Arts & Humanities Program Review Tool

Lincoln County Middle School Writing/CommunicationsWriting/Communications ProgramProgram ReviewReview ToolTool 2014-2015

1 STANDARD 1: CURRICULUM AND INSTRUCTION

2 WRITING—STANDARD 1: CURRICULUM & 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. Limited/No Implementation Needs Improvement Proficient Distinguished (X 0/bullet) (X 1/bullet) (X 2/bullet) (X 3/bullet) a. Students have limited or inconsistent a. Students have access to literacy a. Students participate in intentionally a. Students engage in literacy learning access to literacy learning opportunities, but connections among planned literacy learning opportunities and help create opportunities. the literacy strands (reading, writing, opportunities to explore ideas and customized plans and instruction to speaking, listening and language use) design products across content match their learning needs. are unclear. areas. b. Students have limited access to b. Students have some access to b. Students have access and use b. Students strategically plan for and equipment and materials. equipment and materials. equipment and materials designed use a variety of to meet their individual needs as equipment/technological tools and determined by data (e.g., formative materials designed to meet and assessments). enhance their individual needs. c. Teachers provide limited or c. Teachers provide some differentiated c. Teachers instruct the complex c. Students use differentiated inconsistent differentiated strategies strategies in literacy instruction processes, concepts and principles strategies in self-directed learning in literacy instruction. according to student need. of literacy using differentiated demonstrating personalized learning strategies that make instruction of complex processes, concepts and accessible to all students. principles of literacy. POINTS TOTAL POINTS Evidence A.

3 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION Rationale A.

Next Steps A.

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. Limited/No Implementation Needs Improvement Proficient Distinguished (X 0/bullet) (X 1/bullet) (X 2/bullet) (X 3/bullet) a. Curriculum lacks vertical and a. Curriculum is partially aligned vertically a. Curriculum is aligned vertically and a. Curriculum is aligned vertically and horizontal alignment to the Kentucky and horizontally to the Kentucky Core horizontally to the Kentucky Core horizontally to the Kentucky Core Core Academic Standards. Academic Standards Academic Standards for Language Arts. 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. b. Curriculum lacks integration of the b. Curriculum integrates the strands of b. Curriculum integrates the strands of b. Curriculum integrates the strands of strands of literacy (reading, writing, literacy (reading, writing, speaking, literacy (reading, writing, speaking, literacy (reading, writing, speaking, speaking, listening, and language use) listening, and language use) to instruct listening, and language use) across listening, and language use) to apply to explicitly instruct and develop and develop communication skills. content areas to explicitly instruct and communication skills to meaningful communication skills. develop communication skills. work across content areas. c. Curriculum provides limited c. Curriculum provides opportunities for c. Curriculum provides opportunities for c. Curriculum provides opportunities for opportunities for students to use students to utilize technology to students to apply technology students to use technology as a tool to technology. communicate information. effectively as a tool to research, access, manage, integrate and create organize, evaluate and communicate information. information. d. Communications portfolio d. Communications portfolio reflects d. Communications portfolio d. Communications portfolio is used by demonstrates limited student student interests and represents the demonstrates student interests and students to demonstrate novel, new development of writing and development of writing and the integration of writing and and worthwhile ideas while communication skills. communication skills only across some communication skills across the elaborating and refining those ideas to content areas. content areas and over time. maximize creative efforts and effectively communicate both locally and globally. e. Curriculum provides limited e. Curriculum provides opportunities for e. Curriculum provides opportunities for e. Curriculum provides opportunities for opportunities for students to practice students to practice 21st century critical students to practice 21st century students to actively use knowledge as 21st century critical thinking, problem thinking, problem solving and critical thinking, collaboration, it is being learned through applying the solving and communication skills. communication skills. creativity, problem solving and skills of critical thinking, problem communication skills and connecting solving and creativity to content them to real world experiences. knowledge and collaborating and communicating locally and/or globally. POINTS TOTAL POINTS 5 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION Evidence A.

Rationale A.

Next Steps A.

