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