Creating a Creating a Writing PlanWriting PlanCreating a Creating a

Writing PlanWriting PlanAdvice from NCTE and the ITWAdvice from NCTE and the ITW

Writing ProjectWriting Project

KEY CONCEPTS:KEY CONCEPTS:

Common elements Common elements among schools with among schools with high achievement in high achievement in

writingwriting

Key Concept 1:Key Concept 1: TIME & TIME & RESOURCESRESOURCES

Successful schools give Successful schools give adequate time and adequate time and

resources to advance resources to advance student learning by writing student learning by writing every day in every subject.every day in every subject.

What does this mean?What does this mean?

Schools that have Schools that have active, active, viable WAC programsviable WAC programs

are the most successful are the most successful in writing achievement.in writing achievement.

Key Concept 2: Key Concept 2: Assessment MattersAssessment MattersSuccessful schools help Successful schools help

administrators and administrators and teachers understand how to teachers understand how to

assess writing to enrich assess writing to enrich student learning.student learning.

What does this mean?What does this mean?All teachers are trained to use a

consistent assessment model– e.g., 6 Traits (analytic), or ISTEP+ (holistic) rather than depending on individual

judgment.

Key Concept 3: The Key Concept 3: The Writing Process Is Writing Process Is

PromotedPromotedA successful school helps teachers gain a thorough understanding of writing

processes and in selecting appropriate strategies to

advance every student as a writer

What does this mean?What does this mean?

Powerful, embedded PD promoting best practice is part of

the school culture.

4. All Stakeholders 4. All Stakeholders IncludedIncluded

Successful schools provide insights and strategies to administrators, families and community members to help them work together to advance student writing

What does this mean?What does this mean?LA teachers and

departments are intentional about sharing their knowledge about the teaching of writing beyond the classroom.

5. The Culture of 5. The Culture of WritingWriting

Successful schools commit to building a “culture of writing” across a period of years that will sustain growth and achievement through a student’s academic career and beyond.

What does this mean?What does this mean?Schools create and sustain

the conditions that impart the message that writing is valued, honored and celebrated across time and disciplines.

HOW TO ADOPT THE HOW TO ADOPT THE KEY CONCEPTSKEY CONCEPTS

Becoming a school with high writing achievement won’t

just happen.

To begin,

CONSIDER CONSIDER

E A C HE A C H

CONCEPT CONCEPT

THROUGH THE LENSTHROUGH THE LENS

OF THESE ACTION OF THESE ACTION STEPSSTEPS

AUDIT YOUR PRACTICES AUDIT YOUR PRACTICES AND SUPPORTAND SUPPORTSTRUCTURESSTRUCTURES

Action Step 1:Action Step 1:

For example, Look at Concept 1 by taking Action Look at Concept 1 by taking Action

Step 1Step 1– what does your what does your school’s commitment to time school’s commitment to time and support for writing across and support for writing across the curriculum look like at this the curriculum look like at this

time? What would it take to time? What would it take to build capacity in Concept 1?build capacity in Concept 1?

Continue to examine Continue to examine EACHEACH Concept Concept through through EACH EACH

Action StepAction Step

Action Step 2:Action Step 2:Evaluate the adequacy of Evaluate the adequacy of

your learning resources your learning resources and identify untapped and identify untapped

strengths in your strengths in your community.community.

Action Step 3:Action Step 3: Look closely at learners…not Look closely at learners…not

just the latest battery of just the latest battery of test scores, but at actual test scores, but at actual writing samples drawn from writing samples drawn from day-to-day practice.day-to-day practice.

Action Step 4:Action Step 4:Assess what is going Assess what is going

well, and what well, and what appears to be barriers appears to be barriers

to improvementto improvement

Action Step 5:Action Step 5:Communicate your findings

to staff, family and community members to

ensure widespread support and cooperation in

advancing student writing.