Writing: curriculum and instruction Demonstrator 1. Student Access All students should have equitable access to high quality curriculum and instruction. Sample evidence School writing policy/plan* Student journals/learning logs* Curriculum documents with student samples of integrated literacy instruction across content areas Needs Improvement Proficient Distinguished (X 1/bullet) (X 2/bullet) (X 3/bullet) a) Some students do not have access a) All students have access to comprehensive a) All students have access to high quality to comprehensive writing instruction, writing instruction. comprehensive writing instruction. or writing instruction is limited in scope and/or quality for all students. b) Literacy learning opportunities are b) Students engage in daily literacy learning b) Students engage in daily literacy learning limited or inconsistent. opportunities across content areas. opportunities to explore ideas and plan for products across content areas. Points 1 2 0 Rationale, including Demonstrator 1. Student Access- Needs Improvement based on the following reasons: a detailed list of All students receive comprehensive writing instruction. (We believe this bullet is proficient but can still evidence improve with further enhancements made to instruction.) (Evidence: school writing policies, CSIP, school’s supporting master schedule) judgments Many students do engage in daily literacy learning opportunities within the school. (We found examples of daily literacy learning opportunities to be prevalent in the English Department; these classes furnished examples of student work, student writing journals, lesson plans, and individual folders with written assignments) However, these opportunities are not as easily located in the content areas since they are frequently not noted on lesson plans and samples of these opportunities are not located in a central location or maintained within the classroom.(Lack of Evidence) Recommendations Recommendations: for improvement: Create literacy across the curriculum by giving all teachers a hard copy of the CSIP (which assigns students varying authentic writing tasks within each teacher’s curriculum twice a trimester) to ensure teachers are aware of our school improvements toward writing and provide a monitoring systems to ensure all teachers are complying, have notations for classroom literacy assignments made on all lesson plans, and provide a central location for literacy samples to be kept.
Writing: curriculum and instruction Demonstrator 1. Student Access All students should have equitable access to high quality curriculum and instruction. Sample evidence School writing policy/plan* Student journals/learning logs* Curriculum documents with student samples of integrated literacy instruction across content areas Needs Improvement (X 1/bullet) Proficient (X 2/bullet) Distinguished (X 3/bullet) a) Some students do not have access to comprehensive writing instruction, or writing instruction is limited in scope and/or quality for all students. b) Literacy learning opportunities are limited or inconsistent. a) All students have access to comprehensive writing instruction. b) Students engage in daily literacy learning opportunities across content areas. a) All students have access to high quality comprehensive writing instruction. b) Students engage in daily literacy learning opportunities to explore ideas and plan for products across content areas. Points 1 2 0 Rationale, including a detailed list of evidence supporting judgments Demonstrator 1. Student Access- Needs Improvement based on the following reasons: All students receive comprehensive writing instruction. (We believe this bullet is proficient but can still improve with further enhancements made to instruction.) (Evidence: school writing policies, CSIP, school’s master schedule) Many students do engage in daily literacy learning opportunities within the school. (We found examples of daily literacy learning opportunities to be prevalent in the English Department; these classes furnished examples of student work, student writing journals, lesson plans, and individual folders with written assignments) However, these opportunities are not as easily located in the content areas since they are frequently not noted on lesson plans and samples of these opportunities are not located in a central location or maintained within the classroom.(Lack of Evidence) Recommendations for improvement: Recommendations: Create literacy across the curriculum by giving all teachers a hard copy of the CSIP (which assigns students varying authentic writing tasks within each teacher’s curriculum twice a trimester) to ensure teachers are aware of our school improvements toward writing and provide a monitoring systems to ensure all teachers are complying, have notations for classroom literacy assignments made on all lesson plans, and provide a central location for literacy samples to be kept.
Harlan%20County%20Writing%20Review%20Product.docx