KDE Writing Program Review

WRITING: SCORING GUIDE 2014-2015 CURRICULUM 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 Evidence a) Students have access to a) Students participate in a) Students engage in  Content Vocabulary Posters & Presentations: C literacy opportunities, intentionally planned literacy learning Donaldson, J Embry, P Wallace, T Harper but connections among literacy learning opportunities and help  A Fuller: 3-2-1 (perimeter, area and book thoughts) the literacy strands opportunities to create customized  A Smith-Thomas: Career research with (reading, writing, explore ideas and plans and instruction technology/Student generated rubric/Presentation speaking, listening and design products across to match their learning  B Eadens: Steps-Drilling Handy Box language use) are content areas. needs.  B Bivens: Personal Fitness Record, Self-Reflection unclear. 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

Last modified: April 6, 2018 Writing Page 1  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  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-Reflection Last modified: April 6, 2018 Writing Page 2 To 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 b) Students have access b) Students strategically  Computer and Library Usage Calendar access to equipment and and use equipment plan for and use a  Literacy Coaching Strategies (GRREC): C Donaldson, materials. and materials variety of equipment/ C Scott & L Winters designed to meet their technological tools and  PLC Minutes individual needs as materials designed to  MAP Testing and Scores determined by data meet and enhance  A Fuller: Fair Tale Dragon PowerPoint (e.g., formative their individual needs.  A Smith-Thomas: Career research with assessments). 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) Last modified: April 6, 2018 Writing Page 3 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 c) Teachers instruct the c) Students use  School-wide: GRREC Literacy Initiative differentiated strategies complex processes, differentiated  A Cardwell: Graphic Organizer (KWL) in literacy instruction concepts and strategies in self-  A Smith-Thomas: Reciprocal Reading and On- according to student principles of literacy directed learning Demand; Flashcard App Review need. using differentiated demonstrating  B Frazier collab with L Cardwell: Biomes Research, strategies that make personalized learning Presentation Product (class and 2nd grade), Project instruction accessible of complex processes, Reflection and Rubric to all students. concepts and principles  B Frazier: Rock Cycle Graphic Organizer of literacy.  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) Last modified: April 6, 2018 Writing Page 4  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?

Last modified: April 6, 2018 Writing Page 5 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 Evidence a) Curriculum is partially aligned a) Curriculum is a) Curriculum is aligned  BCMS CSIP vertically and horizontally to the aligned vertically vertically and horizontally Kentucky Core Academic and horizontally to the Kentucky Core  LA/Writing Curriculum Map Standards to the Kentucky Academic Standards and Core Academic monitored to ensure  Literacy and Writing Policy (SBDM) Standards for effective implementation  Literacy Coaching Strategies (GRREC) Language Arts. with a focus on 21st Century Skills taught in the  BCMS Writing Rubric context of core subjects and interdisciplinary themes.  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 b) Curriculum b) Curriculum integrates the  BCMS CSIP of literacy (reading, writing, integrates the strands of literacy speaking, listening, and language strands of literacy (reading, writing,  Literacy Coaching Strategies (GRREC) use) to instruct and develop (reading, writing, speaking, listening, and communication skills. speaking, language use) to apply  BCMS Writing Rubric listening, and communication skills to  Conservation Writing Contest language use) meaningful work across across content content areas.  A Cardwell: FOR Announcements (written and read by areas to explicitly students) instruct and develop  A Smith-Thomas: Career research with communication technology/Student generated rubric/Presentation; skills. Lacrosse Reading and Writing Activity; Reciprocal Reading and On-Demand

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

Last modified: April 6, 2018 Writing Page 6 Reflection and Rubric

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

 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 c) Curriculum c) Curriculum provides  BCMS CSIP

