learning objectives and align both objectives and align both instruction and align both multi-dimensional instruction and instruction and assessments with assessments with those objectives. assessments with those objectives. those objectives. b) Teachers do not engage in a b) Teachers collaborate to develop and /or b) Teachers collaborate to develop and/or systematic school-wide collaborative align writing and communication assessments align writing and communication approach to develop or align writing across grade levels and content areas. assessments across grade levels and and communication assessments content areas, and monitor the impact on across grade levels and content student learning over time. areas. c) Select teachers meet to review c) Teachers collaborate to review writing and c) Teachers collaborate to review writing writing and communication communication assessments for alignment and communication assessments for assessments for alignment with with standards. alignment with standards and quality of standards and other teachers comply task. with the alignment. d) Teachers do not embed informal d) Teachers embed informal writing and d) Teachers embed informal writing and writing and communication skills to communication skills to formatively assess communication opportunities to formatively formatively assess content area content area learning across the curriculum. assess content area learning and provide learning across the curriculum. opportunities for student reflection on their content learning. e) Teachers are beginning to use e) Teachers formatively assess student’s writing e) Teachers formatively assess student’s writing and communication skills to processes as well as products. writing processes as well as products and formatively assess content area use that information to inform coaching and learning across the curriculum. instructional decisions. Points 4 2 0 Rationale, Demonstrator 1: Variety of Assessment- Needs Improvement due to the following reasons: including a All teachers were required to participate in the deconstruction of state curriculum standards by discipline detailed list of to develop a curriculum document with general and specific learning goals and objectives. (Evidence: evidence Professional development sign-in sheets and agendas) supporting At this time, our school does not have a school-wide writing plan to address the writing policy currently in judgments place. The completion of the contribution of writing pieces from content areas is not being monitored. (Evidence: Lack of evidence in lesson plans) English/Language Arts (ELA) teachers met to review writing and communications assessments but content area teachers currently do not incorporate planning time to incorporate writing or communication
learning objectives and align both instruction and assessments with those objectives. b) Teachers do not engage in a systematic school-wide collaborative approach to develop or align writing and communication assessments across grade levels and content areas. c) Select teachers meet to review writing and communication assessments for alignment with standards and other teachers comply with the alignment. d) Teachers do not embed informal writing and communication skills to formatively assess content area learning across the curriculum. e) Teachers are beginning to use writing and communication skills to formatively assess content area learning across the curriculum. objectives and align both instruction and assessments with those objectives. b) Teachers collaborate to develop and /or align writing and communication assessments across grade levels and content areas. c) Teachers collaborate to review writing and communication assessments for alignment with standards. d) Teachers embed informal writing and communication skills to formatively assess content area learning across the curriculum. e) Teachers formatively assess student’s writing processes as well as products. align both multi-dimensional instruction and assessments with those objectives. b) Teachers collaborate to develop and/or align writing and communication assessments across grade levels and content areas, and monitor the impact on student learning over time. c) Teachers collaborate to review writing and communication assessments for alignment with standards and quality of task. d) Teachers embed informal writing and communication opportunities to formatively assess content area learning and provide opportunities for student reflection on their content learning. e) Teachers formatively assess student’s writing processes as well as products and use that information to inform coaching and instructional decisions. Points 4 2 0 Rationale, including a detailed list of evidence supporting judgments Demonstrator 1: Variety of Assessment- Needs Improvement due to the following reasons: All teachers were required to participate in the deconstruction of state curriculum standards by discipline to develop a curriculum document with general and specific learning goals and objectives. (Evidence: Professional development sign-in sheets and agendas) At this time, our school does not have a school-wide writing plan to address the writing policy currently in place. The completion of the contribution of writing pieces from content areas is not being monitored. (Evidence: Lack of evidence in lesson plans) English/Language Arts (ELA) teachers met to review writing and communications assessments but content area teachers currently do not incorporate planning time to incorporate writing or communication
Harlan%20County%20Writing%20Review%20Product.docx