laurel county schools 2013-2014 program review

Laurel County Schools

2013-2014

Program Review

Form B

Elementary

____________________________________________________________________________________________________________

Program Review Evidence Documentation Template

School: Colony Elementary Subject: Writing

Year: 2013-2014

Is this an in-depth area? YES

Standard 1: Curriculum and Instruction

Demonstrator 1. Student Access All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities.

CHARACTERISTICS School-Assigned Score

Limited/No Implementation Needs Improvement Proficient Distinguished a) Students have limited or

inconsistent access to

literacy learning

opportunities.

a) Students have access to

literacy opportunities, but

connections among the

literacy strands (reading,

writing, speaking, listening

and language use) are

unclear.

a) Students participate in

intentionally planned literacy learning

opportunities to explore

ideas and design

products across content

areas.

a) Students engage in literacy

learning opportunities and

help create customized

plans and instruction to

match their learning needs.

Proficient

b) Students have limited

access to equipment and

materials.

b) Students have some access

to equipment and

materials.

b) Students have access and

use equipment and

materials designed to

meet their individual

needs as determined by

data (e.g., formative

assessments).

b) Students strategically plan

for and use a variety of

equipment/technological

tools and materials

designed to meet and

enhance their individual

needs.

Proficient

c) Teachers provide limited

or inconsistent

differentiated strategies in

literacy instruction.

c) Teachers provide some

differentiated strategies in

literacy instruction

according to student need.

c) Teachers instruct the

complex processes,

concepts and principles

of literacy using

differentiated strategies

that make instruction

accessible to all students.

c) Students use differentiated

strategies in self-directed

learning demonstrating

personalized learning of

complex processes,

concepts and principles of

literacy.

Proficient

Provide EVIDENCE to support the assigned score for each characteristic in the space below. (please make sure to indicate, by letter, which characteristic the evidence supports) Characteristic A –

- Writing Plan Continuum - Student Journals - Content Specific Posters - Speeches –History Alive - Student work samples

- RtI Data - DEA/MAP Data

Characteristic B-

- Computer Lab/Mobile Labs - Smartboards - Write the Wright Way Writing Plan - Zaner Bloser Handwriting Curriculum - On Demand Writing

Characteristic C –

- Exit Slips/Flashbacks - Student Products - Extended Response Answers - Student Created Rubrics - Reading Logs - Formative Assessments - Lesson Plans - Writing Revisions - Local and National Writing Contests

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. Each grade level has created a writing continuum that is based on the district’s Writing the Wright Way plan and is aligned with the district Kentucky Core Academic Pacing Guide. The writing continuum lists the major writing pieces done each month, determines which style of writing the piece is, and if that piece will be taken to publication. Writing journals are used throughout the school in all content areas for brain storming, student reflections, vocabulary concepts, and rough drafts of writing pieces. Student journals are used to write reflections during reading, social studies, and throughout various subjects. Students create posters, models, presentations in all grade levels and in all subjects to explain and enhance the understanding of subject specific concepts. In upper grades levels, students also write and present speeches on various topics, such as the 5th grade History Alive projects, 4th grade research on inventors and inventions, 5th grade DARE essays and written poems to be presented in class. All students have an Ongoing Communications folder which follows them from grade to grade and demonstrates student growth in writing. The folder includes writing samples including opinion pieces, informational writing, and student choice. B. AT Colony Elementary, teachers and staff use student assessment data to differentiate instruction based on student needs. This includes

opportunities for advanced students and students who need intervention services based on classroom assessment, district assessments, MAP data in K – 3rd grades, and Discovery Education data in 3rd – 5th grades. Students use laptops, the computer lab, and classroom computers to research information, create products/presentations, and publish writing pieces. Each classroom has a projector and Smartboard which is utilized for instruction, to access information, and for interactive student activities. The Zaner Bloser handwriting curriculum is a district initiative that is used in Kindergarten – 3rd Grade classrooms daily that helps improve handwriting techniques. The district Write the Wright Way writing plan has been implemented and is utilized daily in all grade levels. Content specific On Demand writing prompts are used weekly across all grade levels as an instructional tool and as a formative assessment. In 4th and 5th grades, students use electronic voting systems to answer multiple choice and short answer questions. All grade levels have writing prompts/short answer/extended response questions on a weekly basis. C. Exit slips/Flashbacks/Turning point clickers are used in multiple subjects throughout the day to determine remediation needs and to inform future instruction. Students created projects, either by student choice or teacher directed, are used throughout the school and based on content standards. Short answer questions and extended response questions are given weekly in all subjects and grade levels. Student created and teacher created rubrics are used for peers and teacher review/conferencing. Reading logs are used for students to reflect and summarize the passages they have read in order to show a clear understanding of the material. Formative assessments are used daily in all grade levels and all subjects. Some examples of formative assessments are thumbs-up/thumbs-down, oral questioning, exit slips, individual student whiteboards, clickers, think-pair-share, turn to your partner, etc. SRA Reading workshops are small groups of students and are flexibly grouped twice during the school year by the principal using the MAP scores. Spring scores are used to determine the following school year’s fall workshops. Workshops are small, flexible skills based groups composed of students with similar MAP scores. RTI is response to intervention, where students receive more direct instruction based on areas of weakness/need/concern by using MAP/DEA/classroom performance.

Provide specific NEXT STEPS for the demonstrator A – C. Student created writing prompts and literacy opportunities will be incorporated both individually and school wide. Students will take self direction and ownership in the writing process and their personal growth as writers while using a variety of technological tools and materials.


Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Curriculum lacks vertical

and horizontal alignment to

the Kentucky Core

Academic Standards.

a) Curriculum is partially

aligned vertically and

horizontally to the

Kentucky Core Academic

Standards

a) Curriculum is aligned

vertically and

horizontally to the

Kentucky Core Academic

Standards for Language

Arts.

a) Curriculum is aligned

vertically and horizontally

to the Kentucky Core

Academic Standards and

monitored to ensure

effective implementation

with a focus on 21st

Century Skills taught in the

context of core subjects and

interdisciplinary themes.

Proficient

b) Curriculum lacks

integration of the strands

of literacy (reading,

writing, speaking,

listening, and language

use) to explicitly instruct

and develop

communication skills.

b) Curriculum integrates the

strands of literacy

(reading, writing,

speaking, listening, and

language use) to instruct

and develop



strands of literacy

(reading, writing,


language use) across

content areas to explicitly

instruct and develop



strands of literacy

(reading, writing,


language use) to apply

communication skills to

meaningful work across

content areas.