Last modified: April 6, 2018 Writing Page 7 opportunities for students to provides opportunities for students to  Master Schedule utilize technology to opportunities for use technology as a tool to communicate information. students to apply access, manage, integrate  Computer Lab: Downstairs lab, 2 Chromebook labs, technology and create information. Netbook lab and Moby tablets effectively as a tool to research,  Students using Office 365 (Email/OneDrive/ PowerPoint organize, Online) evaluate and communicate  Remind 101: C Donaldson, M Taylor, P McKinney, R information. 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

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

 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

 L Cardwell: Notetaking through Destiny Book Find

 L Crafton: Read 180

 M Taylor: Moby Reading

 P McKinney: Poetry Structure PowerPoint – Technology

Last modified: April 6, 2018 Writing Page 8 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 d) Communications d) Communications portfolio  LA Writer’s Notebook/Binders (located in LA teacher’s reflects student interests and portfolio is used by students to classroom): K Doughty, P McKinney, H Elmore (reading represents the development of demonstrates demonstrate novel, new and writing) writing and communication skills student interests and worthwhile ideas th only across some content areas. and the while elaborating and  6 Grade: Narrative, Informative and Argumentative integration of refining those ideas to th writing and maximize creative efforts  7 Grade: Persuasive Essay, Poems and Informational communication and effectively  8th Grade: Narrative, Career Essay (editorial), “The skills across the communicate both locally Outsiders” Movie/Book comparison, Book Review (each content areas and and globally. 9 weeks) over time.

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 e) Curriculum e) Curriculum provides  BCMS CSIP opportunities for students to provides opportunities for students practice 21st century critical opportunities for to actively use knowledge  Master Schedule thinking, problem solving and students to as it is being learned th communication skills. practice 21st through applying the skills  6 Grade: Narrative, Informative and Argumentative century critical of critical thinking,  7th Grade: Persuasive Essay, Poems and Informational thinking, problem solving and collaboration, creativity to content  A Smith-Thomas: Career research with creativity, knowledge and technology/Student generated rubric/Presentation problem-solving collaborating and and communicating locally  B Frazier collab with L Cardwell: Biomes Research, Last modified: April 6, 2018 Writing Page 9 communication and/or globally. Presentation Product (class and 2nd grade), Project skills and to Reflection and Rubric connect these to real world  C Dockery collab P McKinney and L Cardwell: Health experiences. Informative Essay (technology)

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

 H Elmore: Editorial model for Beech Tree News

 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 Evidence a) Teachers provide a) Teachers, students, and a) Teachers, students, and  6th Grade: Narrative, Informative and Argumentative instruction that results in others provide literacy others provide instruction, achieving specific literacy instructional strategies models and  7th Grade: Persuasive Essay, Poems and Informative learning objectives. and models that assist in demonstrations that achieving specific address specific literacy  LA/Writing Curriculum Map learning objectives. learning objectives and  LA Writer’s Notebook/Binders: K Doughty, P Last modified: April 6, 2018 Writing Page 10 provide time for students McKinney, H Elmore to apply this learning for further inquiry, design  LA/Writing Charts or Models and interactive collaborative settings.  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, Presentation Product (class and 2nd grade), Project Reflection and Rubric

 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

 M Crawford: Persuasive speech and editing sheet

Last modified: April 6, 2018 Writing Page 11  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 b) Students research b) Students research  A Smith-Thomas: Career research with information around a topic information to seek a information to seek a new technology/Student generated rubric/Presentation of personal interest and new or deeper or deeper understanding demonstrate understanding. understanding around based on inquiry around a  B Frazier collab with L Cardwell: Biomes Research, a topic and topic and demonstrate Presentation Product (class and 2nd grade), Project demonstrate new new understanding Reflection and Rubric understanding through through products that may products. be used by others for  C Dockery collab P McKinney and L Cardwell: Health further understanding of Informative Essay (technology) the topic.  C Donaldson, J Embry, P Wallace & T Harper: Content Vocabulary Posters and Presentation

