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 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-Reflection
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 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 process
To what extent do teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students?
Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
Needs Improvement / Proficient / Distinguished / Evidence
a)  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 afocus on 21st Century Skills taughtin 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
·  B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric
·  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 Project
To what extent does the curriculum integrate the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills?
c)  Curriculum provides opportunities for students to utilize technology to communicate information. / c)  Curriculum provides opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information. / c)  Curriculum provides opportunities for students to use technology as a tool to access, manage, integrate and create information. / ·  BCMS CSIP
·  Master Schedule
·  Computer Lab: Downstairs lab, 2 Chromebook labs, Netbook lab and Moby tablets
·  Students using Office 365 (Email/OneDrive/ PowerPoint Online)
·  Remind 101: C Donaldson, M Taylor, P McKinney, R Johnson, P Wallace
·  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
·  C Donaldson, J Embry, P Wallace & T Harper: Content Vocabulary Posters and Presentation
·  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 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, Presentation Product (class and 2nd grade), Project Reflection and Rubric
·  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. / ·  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
·  C Donaldson, J Embry, P Wallace & T Harper: Content Vocabulary Posters and Presentation
·  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)
·  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: 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 learned when using technology with what they learn offline to develop understanding and communication. / d)  Students integrate what is learned when using technology with what they learn offline to develop understanding and communication. / d)  Students demonstrate their media literacy by integrating what is learned when using technology with what they learn offline, making global connections, creating and collaborating. / ·  BCMS Writing Rubric
·  B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric
·  C Donaldson, J Embry, P Wallace & T Harper: Content Vocabulary Posters and Presentation
·  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.)??