A Roadmap to K-12 Writing
We are on this road together…
Recommendations for the Road Map…
Calkins Curriculum Plan (2011). Retrieved February 27, 2012, from CalkCurricuPlan_WtgWshp.
Writing Next: Effective strategies to improve writing of adolescents in middle and high schools: A report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Fletcher, Ralph J., and JoAnn Portalupi. Writing Workshop: the Essential Guide. Portsmouth, NH: Heinemann, 2001.
National Writing Project (2010). Retrieved March 3, 2012, from www.nwp.org.
The National Commission on Writing For America’s Families, Schools, and Colleges. (2006, May). Writing and School Reform. Washington, DC: The College Board. Retrieved February 2012 from: http://www .writingcommission.org/prod_downloads/writingcom/writing-school-reform-natl- comm-writing.pdf.
Oregon Department of Education (2011). Retrieved February 27, 2012, from http://www.ode.state.or.us/data/schoolanddistrict/testresults/reporting/.
Changing Landscape
Writing
Professional Development
SMARTER Balance
AssessmentConsortium
Common Core State
Writing Standards
Private Think Time
What is writing?
Writing is a process of
communication that uses a
conventional graphic system to
convey a message to the
reader.
Trip Plan
Exit 1: National Alarm
Exit 2: Writing Data
Exit 3: Common Core State Standards
Exit 4: Smarter Balance Assessment Consortium
Exit 5: Professional Development Plan
Exit 5: Measureable Goals
Turn and Talk
What is the national alarm all about?
How is it affecting our schools?
National Alarm
70% of 4-12 grade students are low-achieving writers.
Every school day, more than 7,000 students drop out of high school.
National Alarm
College instructors estimate that 50% of high school graduates are not prepared for college-level writing.
U.S. graduates’ literacy skills are lower than those of graduates in most industrialized countries. (Writing Next, 2007)
Turn and Talk
How is this national alarm affecting the workplace?
Writing in the Workplace
Thirty-five percent of high school graduates in college and 38% of high school graduates in the workplace feel their writing does not meet expectations for quality.
Writing remediation costs American businesses as much as $3.1 billion annually. (Writing Next, 2007)
Turn and Talk
How is Bend La Pine’s test scores compared to the state?
For students with special needs?
Writing Data
Turn and Talk
What is the Common Core State Standards (CCSS)?
How does it relate to students with special needs?
Common Core State Standards
The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.
Turn and Talk
What is the Smarter Balance Assessment Consortium (SBAC)?
How does it relate to students with special needs?
SMARTER Balance Assessment Consortium
The SMARTER Balanced Assessment Consortium is developing a comprehensive assessment system for mathematics and English language arts / literacy aligned to the Common Core State Standards with the goal of preparing all students for success in college and the workforce.
Developed in partnership with member states, leading researchers, content expert experts, and the authors of the Common Core, content specifications are intended to ensure that the assessment system accurately assesses the full range the standards.
Turn and Talk
How can professional development support…
-national alarm in writing
-adoption of the CCSS
-implementation of SMARTER Balance Assessment Consortium
For students with and without special needs?
Professional Development
Action Plan Deliver CCSS Writing ‘Slim Curriculum Guides.’
‘Unpack’ the CCSS ‘slim curriculum guides’ onto curriculum maps.
‘Unpack’ curriculum maps onto unit and individual lesson plans using best practices in grade level professional development, professional learning community (PLC) teams.
Support teachers in a monthly studio building rotation.
Workshop Model
Link
Model
Private Think Time
Turn and Talk
Give It A ‘Go’
Share Out
Professional Development Action PlanTo support effective instrumentation, professional development supports may be housed as an on-line resource.
Measureable Writing Goal
Increase the number of teachers who attend professional development in writing by 50% each year (2012-13, 2013-14)
Increase the number of teachers who attend professional development in CCSS ‘slim curriculum guides’ by 100% in one year (2012-13)
Increase the number of teachers who attend professional development in ‘unpacking’ CCSS in writing by 100% (2012-13)
Measureable Writing Goal
Increase number of students who meet or exceed Oregon State Writing Rubric expectations
Increase the number of teachers who score writing with correct word sequence, holistic scoring and 6-traits writing rubrics by
50% each year (grades 6-12: 2012, grades K-5: 2013-14)
until 2014
Measureable Progress Towards
GoalCollect Writing samples in grades 3, 4, 6, 7 & 10
Score using 6-traits, holistic scoring, and/or correct word
sequence
Share the results with the district writing coordinator
Based on assessment scores, plan professional development
Measureable Progress Towards
Goal
11th grade students will take the OAKS writing assessment each February and
transition onto Smarter Balance Assessment Consortium (SBAC)
assessment by 2014.