 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 c) Students demonstrate c) Students demonstrate  Computer Labs: Downstairs lab, 2 Chromebook labs, technological tools, media literacy through media literacy through Netbook lab and Moby resources and applications regular use of regular use of technological tools,  A Smith-Thomas: Career research with Last modified: April 6, 2018 Writing Page 12 in reading, writing, technological tools, resources and applications technology/Student generated rubric/Presentation speaking, listening and resources and in reading, writing, language use to meet applications in reading, speaking, listening and  B Frazier collab with L Cardwell: Biomes Research, general communication writing, speaking, language use to evaluate or Presentation Product (class and 2nd grade), Project goals. listening and language communicate using critical Reflection and Rubric use to meet specific thinking skills. communication goals.  C Dockery collab P McKinney and L Cardwell: Health Informative Essay (health)

 C Donaldson: Student modeling literacy strategies

 H Elmore: Raven’s The Funeral of Atala, Dictionary.com app for vocabulary

 L Wood: The Giver booktalk/trailer

 S Bratcher: Career research project; Health Animation; Health Comic Strip

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 d) Students integrate what d) Students demonstrate  BCMS Writing Rubric integrate what is learned is learned when using their media literacy by when using technology with technology with what integrating what is  A Smith-Thomas: Career research with what they learn offline to they learn offline to learned when using technology/Student generated rubric/Presentation develop understanding and develop understanding technology with what communication. and communication. they learn offline, making  B Frazier collab with L Cardwell: Biomes Research, nd global connections, Presentation Product (class and 2 grade), Project creating and Reflection and Rubric collaborating.  C Dockery collab P McKinney and L Cardwell: Health Informative Essay (technology)

 C Donaldson, J Embry, P Wallace & T Harper: Content Last modified: April 6, 2018 Writing Page 13 Vocabulary Posters and Presentation

 H Elmore: Dictionary.com app for vocabulary

 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 e) Students use varying e) Students communicate  Content Vocabulary Posters & Presentations: C given opportunities to strategies and with various audiences in Donaldson, J Embry, T Harper practice communicating demonstrate an different forms and for using appropriate audience, understanding of different purposes both  B Frazier collab with L Cardwell: Biomes Research, form and purpose. communicating to locally and globally. Presentation Product (class and 2nd grade), Project audiences in different Reflection and Rubric forms and for various purposes.  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?

Last modified: April 6, 2018 Writing Page 14 f) Students are given f) Students engage in f) Students take part in  Content Vocabulary Posters & Presentations: C opportunities to engage in discussion with teachers sustained engagement and Donaldson, J Embry, P Wallace, T Harper conversations with the and peers to inform the collaboration with teacher during the writing writing process and are teachers, peers, and  A Smith-Thomas: Reciprocal Reading and On Demand process. provided with a means outside experts to design to publish/share work. literacy projects, ask  B Frazier collab with L Cardwell: Biomes Research, nd questions and refine Presentation Product (class and 2 grade), Project literacy products. Reflection and Rubric  C Donaldson: Class Bill of Rights and Student modeling literacy strategies

 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 Evidence a) Students demonstrate an a) Students craft a) Students go beyond  B Frazier collab with L Cardwell: Biomes Research, understanding of communications mastery of skills and/or Presentation Product (class and 2nd grade), Project communication structures distinctive to specific curriculum to explore and Reflection and Rubric for specific disciplines and disciplines and purposes. expand their own purposes. learning and  C Dockery: Persuasive Writing opportunities to gain expertise and write as  C Dockery collab P McKinney and L Cardwell: Health content experts applying Informative Essay

Last modified: April 6, 2018 Writing Page 15 that knowledge to the  E Clark: Persuasive Writing (Sports) kinds of questions and problems experts in that  H Elmore: Narrative Writing/Research, Informative field tackle. 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 Entry

To what extent do students craft communications distinctive to specific disciplines and purposes? b) Students respect cultural b) Students respect cultural b) Students, in both face-to-  A Smith-Thomas: Reciprocal Reading and On Demand differences and attempt to differences and work face and virtual build on ideas of others and effectively with people collaborations, create  B Frazier collab with L Cardwell: Biomes Research, articulate their own ideas. from a range of social new ideas and increase Presentation Product (class and 2nd grade), Project and cultural innovation and quality of Reflection and Rubric backgrounds (face-to- work by building on ideas face or virtually) to of others and articulating  H Elmore: Reciprocal Reading of Book Review with build on and articulate their own ideas, with Chart and Model, On Demand, Coach/Player Strategy their own ideas. depth and complexity.