B. 6 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION

Demonstrator 3. Instructional Strategies All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students Limited/No Implementation Needs Improvement Proficient Distinguished (X 0/bullet) (X 1/bullet) (X 2/bullet) (X 3/bullet) a. Teachers provide instruction that a. Teachers provide instruction that a. Teachers, students, and others a. Teachers, students, and others has limited connection to specific results in achieving specific literacy provide literacy instructional provide instruction, models and learning objectives. learning objectives. strategies and models that assist in demonstrations that address specific achieving specific learning objectives. literacy learning objectives and provide time for students to apply this learning for further inquiry, design and interactive collaborative settings. b. Students research only information b. Students research information around b. Students research information to b. Students research information to around a topic chosen by the a topic of personal interest and seek a new or deeper understanding seek a new or deeper understanding teacher. demonstrate understanding. around a topic and demonstrate based on inquiry around a topic and new understanding through demonstrate new understanding products. through products that may be used by others for further understanding of the topic. c. Students rarely use technological c. Students access and use technological c. Students demonstrate media c. Students demonstrate media literacy tools, resources, and applications in tools, resources and applications in literacy through regular use of through regular use of technological reading, writing, speaking, listening reading, writing, speaking, listening technological tools, resources and tools, resources and applications in and language use at school. and language use to meet general applications in reading, writing, reading, writing, speaking, listening communication goals. speaking, listening and language use and language use to evaluate or to meet specific communication communicate using critical thinking goals. skills. d. Students are only infrequently d. Students seldom integrate what is d. Students integrate what is learned d. Students demonstrate their media expected to integrate what is learned when using technology with when using technology with what literacy by integrating what is learned when using technology with what they learn offline to develop they learn offline to develop learned when using technology with what they learn offline. understanding and communication. understanding and communication. what they learn offline, making global connections, creating and collaborating. e. Students are rarely given e. Students sometimes are given e. Students use varying strategies and e. Students communicate with various opportunities to practice opportunities to practice demonstrate an understanding of audiences in different forms and for communicating using appropriate communicating using appropriate communicating to audiences in different purposes both locally and audience, form, and purpose. audience, form and purpose. different forms and for various globally. purposes. 8 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION f. Students are rarely given the f. Students are given opportunities to f. Students engage in discussion with f. Students take part in sustained opportunity to engage in engage in conversations with the teachers and peers to inform the engagement and collaboration with conversations with teachers or peers teacher during the writing process. writing process and are provided teachers, peers, and outside experts during the writing process. with a means to publish/share work. to design literacy projects, ask questions, and refine literacy products. g. POINT h. i. k. m. S j. l. n.

o. TOTAL POINTS p. q. Evidence r. A. s. t. u. B. v. w. x. C. y. z. aa. D. ab. ac. ad. E. ae. af. ag. F. ah. ai. aj. Rationale ak. A. al. am. an. B. ao. ap.

9 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION aq. C. ar. as. at.D. au. av. aw. E. ax. ay. az. F. ba. bb. bc. Next Steps bd. A. be. bf. bg. B. bh. bi. bj.C. bk. bl. bm. D. bn. bo. bp. E. bq. br. bs. F. bt. bu. bv.