Turn and Talk
How will this be communicated with
teachers?
Communicating Goal to Teachers
District Writing Coordinator will compile
assessment data and include it in the district-
wide annual report.
District-wide annual report will include
suggestions for grade level/site based
professional development in-services.
Professional development to support writing
instruction.
Studio support for teachers to develop
writing strategies across grade level curriculum.
Turn and Talk
How will this be communicated with parents?
Communicating Goal to Parents
Communicating With
Parents
Parent Night
Parent-Teacher conferences (share
student writing samples,
CCSS/SBAC parent letter/web
link)
Parent Letter
Parent Hyperlin
k
Writing Action Plan
PSU Writing
Workshop course
SPED Writing Next PD
days
Share WW presentation model with
general education teachers
and leaders
Support teachers
across the district in
implementation of writing
strategies with high effect size
Use data to implement WW and
studio models to implement writing
strategies with high effect size across
the district curricular content
Bend La Pine School District Writing Action
Plan 2009-Present School Years Portland State University Professional Development in Writing
Workshop, backward design (LPES, TRS, Summer trainings).
2011-2012 School Year Special Education professional development days allocated to
utilize Writing Next best practices for (a) roll out of plan (b) summarizing (c) sentence combining (d) prewriting strategies.
Professional development includes K-12 special education teachers and teaching assistants.
2012-2013Prioritize all Professional Development Days for 2012-2013 school year to :
(a) unpack CCSS into curriculum maps
(b) Studio model support
(c) Assessment administration and scoring.
(d) Videotape and house professional development on line. Develop year long writing scope and sequence based on CCSS for K-12
(curriculum map, unit plans, lesson plans, assessment). Provide specialized support based on individual building needs. Develop writing work samples for grades 3, 4, 6, 7, & 10. Train teachers on how to use studio model to implement (a) Writing Workshop
(b) Step up to Writing (c) 6 Traits (d) systematic approaches with curriculum scope.
Train teachers on how to use holistic, 6 traits rubrics and correct word sequence for scoring.
Support IEP goal writing.
2012-2013 Develop year long writing scope and sequence based on
CCSS for K-12 (curriculum map, unit plans, lesson plans, assessment).
Provide specialized strategy support based on individual building needs (as measured by data).
Develop writing work samples for grades 3, 4, 6, 7, & 10. Train teachers on how to use studio model to implement (a)
Writing Workshop (b) Step up to Writing (c) 6 Traits (d) systematic approaches with curriculum scope.
Train teachers on how to use holistic, 6 traits rubrics and correct word sequence for scoring.
Norm CWS data for district.
2013-2014 Prioritize all Professional Development Days for 2013-2014 school year to:
(a) Support Writing Workshop studio model
(b) Assessment administration and scoring
(c) Best practice in strategy instruction across content curriculums
(1) as measured by Writing Next effect size
(2) dictated through data needs
(d) Videotape and house professional development on line
2013-2014 Conduct professional development day to articulate
annual plan Integrate Writing Workshop into the Language Arts
Curriculum (ie., Houghton Mifflin, Open-Court, EMC). Continue to grow mentor text supporting units of study Continue to grow the student-teacher conference model Continue to support in studio model implementation. Based on test scores (student needs), professional
development will be administered to develop student learning.
K-12 CCSS Writing Standards
K-12 Writing Workshop
presentation model (2012-14
school year).
Provide 1 credit Portland State
University K-12 Writing class to support
professional development (summer
2010-15).
Use CCSS to implement best practice backward design on building level
curriculum maps, unit plans and individual lesson plans in K-12 building grade level
professional learning community’s
Include special education, educational assistant’s, speech and language pathologists, speech and language
pathologist
Intended Outcomes
Improvewriting skills
11th grade students meet and exceed
intended writing
benchmarks
Writing benchmarks
align to standards
and assessment
Writing curriculum integrated into daily
instruction-al time
Increase teacher fluency
with both CCSS and
SBAC
House professiona
ldevelop-
menttools
on line
Private think time…
Never doubt that a small group of thoughtful, committed people can change the world, indeed, it is the only thing that ever has!”-Margaret Meade
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