Proficient

c) Curriculum provides

limited opportunities for

students to use technology.


opportunities for students

to utilize technology to

communicate information.



to apply technology

effectively as a tool to

research, organize,

evaluate and

communicate

information.


opportunities for students to

use technology as a tool to

access, manage, integrate

and create information.

Proficient

d) Communications portfolio

demonstrates limited

student development of

writing and



reflects student interests

and represents the

development of writing

and communication skills

only across some content

areas.


demonstrates student

interests and the

integration of writing


across the content areas

and over time.


is used by students to

demonstrate novel, new

and worthwhile ideas

while elaborating and

refining those ideas to

maximize creative efforts

and effectively

communicate both locally

and globally.

Proficient

e) Curriculum provides

limited opportunities for

students to practice 21st

century critical thinking,

problem solving and




to practice 21st century

critical thinking, problem

solving and




to practice 21st century

critical thinking,

collaboration, creativity,

problem- solving and

communication skills and

to connect these to real

world experiences.



to actively use knowledge

as it is being learned

through applying the skills

of critical thinking,

problem solving and

creativity to content

knowledge and

collaborating and

communicating locally

and/or globally.

Proficient


- Writing Plan and Pacing Guides - Writing Continuum - PLC Agendas - Staff Meeting Agendas - PD Logs - Student Writing Folders - Student Writing Samples - Lesson Plans - Writing Policy

Characteristic B – - Writing Plan and Pacing Guides - Writing Continuum - PLC Agendas - Staff Meeting Agendas - PD Logs - Student Writing Folders - Student Writing Samples - Lesson Plans - Writing Policy

Characteristic C -


Characteristic D –


Characteristic E -

- Writing Plan and Pacing Guides - Writing Continuum - PLC Agendas - Staff Meeting Agendas - PD Logs - Student Writing Folders - Lesson Plans - Writing Policy

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. All writing curriculum is aligned with the Kentucky Core Academic Standards and is aligned vertically and horizontally to, ensured by the

principal, a continuous and seamless transition from one grade to the next. A school writing plan exists to provide direction on the

writing pieces that should be done at each grade level and a district pacing guide that is aligned with the SRA Reading series provides

writing interdisciplinary topics for grades K – 3. In grades 4 and 5, writing is done in Reading, Language, Math, Science, and Social

Studies. In addition, each grade level has created a writing continuum that addresses the needs and requirements of that grade and

provides a record of writing pieces done throughout the year. Monthly, the principal meets with each grade level to review the progress

made on the writing continuum and review student writing samples. 21st Century skills are embedded in the curriculum including the

use of technology for literacy (research in the computer lab, internet safety, electronic presentations on community and citizenship,

using technology to create brochures, etc.).

B. At Colony Elementary, the curriculum provides opportunities for students to integrate the strands of literacy into all subjects. For

example, students do research for projects and presentations in Science, Social Studies, and Reading including student created displays

on animal habitats, the solar system, and animal life cycles. Students have also used technology to create brochure and power point

presentations on various topics throughout the curriculum, such as brochures on inventor’s and their inventions, Powerpoint on Math

Processes done by GT students, developed a cookbook, and two 5th grade students are responsible for updating the school news using

Powerpoint.

C. Colony has a computer lab with 30 computers, two mobile laptop labs with 30 computers each, and each classroom has a minimum of 3

student computers. All students have access to the labs and teachers reserve the labs through sign-up sheets. In addition, each

classroom has a smartboard and student use of that technology occurs on a regular basis through interactive websites and activities.

The curriculum provides opportunities for students to do research for projects and presentations in Science, Social Studies, and Reading

such as student created displays on animal habitats, the solar system, and animal life cycles. Students have also used technology to

create brochures and power point presentations on various topics throughout the curriculum including historical figures in 5th grade and

Community in 2nd grade. Our school has a powerpoint presentation that runs announcements on TVs in the office and cafeteria and two

5th grade students are responsible for gathering pictures and information and updating the powerpoint weekly.

D. All students have a writing portfolio based on the writing plan, “Write the Wright Way”, which aligns the writing curriculum vertically

and horizontally and outlines the pieces that should be created at each grade level. In addition, teachers have the opportunity to

include other writing tasks that are based on student interest and accurately depict student mastery of writing, such as writings based

on The Good and Bad Things that happened in the past year, Native American writings, Favorite Dr. Seuss character. Each year, the

writing folder moves with the student to the next grade level to inform teachers of the writing progress of incoming students. This

writing plan is incorporated throughout the district so that folders can transfer with students who move to other schools within the

district. Writing pieces for the portfolio will be aligned with the district pacing guide for writing and may include pieces from Reading,

Math, Science, Social Studies, PLCS, and Arts and Humanities.

E. The writing curriculum allows students to use 21st century thinking skills including collaboration and creativity related to real-world

experiences. For example, students create writing pieces including “How to Plant A Seed” in first grade and an On-Demand letter to the

principal in 5th grade where students requested an outdoor water fountain. All writing curriculum is aligned with the Kentucky Core

Academic Standards and is aligned vertically and horizontally to ensure a continuous and seamless transition from one grade to the

next. Students work collaboratively to come up with ideas for their writing pieces but each student is then allowed to take those ideas

and make them their own. A school writing plan exists to provide direction on the writing pieces that should be done at each grade level

and a district pacing guide that is aligned with the SRA Reading series provides writing interdisciplinary topics for grades K – 3. In grades

4 and 5, writing is done in Reading, Math, Science, and Social Studies. In addition, each grade level has created a writing continuum that

addresses the needs and requirements of that grade and provides a record of writing pieces done throughout the year. Monthly, the

principal meets with each grade level to review the progress made on the writing continuum and review student writing samples.

Provide specific NEXT STEPS for the demonstrator B. Students will use communication skills to do meaningful work across content areas.

C. Students will use technology to access, manage, integrate and create information.

D - E. Students will be given further opportunities to publish their writing pieces and to communicate in local, national, and global venues.


