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 Students have some Students know and Students use expectations LA Notebook/Binders: K Doughty, P Writer’s 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 C Donaldson: Student created Class Bill of Rights; receive minimal feedback. receive/provide feedback personalized learning plan Poster Criteria and Presentation Rubric using standards specific and receive/ provide E Clark: Persuasive Essay Editing Sheet, Essay language. feedback using standard Feedback, and On-Demand writing rubric and planning specific language. 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? Teachers set writing and Teachers and students Students regularly set LA Notebook/Binders: K Doughty, P Writer’s communication goals for to set writing standards-based writing collaborate McKinney, H Elmore students that are and communication goals and communication goals On Demand Rubric that are standards-based that are informed by A Smith-Thomas: Career research with teacher and and informed by technology/Student generated rubric/Presentation peer feedback, and feedback and E Clark: Persuasive Essay Editing Sheet and Essay assessments. assessment evidence. Feedback H Elmore: Narrative Writing Rubric (student-generated) and Feedback K Doughty: Opinion essay Corbin method and (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? Teachers and students are Teachers and students Teachers and students LA Notebook/Binders: K Doughty, P Writer’s beginning to engage in in engage in ongoing engage McKinney, H Elmore to monitor self-assessment to monitor using a C Donaldson: Test correction & reflections progress toward meeting progress toward meeting variety of methods H Elmore: Reflections on how to improve narrative designed to support J Embry: Test correction & reflections
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 Students have some awareness of expectations for their work and/or receive minimal feedback. Students know and understand expectations for their work and receive/provide feedback using standards specific language. Students use expectations for their work to guide the development of their personalized learning plan and receive/ provide feedback using standard specific language. LA Writer’s Notebook/Binders: K Doughty, P McKinney, H Elmore C Donaldson: Student created Class Bill of Rights; Poster Criteria and Presentation Rubric 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? Teachers set writing and communication goals for students that are Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments. Students regularly set standards-based writing and communication goals that are informed by teacher and peer feedback, and assessment evidence. LA Writer’s Notebook/Binders: K Doughty, P McKinney, H Elmore On Demand Rubric A Smith-Thomas: Career research with technology/Student generated rubric/Presentation E Clark: Persuasive Essay Editing Sheet and Essay Feedback H Elmore: Narrative Writing Rubric (student-generated) and Feedback K Doughty: Opinion essay Corbin method and (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? Teachers and students are beginning to engage in to monitor progress toward meeting Teachers and students engage in self-assessment to monitor progress toward meeting Teachers and students engage in ongoing using a variety of methods designed to support LA Writer’s Notebook/Binders: K Doughty, P McKinney, H Elmore C Donaldson: Test correction & reflections H Elmore: Reflections on how to improve narrative J Embry: Test correction & reflections