writing and communication writing and different learning styles, K Doughty: Effort-o-meter goals. communication goals. to monitor progress L Crafton: Read 180 (Respond and Write) toward meeting writing L Graham: Zentangle and communication P McKinney: Self-reflections in Math 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? Teachers and students use Teachers and students Students develop models K Doughty: Exemplar Work only external scoring as exemplars, scoring use models as exemplars On Demand Rubric guides and rubrics to assess and to co-develop guides and rubrics to A Smith-Thomas: Career research with writing and scoring guides and assess writing and technology/Student generated rubric/Presentation communication. rubrics to assess writing communication. H Elmore: Editorial models for Beech Tree News, and communication. Student generated Narrative rubric using Day It “The from Rained Cockroaches” 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? 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 professional growth plan The professional growth Ongoing assessment of BCMS CSIP is developed, but it is not plan (PGP) supports the implementation of the PGP (CIITS) individualized to writing professional growth plan appropriate instruction Literacy Coaching Strategies Schedule teacher needs. for writing and links to (PGP) results in the Comprehensive necessary adjustments that support quality School Improvement instruction in arts and Plan (CSIP). humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).
writing and communication goals. writing and communication goals. different learning styles, to monitor progress toward meeting writing and communication goals. K Doughty: Effort-o-meter L Crafton: Read 180 (Respond and Write) L Graham: Zentangle P McKinney: Self-reflections in Math 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? Teachers and students use only external scoring guides and rubrics to assess writing and communication. Teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication. Students develop models as exemplars, scoring guides and rubrics to assess writing and communication. K Doughty: Exemplar Work On Demand Rubric A Smith-Thomas: Career research with 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? 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 professional growth plan is developed, but it is not individualized to writing teacher needs. The professional growth plan (PGP) supports appropriate instruction for writing and links to the Comprehensive School Improvement Plan (CSIP). Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP). BCMS CSIP PGP (CIITS) Literacy Coaching Strategies Schedule