Demonstrator 3. Instructional Strategies All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Teachers provide

instruction that has limited

connection to specific

learning objectives.

a) Teachers provide

instruction that results

in achieving specific

literacy learning

objectives.

a) Teachers, students, and

others provide literacy

instructional strategies

and models that assist in

achieving specific learning

objectives.

a) Teachers, students, and

others provide instruction,

models and demonstrations

that address specific

literacy learning objectives

and provide time for

students to apply this

learning for further inquiry,

design and interactive

collaborative settings.

Proficient

b) Students research only

information around a topic

chosen by the teacher.

b) Students research

information around a

topic of personal

interest and

demonstrate

understanding.


information to seek a new

or deeper understanding

around a topic and

demonstrate new

understanding through

products.


information to seek a new

or deeper understanding

based on inquiry around a

topic and demonstrate new

understanding through

products that may be used

by others for further

understanding of the topic.

Proficient

c) Students rarely use

technological tools,

resources, and applications

in reading, writing,

speaking, listening and

language use at school.

c) Students access and

use technological

tools, resources and

applications in

reading, writing,

speaking, listening

and language use to

meet general

communication goals.

c) Students demonstrate

media literacy through

regular use of


resources and

applications in reading,

writing, speaking, listening

and language use to meet

specific communication

goals.

c) Students demonstrate

media literacy through

regular use of


resources and applications

in reading, writing,


language use to evaluate or

communicate using critical

thinking skills.

Proficient

d) Students are only

infrequently expected to

integrate what is learned

when using technology

with what they learn

offline.

d) Students seldom

integrate what is

learned when using

technology with what

they learn offline to

develop understanding

and communication.

d) Students integrate what is

learned when using

technology with what they

learn offline to develop

understanding and

communication.

d) Students demonstrate their

media literacy by

integrating what is learned

when using technology

with what they learn

offline, making global

connections, creating and

collaborating.

Proficient

e) Students are rarely given

opportunities to practice

communicating using

appropriate audience,

form, and purpose.

e) Students sometimes

are given

opportunities to

practice

communicating using

appropriate audience,

form and purpose.

e) Students use varying

strategies and

demonstrate an

understanding of communicating to

audiences in different

forms and for various

purposes.

e) Students communicate

with various audiences in

different forms and for

different purposes both

locally and globally.

Proficient

f) Students are rarely given

the opportunity to engage

in conversations with

teachers or peers during

the writing process.

f) Students are given

opportunities to

engage in

conversations with the

teacher during the

writing process.

f) Students engage in

discussion with teachers

and peers to inform the

writing process and are

provided with a means to

publish/share work.

f) Students take part in

sustained engagement and

collaboration with

teachers, peers, and outside

experts to design literacy

projects, ask questions and

refine literacy products.

Proficient


- Lesson Plans - Rubrics - Writing Samples/Portfolios

Characteristic B –

- Student Products - Lesson Plans - Student Work Samples - Models for SRA Units (dioramas, posters, solar system models) - Appalachian Day

Characteristic C - Student Products - Lesson Plans - Student Work Samples - Student Products (dioramas, solar system model, etc.) - DARE Essay - Academic Team - Reading Mastery

Characteristic D

- Supplemental video and audio resources - Online interactive websites

Characteristic E –

- Lesson Plans - Student Work Samples - Formative Assessments - Student Products

Characteristic F –

- Student Work Displays - Teacher/Student conferences - Lesson Plans

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. Teachers routinely provide models and rubrics during instruction to guide students toward proficient writing pieces and products on

short answer questions, extended response questions, and on-demand prompts. Those models and rubrics may include teacher created

and/or student created exemplary pieces. Graphic organizers are used in all classrooms and the school has adopted the 3.8 writing

model as our main organizer for student writing.

B. Students throughout the school use technology and print resources to research topics and to create products. Student created products

include writing pieces, brochures, dioramas, and posters – all using information students had gathered through research. In 5th grade,

students did research on a given Native American tribe and then created a display to share the information with other students. In 2nd,

students did research on animal adaptations and created poster presentations to share with their class as part of an SRA Unit focused

camouflage and mimicry. 4th grade students did research on inventors and their most useful inventions and then created a brochure

about their inventor to share.

C. Colony has a computer lab with 30 computers, two mobile laptop labs with 30 computers each, and each classroom has a minimum of 3

student computers. All students have access to the labs and teachers reserve the labs through sign-up sheets. In addition, each

classroom has a smartboard and student use of that technology occurs on a regular basis through interactive websites and activities

such as SRA, BrainPop, LearnZillions, etc. The curriculum provides opportunities for students to do research for projects and

presentations in Science, Social Studies, and Reading such as student created displays on animal habitats, the solar system, and animal

life cycles. Students have also used technology to create brochure and power point presentations on various topics throughout the

curriculum, such as brochures on inventors and their inventions, Powerpoint on Math Processes done by GT students, developed a

cookbook, and two 5th grade students are responsible for updating the school news using Powerpoint. As an assessment tool and to

promote Reading, all students have Accelerated Reader accounts and log in regularly to take tests on books they have read.

D. The curriculum provides opportunities for students to do research for projects and presentations in Science, Social Studies, and Reading

such as student created displays on animal habitats, the solar system, and animal life cycles. Students have also used technology to

create brochure and power point presentations on various topics throughout the curriculum, such as brochures on inventors and their

inventions, Powerpoint on Math Processes done by GT students, developed a cookbook, and two 5th grade students are responsible for

updating the school news using Powerpoint. As an assessment tool and to promote Reading, all students have Accelerated Reader

accounts and log in regularly to take tests on books they have read. Student use of technology is used to support and extend the

learning taking place in the classroom using traditional resources.

E. Students throughout the school use technology and print resources to research topics and to create products. Student created products

include writing pieces, brochures, dioramas, and posters – all using information students had gathered through research. In 5th grade,

students did research on a given Native American tribe and then created a display to share the information with other students. In 2nd,

students did research on animal adaptations and created poster presentations to share with their class as part of an SRA Reading Unit

focused camouflage and mimicry. 4th grade students did research on inventors and their most useful inventions and then created a

brochure about their inventor to share. Students have also used technology to create brochure and power point presentations on

various topics throughout the curriculum, such as brochures on inventors and their inventions, Powerpoint on Math Processes done by

GT students, developed a cookbook, and two 5th grade students are responsible for updating the school news using Powerpoint.