10 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION bw. bx. Demonstrator 4. Student Performance by. 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. bz. Limited/No cb. Needs Improvement cd. Proficient cf. Distinguished Implementation cc. (X 1/bullet) ce. (X 2/bullet) cg. (X 3/bullet) ca. (X 0/bullet) a. Students are inconsistent or limited a. Students demonstrate an a. Students craft communications a. Students go beyond mastery of skills in demonstrating understanding of understanding of communication distinctive to specific disciplines and and/or curriculum to explore and differing communication structures structures for specific disciplines and purposes. expand their own learning and related to disciplines and purposes. purposes. opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and problems experts in that field tackle. b. Students rarely have opportunities b. Students respect cultural differences b. Students respect cultural differences b. Students, in both face-to-face and to build on the ideas of others and and attempt to build on ideas of others and work effectively with people virtual collaborations, create new are inarticulate in their attempts. and articulate their own ideas. from a range of social and cultural ideas and increase innovation and backgrounds (face-to-face and quality of work by building on ideas virtually) to build on and articulate of others and articulating their own their own ideas. ideas, with depth and complexity. c. Students rarely or inconsistently c. Students learn and work together with c. Students learn and work together c. Students learn and work together have opportunities to learn and teachers and peers to problem-solve with teachers, peers and others with teachers, peers, and others work together to problem-solve and and generate products. either face-to-face or virtually to either face-to face or through the generate products. problem-solve and generate use of a wide variety of online products/outcomes tied to communication tools and curriculum and learning goals. environments to problem-solve and generate products, events or presentations with a local and/or global purpose. d. Students seldom reference the work d. Students are indiscriminate in their d. Students’ reference works of quality d. Students create works of quality and of others as models to inform their reference of others work as models to and substance as models to inform substance that are used as models to work. inform their work. their work. inform others’ work. ch. POINT ci. cj. cl. cn. S ck. cm. co.

cp. TOTAL POINTS cq.

11 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION cr. Evidence cs.A. ct. cu. cv. B. cw. cx. cy. C. cz. da. db. D. dc. dd. de. Rationale df. A. dg. dh. di.B. dj. dk. dl.C. dm. dn. do. D. dp. dq. dr. Next Steps ds. A. dt. du. dv. B. dw. dx. dy. C. dz. ea. eb. D. 12 WRITING—STANDARD 1: CURRICULUM & INSTRUCTION ec. ed.

13 ee.

eo. STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENTS

ep. eq.

14 WRITING—STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT er. es. Demonstrator 1. Assessments et. Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. eu. Limited/No ew. Needs Improvement ey. Proficient fa. Distinguished Implementation ex. (X 1/bullet) ez. (X 2/bullet) fb. (X 3/bullet) ev. (X 0/bullet) a. Teachers rarely collaborate to a. Teachers occasionally participate in a a. Teachers engage regularly in a a. Teachers engage in a systemic develop or align writing and limited collaborative approach to collaborative approach to develop school-wide collaborative approach communication assessments across develop or align writing and and/or align writing and to develop and/or align writing and grade levels and content areas. communication assessments across communication assessments across communication assessments across grade levels and content areas. grade levels and content areas. grade levels and content areas, and monitor the impact on student learning over time. b. Teachers lack a plan to monitor b. Teachers develop a plan to monitor b. Teachers develop and implement a b. Teachers consistently implement student progress in developing student progress in writing and plan to monitor student progress in plan to monitor student progress in writing and communication skills communication skills consistent with writing and communication skills writing and communication skills consistent with grade-level writing grade-level writing standards and consistent with grade-level writing consistent with grade-level writing standards. formative assessments. standards and formative standards, formative assessments, assessments and respond to evidence through revised instruction. c. Teachers infrequently provide c. Teachers provide some feedback on c. Teachers, peers, and others provide c. Teachers, peers, and others provide feedback on student’s writing and student’s writing and communication regular feedback on students’ regular, specific feedback on communication products as part of a products as part of a constructive writing and communication products student’s writing and communication constructive feedback process. feedback process. as part of a constructive feedback products as part of a constructive process that is subsequently applied feedback process that is by students to improve their subsequently applied by students to communications. improve their communications and initiate student-directed learning. d. Teachers provide few opportunities d. Teachers provide some opportunities d. Teachers provide regular d. Teachers provide ongoing for students to revise summative for students to revise and apply new opportunities for students to revise opportunities for students to reflect, products. learning before summative products and apply new learning before revise and apply new learning before are assessed. summative products are assessed. summative products are assessed. fc. POINT fd fe. ff. fg. fh. fi. fj. S .

fk. TOTAL POINTS fl. fm. Evidence fn. A. 15 WRITING—STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT

fo. fp. fq. B. fr. fs. ft. C. fu. fv. fw. D. fx. fy. fz. Rationale ga. A. gb. gc. gd. B. ge. gf. gg. C. gh. gi. gj.D. gk. gl. gm. Next Steps gn. A. go. gp. gq. B. gr. gs. gt.C. gu. gv. gw. D. 16 WRITING—STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT gx. gy. gz.