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?

Last modified: April 6, 2018 Writing Page 16 c) Students learn and work c) Students learn and work c) Students learn and work  LA Writer’s Notebook/Binders: K Doughty, P together with teachers and together with teachers, together with teachers, McKinney, H Elmore peers to problem-solve and peers and others either peers, and others either generate products. face-to-face or virtually face-to face or through  A Smith-Thomas: Reciprocal Reading and On Demand to problem-solve and the use of a wide variety generate of online communication  B Frazier collab with L Cardwell: Biomes Research, nd products/outcomes tied tools and environments to Presentation Product (class and 2 grade), Project to curriculum and problem-solve and Reflection and Rubric learning goals. generate products, events  C Donaldson: Class Bill of Rights or presentations with a local and/or global  E Clark: On-Demand – Teacher reflection purpose.  H Elmore: Reciprocal Reading of Book Review with Chart and Model, On Demand Coach/Player Strategy

 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 d) Students refer to works d) Students create works of  LA Writer’s Notebook/Binders: K Doughty, P in their reference of others of quality and substance quality and substance that McKinney, H Elmore work as models to inform as models to inform are used as models to their work. their work. inform others’ work.  LA/Writing Charts or Models

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

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

 J Embry: Content Vocabulary Posters

Last modified: April 6, 2018 Writing Page 17  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 Evidence a) Teachers occasionally a) Teachers engage a) Teachers engage in a  BCMS Literacy & Writing Policy participate in a limited regularly in a systemic school-wide  Communication from R Tuck about MAP/K-PREP collaborative approach to collaborative approach collaborative approach to testing scores develop or align writing and develop and/or align to develop and/or align  Writing Rubrics – Narrative, Persuasive, Informative, communication assessments writing and etc. across grade levels and writing and communication  Common Formative Assessment content areas. communication assessments across grade assessments across levels and content areas,  LA PLC Meeting Minutes grade levels and and monitor the impact  Literacy Coaching Strategies (GRREC) content areas. on student learning over  BCMS Writing Rubric time.  B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric 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 b) Teachers develop and b) Teachers consistently  LA PLC Meeting Minutes – Discussing writing

Last modified: April 6, 2018 Writing Page 18 to monitor student implement a plan to implement a plan to progress/assessments progress in writing and monitor student progress monitor student progress communication skills in writing and in writing and  BCMS Writing Rubric consistent with grade- communication skills communication skills  Writing Process Checklist level writing standards consistent with grade- consistent with grade- level writing standards level writing standards, and formative  B Frazier collab with L Cardwell: Biomes Research and formative formative assessments, assessments. Project Rubric assessments. and respond to evidence through revised  E Clark: Persuasive Essay Editing Sheet instruction.  H Elmore: Narrative Writing Rubric

 K Doughty: Narrative Writing Rubric and Self-reflection

 P McKinney: Information Essay Rubric

*** On-demand 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 c) Teachers, peers, and c) Teachers, peers, and  LA Writer’s Notebook/Binders: K Doughty, P feedback on student’s others provide regular others provide regular, McKinney, H Elmore writing and feedback on students’ specific feedback on communication products writing and student’s writing and  PLC Meetings as part of a constructive communication products communication products feedback process. as part of a constructive as part of a constructive  C Donaldson: Feedback from Extended Response feedback process that is feedback process that is checklist subsequently applied by subsequently applied by  E Clark: Persuasive Essay Editing Sheet and Essay students to improve their students to improve their Feedback, On-Demand Rubric and Feedback communications. communications and initiate student-directed  H Elmore: Narrative Writing Rubric and Feedback, “The learning. Outsiders” comparison/contrast Rubric