F. Students know and understand expectations for their work and receive/provide feedback during teacher/peer conferencing using

standards specific language. Teachers show exemplar student-created writing pieces in order to provide students with an

understanding of the writing characteristics needed to score at a high level. Students receive feedback on their writing based on

standards and rubrics. Students are shown model writing pieces in order to self-assess their writing and guide individual growth in

writing. Short answer, extended response, and on-demand writing pieces are used throughout the school. Writing and communication

goals for all students are aligned with the Common Core Standards for English Language Arts, the handwriting textbook in primary, and

the district writing plan, Write the Wright Way. Student work, including writing, is posted in the hallways on a regular basis so that it

can be viewed by other students/grades/classes. Student writing samples are often published in the local newspaper for holidays events

such as Letters to Santa, Winter Poems at Christmas, and students have the opportunity to submit essays to a variety of local and

national essay contests.

Provide specific NEXT STEPS for the demonstrator A. Teachers will provide time for students to apply this learning for further inquiry, design and interactive collaborative settings. B. Students will demonstrate new understanding through products that may be used by others for further understanding of the topic. C. Students will demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing,

speaking, listening and language use to evaluate or communicate using critical thinking skills. D. Students demonstrate their media literacy by making global connections, creating and collaborating. E. Students will communicate with various audiences in different forms and for different purposes both locally and globally. F. Students will collaborate with outside experts to design literacy projects, ask questions and refine literacy products.


Demonstrator 4. Student Performance All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Students are inconsistent or

limited in demonstrating

understanding of differing

communication structures

related to disciplines and

purposes.

a) Students demonstrate an

understanding of

communication structures

for specific disciplines and

purposes.

a) Students craft

communications

distinctive to specific

disciplines and purposes.

a) Students go beyond

mastery of skills and/or

curriculum to explore and

expand their own learning

and opportunities to gain

expertise and write as

content experts applying

that knowledge to the

kinds of questions and

problems experts in that

field tackle.

Proficient

b) Students rarely have

opportunities to build on

the ideas of others and are

inarticulate in their

attempts.

b) Students respect cultural

differences and attempt to

build on ideas of others

and articulate their own

ideas.

b) Students respect cultural

differences and work

effectively with people

from a range of social

and cultural

backgrounds (face-to-

face or virtually) to build

on and articulate their own

ideas.

b) Students, in both face-to-

face and virtual

collaborations, create new

ideas and increase

innovation and quality of

work by building on ideas

of others and articulating

their own ideas, with depth

and complexity.

Proficient

c) Students rarely or

inconsistently have

opportunities to learn and

work together to problem-

solve and generate

products.

c) Students learn and work

together with teachers and

peers to problem-solve and

generate products.


together with teachers,

peers and others either

face-to-face or virtually

to problem-solve and

generate

products/outcomes tied to

curriculum and learning

goals.


together with teachers,

peers, and others either

face-to face or through the

use of a wide variety of

online communication

tools and environments to

problem-solve and

generate products, events

or presentations with a

local and/or global

purpose.

Proficient

d) Students seldom reference

the work of others as

models to inform their

work.

d) Students are indiscriminate

in their reference of others

work as models to inform

their work.

d) Students refer to works of

quality and substance as

models to inform their

work.

d) Students create works of

quality and substance that

are used as models to

inform others’ work.

Proficient

Provide EVIDENCE to support the assigned score for each characteristic in the space below. (please make sure to indicate, by letter, which characteristic the evidence supports) Characteristic A

- Recipe Book - Plays and Readers Theater - Content Specific Charts/Graphs/Diagrams/Models

Characteristic B

- Appalachian Day Camp - Storytellers and Authors - Field Trips - Guest Artists/Performers

Characteristic C

- DARE - Charity Fund Raisers (Pennies for Patients) - Letters to New Students

Characteristic D

- Lesson Plans - Writing Rubrics - Model Writing Pieces - Model Short Answer and Extended Response

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. Students communicate using a variety of methods such as pictures in Kindergarten and 1st grade, writing pieces, exit slips, and short

answer questions in 2nd and 3rd grades, and extended response questions in 4th and 5th grades in addition to the other methods already

listed. In content areas such as Music and Art, students may be assessed through products or performances such as a drawing of a barn

quilt in Art or playing an instrument in Music. Students throughout the school also create products and performances such as 2nd grades

brochure on Community, presentations such as a 5th grade presentation on historical figures, and Readers Theater such as 3rd grade’s

performance on the Statue of Liberty.

B. Students are exposed to a variety of different cultures through performances, assemblies, and guest speakers. A local author read his

children’s book on bullying to students during a Title 1 Family Reading Night. All students attended performances by local artists

including Dudes and Dolls Square Dancing, the Clay County Cabin Boys and Hensley Brothers musical groups, and presentations on Civil

Way artifacts and log cabin building. Students attended field trips to the Lexington Children’s Theater and Lexington Philharmonic. All

Colony students went to Levi Jackson State Park for an Appalachian Camp consisting of demonstrations and workshops related to

Appalachian culture.

C. Throughout the year, students fund-raise which provides experiences in face to face communication, listening skills, and speaking skills.

The funds from the fund raisers are used to support students learning experiences such as field trips to the Lexington Philharmonic and

Lexington Children’s Theater as well as materials including instructional websites. Students have also fund raised for charities such as

Pennies for Patients for children with leukemia. Students in 4th and 5th grades also write letters to new students explaining information

they need to know to be successful intermediate students at Colony Elementary. As part of the Drug Abuse Resistance Education

program, 5th grade students write information letters to inform others about the dangers of drug use.

D. To enhance students’ understanding of writing, they are provided with exemplar models and rubrics which they can then use to

evaluate their writing and those of their peers. The models and rubrics also guide students and provide them with a standard they

should strive to meet. This will help them to enhance their performance in writing and give them an understanding of what effective

writing looks like.

Provide specific NEXT STEPS for the demonstrator A. Students will write as content experts, applying knowledge to the kinds of questions and problems experts in that field tackle. B. Students will be provided with more opportunities to work with other students of various backgrounds virtually. C. Teachers will provide students with the opportunity to collaborate with others either face-to face or through the use of a wide variety of

online communication tools and environments to problem-solve and generate products, events or presentations with a local and/or global purpose.