17 WRITING—STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT ha. hb. Demonstrator 2. Expectations for Student Learning hc. Teachers communicate consistently high expectations and use common standards for student learning in writing. hd. Limited/No hf. Needs Improvement hh. Proficient hj. Distinguished Implementation hg. (X 1/bullet) hi. (X 2/bullet) hk. (X 3/bullet) he. (X 0/bullet) a. Students are unaware of the a. Students have some awareness of a. Students know and understand a. Students use expectations for their expectations for their work and expectations for their work and/or expectations for their work and work to guide the development of receive no feedback. receive minimal feedback. receive/provide feedback using their personalized learning plan and standards specific language. receive/ provide feedback using standard specific language. b. Teachers and students do not set b. Teachers set writing and b. Teachers and students collaborate b. Students regularly set standards- writing and communication goals. communication goals for students that to set writing and communication based writing and communication are standards-based. goals that are standards-based and goals that are informed by self- informed by feedback and reflection, teacher and peer assessments. feedback, and assessment evidence. c. Teachers and students do not c. Teachers and students are beginning c. Teachers and students engage in c. Teachers and students engage in engage in self-assessment to to engage in self-assessment to self-assessment to monitor progress ongoing self-assessment, using a monitor progress toward meeting monitor progress toward meeting toward meeting writing and variety of methods designed to writing and communication goals. writing and communication goals. communication goals. support different learning styles, to monitor progress toward meeting writing and communication goals. d. Teachers and students do not use d. Teachers and students use only d. Teachers and students use models as d. Students develop models as scoring guides and rubrics to assess external scoring guides and rubrics to exemplars and to co-develop scoring exemplars, scoring guides and rubrics writing and communication. assess writing and communication. guides and rubrics to assess writing to assess writing and and communication. communication. h hl. POINT m hn. hp. hr. S ho. hq. hs. .

ht. TOTAL POINTS hu. hv. Evidence hw. A. hx. hy. hz. B. ia.

18 WRITING—STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT ib. ic. C. id. ie. if. D. ig. ih. ii. Rationale ij. A. ik. il. im. B. in. io. ip.C. iq. ir. is. D. it. iu. iv. Next Steps iw. A. ix. iy. iz. B. ja. jb. jc. C. jd. je. jf. D. jg. jh. ji.

19 jj.

jt. STANDARD 3: PROFESSIONAL LEARNING ju.

20 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES jv. jw. Demonstrator 1. Opportunity jx. Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning. jy. Limited/No ka. Needs Improvement kc. Proficient ke. Distinguished Implementation kb. (X 1/bullet) kd. (X 2/bullet) kf. (X 3/bullet) jz. (X 0/bullet) a. There is no professional growth plan a. A professional growth plan is a. The professional growth plan (PGP) a. Ongoing assessment of the in place for writing teachers. developed, but it is not individualized supports appropriate instruction for implementation of the professional to writing teacher needs. writing and links to the School growth plan (PGP) results in Improvement Plan (SIP). necessary adjustments that support quality instruction in arts and humanities. The PGP links to the School Improvement Plan (SIP). b. Teachers do not have access to b. Teacher professional learning b. Writing professional learning b. A variety of writing professional professional learning opportunities opportunities are limited and do not opportunities incorporate the learning opportunities incorporating for writing. focus on research/evidence based Standards for Professional Learning, the standards for Professional practices that will support teacher focus on research/evidence based Learning are available and focus on Professional Growth Plans writing. practices and are planned based on research/evidence based practices school and student data and teacher that support teacher PGPs connected Professional Growth Plans (PGPs). to school and student data. c. Teachers do not have access to job c. Teachers have limited access to job c. Job embedded writing focused c. A variety of job embedded writing embedded professional learning embedded professional learning professional learning opportunities professional focused professional opportunities in writing. opportunities in writing. are available to teachers, and they learning opportunities are to are encouraged to engage in those teachers to promote continuous opportunities. growth; they are tailored to meet the individual needs of teachers. d. Writing teachers do not have d. The school encourages collaboration d. The school allocates time for writing d. The school allocates time for writing opportunities to collaborate with between writing and academic core teachers to collaborate and and academic core teachers to academic core teachers. teachers but does not allocate time for exchange ideas with academic core collaborate and exchange ideas collaboration to occur. teachers. during the school day, in professional learning communities and through professional learning opportunities. kg. POINT kh ki. kj. kk. kl. km. kn. S .

ko. TOTAL POINTS kp.