 J Embry: Essay writing on each Unit Test has teacher Last modified: April 6, 2018 Writing Page 19 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 d) Teachers provide regular d) Teachers provide ongoing  BCMS Writing Rubric opportunities for students to opportunities for opportunities for students revise and apply new students to revise and to reflect, revise and  LA/Writing Rubrics learning before summative apply new learning before apply new learning products are assessed. summative products are before summative  LA Writer’s Notebook/Binders: K Doughty, P assessed. products are assessed. 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

Last modified: April 6, 2018 Writing Page 20  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 Evidence a) Students have some a) Students know and a) Students use expectations  LA Writer’s Notebook/Binders: K Doughty, P awareness of expectations understand expectations for their work to guide the McKinney, H Elmore for their work and/or for their work and development of their receive minimal feedback. receive/provide feedback personalized learning plan  C Donaldson: Student created Class Bill of Rights; using standards specific and receive/ provide Poster Criteria and Presentation Rubric language. feedback using standard specific language.  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-reflection

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 b) Teachers and students b) Students regularly set  LA Writer’s Notebook/Binders: K Doughty, P communication goals for collaborate to set standards-based McKinney, H Elmore students that are writing and writing and  On Demand Rubric standards-based. communication goals communication goals  A Smith-Thomas: Career research with Last modified: April 6, 2018 Writing Page 21 that are standards- that are informed by technology/Student generated rubric/Presentation based and informed by self-reflection, teacher  E Clark: Persuasive Essay Editing Sheet and Essay feedback and and peer feedback, and Feedback assessments. assessment evidence.  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 c) Teachers and c) Teachers and students  LA Writer’s Notebook/Binders: K Doughty, P are beginning to engage students engage engage in ongoing self- McKinney, H Elmore in self-assessment to self-assessment to monitor assessment, using a  C Donaldson: Test correction & reflections monitor progress toward progress toward meeting variety of methods  H Elmore: Reflections on how to improve narrative meeting writing and writing and designed to support  J Embry: Test correction & reflections communication goals. communication goals. different learning  K Doughty: Effort-o-meter styles, to monitor  L Crafton: Read 180 (Respond and Write) progress toward  L Graham: Zentangle meeting writing and  P McKinney: Self-reflections in Math communication goals.  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 d) Teachers and students d) Students develop models  K Doughty: Exemplar Work only external scoring use models as exemplars as exemplars, scoring guides and rubrics to assess and to co-develop guides and rubrics to  On Demand Rubric writing and scoring guides and assess writing and communication. rubrics to assess writing communication.  A Smith-Thomas: Career research with and communication. Last modified: April 6, 2018 Writing Page 22 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 work

To what extent do teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication?

Last modified: April 6, 2018 Writing Page 23 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 Evidence a) A professional growth a) The professional growth a) Ongoing assessment of  BCMS CSIP plan is developed, but it plan (PGP) supports the implementation of the is not individualized to appropriate instruction professional growth plan  PGP (CIITS) writing teacher needs. for writing and links to (PGP) results in the Comprehensive necessary adjustments  Literacy Coaching Strategies Schedule School Improvement that support quality Plan (CSIP). instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).