D. Student created work will be used as a model for other students.

Standard 2: Formative and Summative Assessment

Demonstrator 1. Assessments Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Teachers rarely collaborate

to develop or align writing

and communication

assessments across grade

levels and content areas.

a) Teachers occasionally

participate in a limited

collaborative approach to

develop or align writing and

communication assessments

across grade levels and

content areas.

a) Teachers engage regularly

in a collaborative approach

to develop and/or align

writing and

communication


levels and content areas.

a) Teachers engage in a

systemic school-wide

collaborative approach to

develop and/or align

writing and

communication


levels and content areas,

and monitor the impact on

student learning over time.

Proficient

b) Teachers lack a plan to

monitor student progress in

developing writing and

communication skills

consistent with grade-level

writing standards.

b) Teachers develop a plan to


writing and



writing standards and

formative assessments.

b) Teachers develop and

implement a plan to


writing and



writing standards and

formative assessments

b) Teachers consistently

implement plan to monitor

student progress in writing



writing standards,

formative assessments, and

respond to evidence

through revised

instruction.

Proficient

c) Teachers infrequently

provide feedback on

student’s writing and

communication products

as part of a constructive

feedback process.

c) Teachers provide some

feedback on student’s

writing and



feedback process.

c) Teachers, peers, and

others provide regular

feedback on students’

writing and communication

products as part of a

constructive feedback

process that is

subsequently applied by

students to improve their

communications.

c) Teachers, peers, and others

provide regular, specific

feedback on student’s

writing and



feedback process that is

subsequently applied by

students to improve their

communications and

initiate student-directed

learning.

Proficient

d) Teachers provide few


to revise summative

products.

d) Teachers provide some


to revise and apply new

learning before summative

products are assessed.

d) Teachers provide regular


to revise and apply new

learning before summative

products are assessed.

e) Teachers provide ongoing


to reflect, revise and apply

new learning before

summative products are

assessed.

Proficient


- Writing Plan and Pacing Guides - Writing Continuum - PLC Agendas - Staff Meeting Agendas - PD Logs - Student Writing Folders - Student Writing Samples - Lesson Plans

Characteristic B

- Writing Plans - Writing Continuum - Writing Pacing Guide - PLC Agendas

Characteristic C

- Open responses, ERQ, on-demand writing, - Teacher/student conferencing - Lesson plans - Student writing folders

Characteristic D

- Dictation - Student work samples – rough draft and final draft - Handwriting

- Lesson Plans - Student writing folders

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. Teachers collaborate during monthly PLC meetings with the principal to discuss and review progress on the writing pacing guide and writing

continuum. During these PLCs, student work samples are reviewed and next steps are planned. There is also time in the master schedule for

Arts, PLCS, etc. teachers to collaborate with regular education teachers. Students are assessed regularly using writing through pictures in

Kindergarten and 1st grade, writing pieces, exit slips, and short answer questions in 2nd and 3rd grades, and extended response questions in 4th

and 5th grades in addition to the other methods already listed. In content areas such as Music and Art, students may be assessed through

products or performances such as a drawing of a barn quilt in Art or playing an instrument in Music.

B. The district writing pacing guide is vertically aligned with the Kentucky Core Academic Standards and provides a curriculum map for Writing.

In addition, the SRA Reading series used in grades K-3 has a built in writing component that is aligned with the common core standards for

writing and is research based. Students are assessed regularly using writing through pictures in Kindergarten and 1st grade, writing pieces, exit

slips, and short answer questions in 2nd and 3rd grades, and extended response questions in 4th and 5th grades in addition to the other methods

already listed. The district writing plan, Write the Wright Way, specifically outlines the skills students should have at each grade level and

students are assessed on their ability to master these skills.

C. With guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, and

trying new approaches. The guidelines for teacher-student and peer conferencing are outlined in the district writing plan, Writing the Wright

Way. This includes individual meetings between the student and teacher and/or the student and a peer to review writing pieces and offer

suggestions for improvement. Students will then take the feedback they receive from these meetings and revise their work.

D. Writing is used regularly for formative and summative assessments. In addition, teacher-student and peer conferencing are used in all

classrooms to improve writing instruction. Teachers and students use rubrics and provide feedback on writing and student products in order to

revise/edit/improve individual writing pieces. For example, 2nd grade students wrote a piece “When I grow up I want to be…” that incorporates

careers. Student writing pieces were reviewed by the teacher and feedback was given before the pieces were displayed in the hallway. Another

example is an On-Demand piece by 5th graders where they were challenged to persuade the principal that a water fountain was needed outside

by the playground. These pieces were reviewed and revised before being presented to the principal .

Provide specific NEXT STEPS for the demonstrator A. The school will use a systemic approach to align communication across grade levels and content areas.

B. Teachers will revise instruction based on the evidence in student writing folders. C. Students will receive specific feedback on writing and communication products. D. Teachers will provide ongoing opportunities for students to reflect, revise and apply new learning before summative products are

assessed.

Standard 2: Formative and Summative Assessment

Demonstrator 2. Expectations for Student Learning Teachers communicate consistently high expectations and use common standards for student learning in writing.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Students are unaware of

the expectations for their

work and receive no

feedback.

a) Students have some

awareness of expectations

for their work and/or

receive minimal feedback.

a) Students know and

understand expectations

for their work and

receive/provide feedback

using standards specific

language.

a) Students use expectations

for their work to guide the

development of their

personalized learning plan

and receive/ provide

feedback using standard

specific language.

Proficient

b) Teachers and students do

not set writing and


b) Teachers set writing and

communication goals for

students that are standards-

based.

b) Teachers and students

collaborate to set writing

and communication goals

that are standards-based

and informed by

feedback and

assessments.

b) Students regularly set

standards-based writing

and communication goals

that are informed by self-

reflection, teacher and peer

feedback, and assessment

evidence.

Proficient

c) Teachers and students do

not engage in self-

assessment to monitor

progress toward meeting

writing and


c) Teachers and students are

beginning to engage in

self-assessment to monitor

progress toward meeting

writing and


c) Teachers and students engage in

self-assessment to monitor progress

toward meeting writing and

communication

goals.

c) Teachers and students

engage in ongoing self-

assessment, using a variety

of methods designed to

support different learning

styles, to monitor progress

toward meeting writing

and communication goals.

Distinguished

d) Teachers and students do

not use scoring guides and

rubrics to assess writing

and communication.

d) Teachers and students use

only external scoring

guides and rubrics to

assess writing and

communication.

d) Teachers and students use

models as exemplars and

to co-develop scoring


assess writing and

communication.

d) Students develop models

as exemplars, scoring


assess writing and

communication.