21 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES kq. Evidence kr.A. ks. kt. ku. B. kv. kw. kx. C. ky. kz. la.D. lb. lc. ld. Rationale le.A. lf. lg. lh.B. li. lj. lk. C. ll. lm. ln.D. lo. lp. lq. Next Steps lr. A. ls. lt. lu.B. lv. lw. lx. C. ly. lz. ma. D. 22 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES mb. mc. md.

23 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES me. mf. Demonstrator 2. Participation mg. Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st century skills. mh. Limited/No mj. Needs Improvement ml. Proficient mn. Distinguished Implementation mk. (X 1/bullet) mm. (X 2/bullet) mo. (X 3/bullet) mi. (X 0/bullet) a. Writing teachers do not have a. Writing teachers participate in writing a. Writing teachers participate in a. Writing teachers participate in opportunities participate in writing content-specific professional learning, content-specific professional content-specific professional content-specific professional but no evidence of implementation of learning opportunities to address learning, based on analysis of school, learning. professional learning. school needs and based on analysis student and teacher data. There is of school and student data. There is clear evidence of implementation of some evidence of implementation of the professional learning resulting the professional learning. from these opportunities. b. Writing teachers do not participate b. Writing teachers are members of b. Writing teachers actively participate b. Writing teachers take on a leadership in professional learning professional learning communities but in professional learning communities role in professional learning communities. are minimally active participants. to address issues related to communities to address issues instructional practices, data related to instructional practices, analysis, and improving student data analysis, and improving student achievement. achievement and share this information school wide. c. Writing teachers are not members of c. Writing teachers are members of c. Writing teachers are leaders in c. Writing teachers are leaders in professional organizations. professional organizations. professional organizations and the professional organizations, the school. school and the community. d. Writing teachers have no contact d. Writing teachers have limited contact d. Writing teachers regularly d. Writing teachers are provided with with external partners. with external partners. collaborate with community, time in the school schedule, a business, and postsecondary stipend and/or professional partners through advisory development credit for collaboration committees, work exchange with community, business, and programs and/or community groups postsecondary partners through with a focus on writing. advisory committees, work exchange programs, and/or community groups e. No teachers receive professional e. Some teachers in the school receive e. Most teachers in the school receive e. All teachers in the school receive and learning opportunities to enhance professional learning to enhance the and implement professional learning implement professional learning to the integration of writing/literacy integration of writing/literacy concepts to enhance the integration of literacy enhance the integration of concepts (reading, writing, speaking, (reading, writing, speaking, listening concepts (reading, writing, speaking, writing/literacy concepts (reading, listening and language use). and language use). listening and language). writing, speaking, listening and language use). 24 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES mp. POINT m mr. ms. mt. mu. mv. mw. S q.

mx. TOTAL POINTS my. mz. Evidence na. A. nb. nc. nd. B. ne. nf. ng. C. nh. ni. nj.D. nk. nl. nm. E. nn. no. np. Rationale nq. A. nr. ns. nt. B. nu. nv. nw. C. nx. ny. nz. D. oa. ob. oc. E. od. oe. 25 WRITING—STANDARD 3: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES of. Next Steps og. A. oh. oi. oj.B. ok. ol. om. C. on. oo. op. D. oq. or. os. E. ot. ou. ov. ow.

26 ox.

ph. STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING pi.

