S Bratcher: Career Research Project; Content Typing

Journal Entries S Daugherty: Falling Bridges; Self-Reflection; Creating

Word Problems T Harper: Content Vocabulary Poster; 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.

Literacy Coaching Strategies (GRREC) PLC Minutes 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

L Crafton: Read 180 program (React and Write) L Wood: The Giver movie trailer/book talk; Comparing

two articles S Bratcher Career Research Project 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.

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; Rock Cycle Graphic Organizer

C Dockery: Imagery Analysis E Clark: Vocabulary Definitions Illustrator; Persuasive

Writing Graphic Organizer L Graham and C Scott: Math Graphic Organizer

(Solving Word Problems)

L Winters: Extended Metaphors M Taylor: Vocabulary Graphic Organizer P Bucklew: Science Vocabulary Illustrator P McKinney: Literature Terminology Illustrator;

Vocabulary Graphic Organizer Close Reading Photo/video of teacher modeling through technology

student’s writing processTo 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 Writing and/or Literacy Plan and/or Policy Literacy Coaching Strategies (GRREC) LA/Writing Curriculum Maps 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 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

L Graham: Zentangle Research Project, Art, Rubric and Presentation

S Bratcher: Career Research ProjectTo 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 A Cardwell: Class Dojo 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

L Crafton: Read 180 (need pictures of students using program)

S Bratcher: Edmodo; Career Research Project and Presentation

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 (all grades??): Help students organize, collect and revise their writing pieces

Literacy Folder/Portfolio of students’ work (??) Are their specific pieces that each student will have per

grade level or school (narrative, persuasive, opinion, informational, poem, etc)??

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 A Smith-Thomas: Career research with

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

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


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

instruction that results in achieving specific literacy learning objectives.

a) Teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives.

a) Teachers, students, and 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.

Close reading lessons Literacy Coaching Strategies (GRREC) Student Folder/Portfolio (??) PD for writing (non-LA teachers) Exemplar writing samples LA Curriculum Maps LA Charts/Models A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


E Clark: Persuasive Essay Editing Sheet and Graphic Organizer

P McKinney: I Have a Dream 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 demonstrate new understanding through products.

b) Students research information to seek a new or deeper understanding based on inquiry around a topic and demonstrate new understanding through products that may be used by others for further understanding of the topic.




S Bratcher: Career research project

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

Sharing/demonstrating media literacy through document camera/Elmo (need pictures)



L Wood: The Giver booktalk/trailer S Bratcher: Career research project

To 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

d) Students integrate what is learned when using

d) Students demonstrate their media literacy by

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

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

technology with what they learn offline to develop understanding and communication.

integrating what is learned when using technology with what they learn offline, making global connections, creating and collaborating.



L Crafton: Read 180 (React and Write)

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.

Are their specific pieces that each student will have per grade level or school (narrative, persuasive, opinion, informational, poem, etc.)??


E Clark: Persuasive Writing 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.

Peer Review Evidence Science Lab Reports?? A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Class Bill of Rights Picture of teacher using Elmo to help edit and revise

student writing piece as part of the writing processTo 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 for specific disciplines and purposes.

a) Students craft communications distinctive to specific disciplines and purposes.

a) Students go beyond mastery of skills and/or curriculum to explore and expand their own learning and opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and

Are their specific pieces that each student will have per grade level or school (narrative, persuasive, opinion, informational, poem, etc.)??

Science Lab Report?? B Frazier collab with L Cardwell: Biomes Research,


C Dockery: Persuasive Writing E Clark: Persuasive Writing (Sports) H Elmore: Narrative Writing

problems experts in that field tackle.

J Ausbrooks: National Anthem Performance Self-Reflection

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

K Doughty: Journal Entry (Hatchet) M Crawford: Art Critique (Round 1)

To 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.

Close Reading Lessons? Science Lab Report? A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


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 local and/or global purpose.

Literacy Folder/Portfolio (?) Group writing activities Teacher and/or peers edit and revise work A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Class Bill of Rights

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.

Exemplar samples Literacy Folder/Portfolio (?) LA Model/Charts Photos of teachers modeling using Elmo/Doc Camera B Frazier collab with L Cardwell: Biomes Research,


C Donaldson: Content Vocabulary Posters and

Presentation J Embry: Content Vocabulary Posters 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 levels and content areas.