Proficient

Provide EVIDENCE to support the assigned score for each characteristic in the space below. (please make sure to indicate, by letter, which characteristic the evidence supports)

Characteristic A - Student Writing Folders - Lesson Plans - Student Work Samples - ELA Standards

Characteristic B

- Student Work Samples - Lesson Plans - ELA Standards

Characteristic C

- Student Self Reflections - Lesson Plans - Extended Response and Short Answer questions - Reading logs - ELA Standards

Characteristic D

- Scoring Guides and Rubrics - Student Work Samples - Lesson Plans - ELA Standards

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. Students know and understand expectations for their work and receive/provide feedback during teacher/peer conferencing using standards specific language. Teachers show exemplar student-created writing pieces in order to provide students with an understanding of the writing characteristics needed to score at a high level. Students receive feedback on their writing based on standards and rubrics. Students are shown model writing pieces in order to self-assess their writing and guide individual growth in writing. Short answer, extended response, and on-demand writing pieces are used throughout the school. Writing and communication goals for all students are aligned with the Common Core Standards for English Language Arts, the handwriting textbook in primary, and the district writing plan, Write the Wright Way.

B. Teachers and students collaborate to set writing and communication goals through student and teacher made rubrics, ERQs and student work samples. Writing and communication goals for all students are aligned with the Common Core Standards for English Language Arts. Students receive individual feedback through conferencing and self reflection based on writing types and purposes, models, and rubrics. C. Teachers and students engage in self-assessment to monitor progress toward meeting writing and communication goals by self reflections, ERQs and reading logs. In addition, teacher-student and peer conferences provide feedback and next steps for specific writing types. Writing and communication goals for all students are aligned with the Common Core Standards for English Language Arts and the Writing the Wright Way district writing plan. Teachers reflect and adapt instruction through the use of assessment data, decile charts for MAP Reading scores, differentiated Reading groups, and RtI. Finally, the teachers and students use the district writing plan, Writing the Wright Way, to assess student progress toward meeting their individual writing goals. D. Students know and understand expectations for their work and receive/provide feedback during teacher/peer conferencing using standards

specific language. Teachers show exemplar student-created writing pieces in order to provide students with an understanding of the writing

characteristics needed to score at a high level. Students receive feedback on their writing based on standards and rubrics. Students are shown

model writing pieces in order to self-assess their writing and guide individual growth in writing. Short answer, extended response, and on-

demand writing pieces are used throughout the school. Writing and communication goals for all students are aligned with the Common Core

Standards for English Language Arts.

Provide specific NEXT STEPS for the demonstrator: A. Students will develop a personalized learning plan for writing. B. Students will regularly set writing and communication goals based on feedback and assessment results. C. Teachers and students will utilize ongoing self assessment to improve the writing program D. Student-developed models will be used as exemplar pieces.

Standard 3: Professional Development and Support Services

Demonstrator 1. Opportunity Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.


Limited/No Implementation Needs Improvement Proficient Distinguished a) There is no professional

development action plan.

a) A professional

development action plan is

developed.

a) The professional

development action plan

links to the

Comprehensive School

Improvement Plan

(CSIP) and supports

grade level appropriate

instruction in writing.

a) The professional

development action plan

links to the Comprehensive

School Improvement Plan

(CSIP), supports quality

instruction in Writing and

is revisited throughout the

year to assess the

implementation, program

fidelity and to make

necessary revisions.

Proficient

b) Teachers lack access to

job-embedded specific

writing professional

development opportunities.

b) Teachers have access some

job-embedded specific


development opportunities.

b) Job-embedded writing

professional development

opportunities are

available to teachers to

encourage continuous

growth.

b) A variety of job-embedded


development opportunities

are available to teachers to

encourage continuous

growth and are tailored to

meet individual needs of

teachers and students.

Distinguished

c) Teachers do not have

access to or have limited



c) Writing professional


lack a focus on research-

based best practices that

will support teacher

Professional Growth Plans



focus on research-based

best practices and are

planned based on school

and student data and

teacher Professional

Growth Plans.



are planned based on

school and student data

and teacher Professional

Growth Plans focusing on

research-based best

practices and 21st century

skills.

Proficient

d) Teachers do not have

opportunities to

collaborate about writing

d) The school encourages

collaboration among

teachers concerning

writing, but does not

allocate time for

collaboration to occur.

d) The school schedule

allows for teachers to

collaborate and exchange

ideas about literacy best

practices.

d) The school schedule

allows for teachers to

collaborate and exchange

ideas about literacy best

practices within and

outside the school and

district.

Proficient


- CSIP - SRA - Curriculum Maps - Professional Growth Plans - PD Logs


- PD 360 - PLC Agendas and Minutes - Staff Meeting Agendas and Minutes


- PD Logs - PLC Agendas and Minutes - Staff Meeting Agendas - PD 360 - On-Demand Writing PD


- Master Schedule - Daily Classroom Schedules

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. All staff received either direct training in writing or participated in train the trainer sessions. These sessions were specific to grade level

and purpose, including Building the Writer Within for K – 3 and School Wide Writing Plans for grades K -5. In addition, writing training

was held during staff meetings early in the year to begin the development of grade level specific writing continuums and graphic

organizers for writing. Monthly, the principal meets with each grade level to review progress toward the writing requirements and to

view student writing samples.

B. At least monthly, the principal meets with each grade level PLC to analyze the writing program and discuss next steps. All teachers have

access to online writing training through PD 360 which can be accessed at any time. The school has access to district curriculum coaches

who have provided individual or group professional development in writing during and after school, including modeling and coaching

the writing process. Teachers at Colony have participated in a minimum of 10 writing PLCs/trainings throughout the year. Many PD

sessions for writing have been for the whole staff but individual teachers have received feedback specific to them and their individual

improvement.

C. All staff received either direct training in writing or participated in train the trainer sessions. These sessions were specific to grade level

and purpose, including Building the Writer Within for K – 3 and School Wide Writing Plans for grades K -5. In addition, writing training

was held during staff meetings early in the year to begin the development of grade level specific writing continuums and graphic

organizers for writing. Monthly, the principal meets with each grade level to review progress toward the writing requirements and to

view student writing samples.

D. All grade levels and Itinerant teachers have 200 minutes of common planning time per week. Additionally, itinerant teachers (music, art,

library, and guidance) have open blocks of time during the week that allow them to collaborate with regular classroom teachers.