27 WRITING —STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING pj. pk. Demonstrator 1. Policies and Monitoring pl. School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs pm. Limited/No po. Needs Improvement pq. Proficient ps. Distinguished Implementation pp. (X 1/bullet) pr. (X 2/bullet) pt. (X 3/bullet) pn. (X 0/bullet) a. School council/leadership does not a. School council/leadership establishes a. School council/leadership ensures a. School council/leadership monitors have policies in place to ensure that policies to ensure that writing that writing concepts are taught and evaluates the teaching of writing writing concepts are taught concepts are taught throughout the throughout the school and across the concepts throughout the school and throughout the school and across school and across the curriculum. curriculum as established in policy. across the curriculum as established the curriculum. in policy. b. School council/leadership plans the b. School council/leadership and select b. School council/leadership and b. School council/leadership and annual school budget with little teachers are included in the planning teachers participate in the planning teachers across contents actively consideration for allocation of of the annual school budget with some of the annual school budget with participate in the planning of the writing resources. consideration of allocation of clear consideration of allocation of annual school budget to ensure resources for writing. resources for writing. adequate and quality materials, equipment, space and technology are available to implement school wide writing program. c. School council/leadership never or c. School council/leadership allocates c. School council/leadership allocates c. The school council/leadership meets rarely allocates time and resources time and resources to implement the equitable time and resources to with teacher leaders when planning to implement the writing program. writing program, but these are not implement the writing program. for the allocation of time and equitable to other content areas resources to implement the writing program. d. There are no policies in place to d. School councils establish policies for d. Decisions related to staff assignment d. Decisions related to assignment of assess assignment of staff to meet the assignment of staff. are based on the established policies staff are made based on needs of literacy needs. that include student literacy needs students, teacher certification and and teacher certification. other data (e.g., ILP) and teacher professional development experience (e.g., participation in National Writing Project ). pu. POINT pv pw. px. py. pz. qa. qb. S .

qc. TOTAL POINTS qd. qe. Evidence qf. A.

28 WRITING —STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING qg. qh. qi.B. qj. qk. ql.C. qm. qn. qo. D. qp. qq. qr. Rationale qs. A. qt. qu. qv. B. qw. qx. qy. C. qz. ra. rb. D. rc. rd. re. Next Steps rf. A. rg. rh. ri. B. rj. rk. rl. C. rm. rn. ro. D. rp. 29 WRITING —STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING rq. rr.

30 WRITING —STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING rs. rt. Demonstrator 2. Principal Leadership ru. Principals are the primary leaders of all writing efforts and support teacher leadership through shared and distributed leadership strategies and actions. rv. Limited/No rx. Needs Improvement rz. Proficient sb. Distinguished Implementation ry. (X 1/bullet) sa. (X 2/bullet) sc. (X 3/bullet) rw. (X 0/bullet) a. The principal does not evaluate nor a. The principal individually evaluates a. The principal enlists teacher leaders a. The principal and staff collaboratively reflect on the impact of writing and reflects on the impact of writing to collaborate, evaluate and reflect evaluate and reflect on the impact of instructional practices. instructional practices on overall on the impact of the writing the writing instructional practices on student achievement in the school. instructional practices on overall overall student achievement student achievement in the school. b. The principal does not participate in b. The principal initiates professional b. The principal initiates and b. The principal participates in, models professional learning regarding the learning regarding the school’s writing participates in professional learning and leads professional learning school’s writing program. program. related to the school’s writing regarding the school’s Writing program. Program through collaboration with staff and shared self-reflection. c. The principal does not communicate c. The principal communicates with c. The principal communicates with c. A variety of sources, including with parents about the writing parents about the writing program. parents and the community technology and media resources, are program. frequently about the writing regularly used to communicate program. current information about writing programs with parents and community. sd. POINT se sf. sg. sh. si. sj. sk. S .

sl. TOTAL POINTS sm. sn. Evidence so. A. sp. sq. sr.B. ss. st. su. C. sv. sw.

31 WRITING —STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING sx. Rationale sy. A. sz. ta. tb. B. tc. td. te. C. tf. tg. th. Next Steps ti. A. tj. tk. tl. B. tm. tn. to. C. tp. tq. tr.