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 b) Writing professional b) A variety of writing  BCMS CSIP learning opportunities learning opportunities professional learning are limited and do not incorporate the Standards opportunities  BCMS PD Plan 2014-15 focus on for Professional Learning, incorporating the  PD List research/evidence based focus on standards for practices that will research/evidence based Professional Learning  Literacy training – non-LA teachers (C Donaldson & support teacher practices and are planned are available and focus C Scott) Professional Growth based on school and on research/evidence Plans writing. student data and teacher based practices that  Atherton & Abel Writing Workshop (7/28/14): T Professional Growth support teacher Lowe, S Daugherty Plans (PGPs). Professional Growth Last modified: April 6, 2018 Writing Page 24 Plans (PGPs) connected  PLC Meeting Minutes – Reading Strategies to school and student data.  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 c) Job embedded writing c) A variety of job  BCMS CSIP access to job embedded focused professional embedded writing professional learning learning opportunities professional focused  BCMS PD Plans opportunities in writing. are available to professional learning  PD Lists teachers, and they are opportunities are to encouraged to engage teachers to promote  Literacy Coaching Strategies PD: C Donaldson, C in those opportunities. continuous growth; Scott and L Winters they are tailored to meet the individual  Abell & Atherton needs of teachers.  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?

Last modified: April 6, 2018 Writing Page 25 d) The school encourages d) The school allocates d) The school allocates  Master Schedule collaboration between time for writing time for writing and writing and academic teachers to collaborate academic core  PLC Meeting Schedule (Writing) core teachers but does and exchange ideas teachers to collaborate not allocate time for with academic core and exchange ideas collaboration to occur. teachers. during the school day, in professional learning communities and through professional learning opportunities.

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 a) Writing teachers a) Writing teachers  BCMS CSIP arts content-specific participate in participate in content- professional learning, but no content-specific specific professional  BCMS PD Plan 2014-15 evidence of implementation professional learning, based on  Literacy Coaching Strategies Training (GRREC): L of professional learning. learning analysis of school, Winters opportunities to student and teacher address school data. There is clear  A Smith-Thomas: Writing for Real Meaning (Middle needs and based evidence of School Conference Session) on analysis of implementation of the school and professional learning  H Elmore: Abell & Atherton On-Demand, Parts 1 & student data. resulting from these 2 On-Demand, Lesson planning integration There is some opportunities. evidence of

Last modified: April 6, 2018 Writing Page 26 implementation of the professional learning.

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 b) Writing teachers b) Writing teachers take  BCMS CSIP of professional learning actively on a leadership role in communities but are participate in professional learning  A Smith-Thomas: Writing for Real Meaning (Middle minimally active participants. professional communities to School Conference Session) learning address issues related  H Elmore: Abell & Atherton Middle School Writing communities to to instructional Consultant address issues practices, data related to analysis, and improving  L Cardwell: BCEA President, BCMS SBDM Members, instructional student achievement Southern KY Association of School Librarians practices, data and share this President analysis, and information school improving student wide.  Literacy Coaching Strategies Training (GRREC): C achievement. 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 c) Writing teachers c) Writing teachers are  LA PLC Meeting – Minutes of professional organizations. are leaders in leaders in professional professional organizations, the  KEA Membership organizations and school and the  H Elmore: Abell & Atherton Middle School Writing the school. community. Consultant

 K Doughty: BCEA, NBCT

 L Cardwell: BCEA President, BCMS SBDM Member, Southern KY Association of School Librarians