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, and monitor the impact on student learning over time.

BCMS Literacy Program Communication from Pam/R Tuck about MAP/K-PREP

testing scores Writing Rubrics – Narrative, Persuasive, etc. LA PLC Meeting Minutes Literacy Coaching Strategies (GRREC) Literacy Plan 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 E Clark: Persuasive Essay Editing Sheet H Elmore: Narrative Writing Rubric

To 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

c) Teachers, peers, and others provide regular, specific feedback on student’s writing and communication products

Literacy Folder/Portfolio (?) PLC Meetings Peer Feedback examples Teacher Feedback examples E Clark: Persuasive Essay Editing Sheet and Essay

products as part of a constructive feedback process that is subsequently applied by students to improve their communications.

as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning.

Feedback H Elmore: Narrative Writing Rubric and 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.

Literacy Folder/Portfolio (?) Rubrics Peer and/or Teacher Feedback

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.

Literacy Folder/Portfolio (?) C Donaldson: Student created Class Bill of Rights;

Poster Criteria and Presentation Rubric E Clark: Persuasive Essay Editing Sheet and Essay

Feedback H Elmore: Narrative Writing Rubric and Feedback

To 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 students that are standards-based.

b) Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments.

b) Students regularly set standards-based writing and communication goals that are informed by self-reflection, teacher and peer feedback, and assessment evidence.

On Demand Rubric Student Created Rubrics for Writing Assignments Peer and/or Teacher Feedback A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation

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

c) Teachers and students engage in self-assessment to monitor

c) Teachers and students engage in ongoing self-assessment, using a

Literacy Folder/Portfolio (?) L Crafton: Read 180 (Respond and Write)

progress toward meeting writing and communication goals.

progress toward meeting writing and communication goals.

variety of methods designed to support different learning styles, to monitor progress toward meeting writing and communication goals.

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.

On Demand Exemplar Models On Demand Rubric Exemplar Samples A Smith-Thomas: Career research with

technology/Student generated rubric/Presentation

To 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 Evidence of teachers modeling Literacy Strategies

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 Evidence of Teachers modeling Literacy Strategies Literacy training – non-LA teachers Close Reading Strategies PLC Meeting Minutes – Reading Strategies L Cardwell: Present Library Media PD

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 Literacy Coaching Strategies PD A Smith-Thomas, P Fazel & S Bratcher: Writing for

Read Meaning (Middle School Conference Session) P Fazel: Scaffolding (Middle School Conference

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

School Conference Session) Close Reading Lesson Plans (?) PLC Meeting Minutes – Reading Strategies &

Intervention/Data

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 implementation of

a) Writing teachers participate in content-specific professional learning opportunities to address school needs and based on analysis of

a) Writing teachers participate in content-specific professional learning, based on analysis of school, student and teacher data.

BCMS CSIP BCMS PD Plan Close Reading PD Literacy Coaching Strategies Training (GRREC) A Smith-Thomas: Writing for Real Meaning (Middle

professional learning. school and student data. There is some evidence of implementation of the professional learning.

There is clear evidence of implementation of the professional learning resulting from these opportunities.

School Conference Session)

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) Close Reading PD Literacy Coaching Strategies Training (GRREC) Modeling by Teachers – Close Reading, Literacy

Strategies 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

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

d) Writing teachers are provided with time in the school schedule, a stipend and/or professional development credit for collaboration with community, 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 Literacy Coaching Strategies PD (GRREC) A Smith-Thomas, P Fazel & S Bratcher: Writing for Real

Meaning (Middle School Conference Session) P Fazel: Scaffolding (Middle School Conference

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

School Conference Session) Close Reading PD Modeling Literacy Strategies Literacy Training Documents

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 Lesson Plans using Close Reading

Strategies and/or Literacy Strategies

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

BCMS CSIP Literacy Coaching Strategies (GRREC)

wide writing program.

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

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

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 PLC Meeting Schedule

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 PLC Meetings Literacy Coaching Strategies PD

(GRREC) Literacy Student Folder/Portfolio (??)

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 Writing Program/Plan

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