Provide specific NEXT STEPS for the demonstrator A. The PD Action Plan will be revisited throughout the year to ensure implementation of writing goals. B. Job embedded writing PD will be tailored to meet teacher and student needs C. Writing PD will be based on 21st Century skills. D. The school schedule will provide teachers with the opportunity to collaborate within and outside the school district.

Standard 3: Professional Development and Support Services

Demonstrator 2. Participation Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st century skills.


Limited/No Implementation Needs Improvement Proficient Distinguished a) Teachers rarely or never

participate in writing

content-specific

professional development.

a) Teachers participate in

writing content-specific

professional development,

but no evidence of

implementation.




selected based on school,

student and teacher data

analysis.




that is selected based on

school, student and teacher

data analysis and impact is

evident.

Proficient

b) Teachers do not participate

in writing professional

learning communities.

b) Teachers are members of


learning communities.

b) Teachers actively

participate in writing

professional learning

communities and address

issues related to

instructional practices,

data analysis and

improving student

achievement.

b) Teachers lead writing


communities and address

issues related to

instructional practices, data

analysis and improving

student achievement and

share this information

school wide.

Proficient

c) Teachers are not members

of writing professional

organizations.

c) Teachers are members of


organizations.

c) Teachers are writing

leaders and

communicators in the

school and professional

organizations.

c) Teachers are writing

leaders and communicators

in regional/state and/or

national professional

organizations.

Proficient

d) Collaboration with

external partners

specifically related to

writing is limited or

infrequent.

d) Some collaboration with

external partners

specifically related to

writing occurs.

d) Teachers regularly

collaborate with

community, business and

postsecondary partners

through advisory

committees, work

exchange programs and

community groups with a

focus on writing.

d) Teachers are provided with

time in the school

schedule, a stipend and/or


credit for collaboration

with community, business

and postsecondary partners

through advisory

committees, work

exchange programs and

community groups with a

Proficient

focus on writing.

e) Only English/language arts

teachers receive


related to the integration of

writing/literacy concepts

(reading, writing,


language use).

e) Some teachers outside of

English/language arts in

the school receive




(reading, writing, speaking,

listening and language

use).

e) Most teachers in the

school receive and

implement professional

development related to the

integration of literacy

concepts (reading, writing,


language).

e) All teachers in the school

receive and implement




(reading, writing,


language use).

Distinguished


- PD Logs - PLC Minutes - Staff Meeting Agendas


- Data Analysis Day - PD Logs - PLC Agendas and Minutes


- Writing PD - Train the Trainer Sessions - Staff Meeting Agendas - PD Logs - PLC Agendas


- Writing Contests - Lesson Plans

Characteristic E –

- SRA Trainings - Elgin Consultant Visits

- Reading Mastery Consultants - PD Logs - Writing Trainings - PLC Agendas and Minutes

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. At least monthly, the principal meets with each grade level PLC to analyze the writing program and discuss next steps. All teachers have

access to online writing training through PD 360 which can be accessed at any time and teachers from all grade levels attended writing

training prior to the start of school.. The school has access to district curriculum coaches who have provided individual or group

professional development in writing during and after school, including modeling and coaching the writing process. Teachers at Colony

have participated in a minimum of 10 writing PLCs/trainings throughout the year. Many PD sessions for writing have been for the whole

staff but individual teachers have received feedback specific to them and their individual improvement.

B. Teachers collaborate during monthly PLC meetings with the principal to discuss and review progress on the writing pacing guide and

writing continuum. During these PLCs, student work samples are reviewed and next steps are planned.

C. Teacher representatives from all grade levels attended writing workshops before school started including Building the Writer Within and

Creating a School-Wide Writing Plan. Those teachers then came back to the school and trained the rest of the staff. Principal-led PLCs

are used to analyze student writing samples and review progress on the writing plan.

D. Staff members at Colony do collaborate with external partners with a focus on writing and communication. Throughout the year, we

have had guest authors including a local teacher who wrote a children’s book about bullying. He came and read his book to students

and parents at Title 1 Family Reading Night. We’ve also had storytellers such as Octavia Sexton who told students stories about

Appalachian culture. Fifth grade students participate in the DARE program and all students wrote a DARE essay as part of the program.

The school has also collaborated with the local newspaper, which printed Christmas letters.

E. Several times per year, consultants from the Elgin Foundation meet with K-3 teachers and the Principal to analyze the effectiveness of

the SRA Imagine It Reading program and to recommend improvement practices. In addition, several times per year a Reading Mastery

consultant meets with staff to discuss the progress of students in the Reading Mastery program and to provide suggestions for

improvement. The School Improvement Plan includes goals for students in grades 3-5 that are directly attributable to the knowledge

students gained in grades K-3. K-3 teacher representatives are on the committee that creates the CSIP. As part of the Laurel County

Reading Initiative, teacher leaders in K- 3 grades participate in district trainings on the SRA program which are led by consultants from

the Elgin Foundation. Also, several times per year Elgin consultants visit all elementary schools to conduct walkthroughs and meet with

K – 3 teachers to provide feedback and resources for improvement. In addition, district Curriculum Coaches provide ongoing PD as

requested by the Principal. All teachers have access to PD 360 which provides professional learning on a variety of topics and is

available at any time. The district holds professional development PLCs for teachers in Science and Social Studies to provide them with

resources and strategies and to update them on new content standards and instructional practices. All staff received either direct

training in writing or participated in train the trainer sessions. These sessions were specific to grade level and purpose, including

Building the Writer Within for K – 3 and School Wide Writing Plans for grades K -5. In addition, writing training was held during staff

meetings early in the year to begin the development of grade level specific writing continuums and graphic organizers for writing.

Monthly, the principal meets with each grade level to review progress toward the writing requirements and to view student writing

samples.

Provide specific NEXT STEPS for the demonstrator A. The school will analyze the impact of writing PD. B. Teachers will lead PLCs related to Writing and share the information school-wide. C. Teachers will be writing leaders in regional/state/national organizations. D. Time in the schedule will be provided for teachers to collaborate with external partners (advisory committees, work-exchange groups,

etc.) E. Continue implementation

Teachers will collaborate with external partners on writing-focused activities (contests, writing clubs, etc).

Standard 4: Administrative/Leadership Support and Monitoring

Demonstrator 1. Policies and Monitoring School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.