Last modified: April 6, 2018 Writing Page 27 President

To what extent are teachers writing leaders and communicators in the school and professional organizations? d) Writing teachers have limited d) Writing teachers d) Writing teachers are  DAR Writing Contest contact with external regularly provided with time in th partners. collaborate with the school schedule, a  DARE Essays (6 grade) community, stipend and/or  H Elmore: Abell & Atherton Middle School Writing business, and professional Consultant postsecondary development credit for partners through collaboration with advisory community, business, committees, work and postsecondary exchange partners through programs and/or advisory committees, community work exchange groups with a programs, and/or focus on writing. 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 e) Most teachers in e) All teachers in the  BCMS CSIP receive professional learning the school receive school receive and  BCMS PD Plan 2014-15 to enhance the integration of and implement implement  Literacy Coaching Strategies PD (GRREC) writing/literacy concepts professional professional learning  A Smith-Thomas, P Fazel & S Bratcher: Writing for (reading, writing, speaking, learning to enhance to enhance the Real Meaning (Middle School Conference Session) listening and language use). the integration of integration of  C Donaldson: Student Modeling literacy concepts writing/literacy  P Fazel: Scaffolding – Journals (Middle School (reading, writing, concepts (reading, Conference Session) speaking, listening writing, speaking,  P Fazel & S Bratcher: Language Arts Strategies and language). listening and language (Middle School Conference Session) use).  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? Last modified: April 6, 2018 Writing Page 28 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 a) School council/leadership a) School council/leadership  BCMS CSIP establishes policies to ensures that writing concepts are monitors and evaluates the  Literacy & Writing Policy ensure that writing taught throughout the school and teaching of writing concepts  BCMS Writing Rubric concepts are taught across the curriculum as throughout the school and  Master Schedule throughout the school established in policy. across the curriculum as  SBDM Minutes and across the established in policy.  Literacy Strategies (GRREC) curriculum.  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 b) School council/leadership and b) School council/leadership and  BCMS CSIP council/leadership and teachers participate in the teachers across contents  BC CDIP select teachers are planning of the annual school actively participate in the  Literacy Coaching Strategies (GRREC) included in the planning budget with clear consideration of planning of the annual school and Schedule: C Donaldson, C Scott & of the annual school allocation of resources for writing. budget to ensure adequate and L Winters budget with some quality materials, equipment,  SBDM Minutes consideration of space and technology are  Abell & Atherton allocation of resources available to implement school  Map of BCMS for writing. wide writing program.  Computer Lab Calendar  6th Grade Team meeting notes  C Donaldson present Corbin annotation (Data Day)  Purchase Orders for writing supplies/resources

Last modified: April 6, 2018 Writing Page 29  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 c) School council/leadership c) The school council/leadership  BCMS CSIP council/leadership allocates equitable time and meets with teacher leaders  Master Schedule allocates time and resources to implement the when planning for the  BCMS PD Plan 2014-15 resources to implement writing program. allocation of time and  SBDM Minutes the writing program, but resources to implement the  Purchase orders for writing these are not equitable writing program. supplies/resources to other content areas.  Read 180 To what extent does the school council/leadership allocate equitable time and resources to implement the writing program? d) School councils establish d) Decisions related to staff d) Decisions related to assignment  BCMS CSIP policies for the assignment are based on the of staff are made based on  Master Schedule assignment of staff. established policies that include needs of students, teacher  Literacy & Writing Policy student literacy needs and certification and other data  School Report Card (all teacher are teacher certification. (e.g., ILP) and teacher Highly Qualified) professional development experience (e.g., participation in National Writing Project ). 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 a) The principal enlists teacher a) The principal and staff  BCMS CSIP evaluates and reflects on leaders to collaborate, evaluate collaboratively evaluate and  BCMS PD Plan 2014-15 the impact of writing and reflect on the impact of the reflect on the impact of the  PLC Meeting Schedule instructional practices on writing instructional practices on writing instructional practices  Writing Process Checklist overall student overall student achievement in the on overall student achievement achievement in the Last modified: April 6, 2018 Writing Page 30 school. school.

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 b) The principal initiates and b) The principal participates in,  BCMS CSIP professional learning participates in professional models and leads professional  BC CDIP regarding the school’s learning related to the school’s learning regarding the school’s  PLC Meetings writing program. writing program. Writing Program through  LA Writer’s Notebook/Binders: K collaboration with staff and Doughty, P McKinney, H Elmore shared self-reflection.  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 c) The principal communicates with c) A variety of sources, including  BCMS CSIP communicates with parents and the community technology and media resources,  Literacy & Writing Policy parents about the writing frequently about the writing are regularly used to  Data Day testing results PowerPoint program. program. communicate current  School Report Card information about writing  SBDM Minutes programs with parents and  Monday Messenger community. To what extent does the principal communicate with parents and the community about the writing program?

Last modified: April 6, 2018 Writing Page 31