Limited/No Implementation Needs Improvement Proficient Distinguished a) School council/leadership

does not have policies in

place to ensure that writing

concepts are taught

throughout the school and

across the curriculum.

a) School council/leadership

establishes policies to

ensure that writing

concepts are taught


across the curriculum.


ensures that writing

concepts are taught


across the curriculum as

established in policy.


monitors and evaluates the

teaching of writing

concepts throughout the

school and across the

curriculum as established

in policy.

Proficient

b) School council/leadership

plans the annual school

budget with little

consideration for allocation

of writing resources.


and select teachers are

included in the planning of

the annual school budget

with some consideration

of allocation of resources

for writing.


and teachers participate in

the planning of the annual

school budget with clear

consideration of allocation

of resources for writing.


and teachers across

contents actively

participate in the planning

of the annual school

budget to ensure adequate

and quality materials,

equipment, space and

technology are available to

implement school wide

writing program.

Proficient

c) School council/leadership

never or rarely allocates

time and resources to

implement the writing

program.


allocates time and

resources to implement the

writing program, but these

are not equitable to other

content areas.


allocates equitable time

and resources to


program.

c) The school

council/leadership meets

with teacher leaders when

planning for the allocation

of time and resources to


program.

Proficient

d) There are no policies in

place to assess assignment

of staff to meet literacy

needs.

d) School councils establish

policies for the assignment

of staff.

d) Decisions related to staff

assignment are based on

the established policies

that include student

literacy needs and

teacher certification.

d) Decisions related to

assignment of staff are

made based on needs of

students, teacher

certification and other data

(e.g., ILP) and teacher


experience (e.g.,

Distinguished

participation in National

Writing Project ).

Provide EVIDENCE to support the assigned score for each characteristic in the space below. (please make sure to indicate, by letter, which characteristic the evidence supports) Characteristic A-

- SBDM Minutes and Agendas - PLC Agendas - Staff Meeting Agendas


- SBDM Representatives - School Budgets and Expenditures


- Daily Classroom Schedules - Lesson Plans - Purchase Orders for Writing Resources


- Staff Assignment Policy - Staff Assignments - MAP/DEA/KPREP Data - PD Logs

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. The school council has adopted a writing policy and a writing plan to guide writing across grade levels and curriculum in all grades K-5. In

addition, the district created a writing pacing guide/timeline that guides writing and is aligned with the SRA Reading series for grades K-3. The

principal leads monthly PLC meetings with each grade level to discuss progress on the writing timeline and to review student work samples. In

addition, in monthly PLCs, the Principal, reviews each grade level’s writing continuum which lists specific writing pieces and writing topics that

have been completed throughout the year.

B. The council with input from teacher representatives allocates time during the school day and financial resources for writing, including

purchasing consumables for handwriting instruction.

C. Time in the daily instructional schedule is provided for writing in all classrooms and content areas. This is documented on teachers’ daily

instructional schedule which is posted outside their classroom door. In addition, lesson plans provide more detailed information of the writing

that is taking place, including writing topics aligned to the SRA Reading series in grades K-3 related to the themes of the stories and short-answer

questions on weekly Reading assessments. In addition, writing pieces are done in Arts and Humanities and PLCS classes, age-appropriate On-

Demand writing tasks are done in all grade levels and short-answer and extended response writing tasks are practiced and done for assessment

purposes in all grade levels.

D. All decisions related to staff assignments are done based on teacher certification and individual teacher strengths, with a focus on previous

success teaching literacy. Teaching assignments are also based on teachers’ experience in previous grade levels and individual classroom data

such as MAP, Discovery Education, and the KPREP assessments.

Provide specific NEXT STEPS for the demonstrator A. The school will document monitoring and evaluation of the writing program by SBDM council. B. There will be documented budget planning meetings with representatives from all grade levels and content areas. C. School leadership will meet with teacher leaders when allocating resources for the writing program.

Standard 4: Administrative/Leadership Support and Monitoring

Demonstrator 2. Principal Leadership Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and actions.


Limited/No Implementation Needs Improvement Proficient Distinguished a) The principal does not

evaluate nor reflect on the

impact of writing

instructional practices.

a) The principal individually

evaluates and reflects on

the impact of writing

instructional practices on

overall student

achievement in the school.

a) The principal enlists

teacher leaders to

collaborate, evaluate and

reflect on the impact of the

writing instructional

practices on overall student

achievement in the school.

a) The principal and staff

collaboratively evaluate

and reflect on the impact of

the writing instructional

practices on overall student

achievement.

Distinguished

b) The principal does not

participate in professional

learning regarding the

school’s writing program.

b) The principal initiates


regarding the school’s

writing program.

b) The principal initiates and

participates in


related to the school’s

writing program.

b) The principal participates

in, models and leads


regarding the school’s

Writing Program through

collaboration with staff

and shared self-reflection.

Distinguished

c) The principal does not

communicate with parents

about the writing program.

c) The principal communicates

with parents about the

writing program.

c) The principal

communicates with parents

and the community

frequently about the

writing program.

c) A variety of sources,

including technology and

media resources, are

regularly used to

communicate current

information about writing

programs with parents and

community.

Proficient


- PLC Agenda - Writing PD Logs

Characteristic B – - PD Logs - PLC Agendas - Staff Meeting Agendas


- Teacher Newsletters - Principal Program Review Newsletter - School and Teacher Websites

Provide a RATIONALE for the overall demonstrator (provide brief rationale and additional comments in the space below) A. The principal meets monthly with each grade level in PLCs to review/analyze the effectiveness and implementation of the writing

program and to decide on next steps. Because students must be able to communicate their thoughts in multiple ways, our focus on

writing and improving student communication leads to improvements in student achievement. By allowing students to show their

knowledge in multiple ways (writing pieces and assessments, products, presentations,) we are better able to determine student mastery

of content and next steps for instruction.

B. The principal participated along with teachers in district led writing professional development. The principal also led PD during staff

meetings, on PD days, and enlisted the help of district curriculum coaches to lead writing PD during staff meetings. In addition, the

principal meets monthly with each grade level in PLCs to review/analyze the effectiveness and implementation of the writing program

and to decide on next steps. This continued focus on writing and continued discussions about writing allow the teachers to reflect on

their instructional practices in this area and determine how they can improve their writing instruction.

C. The principal sends home a quarterly newsletter about the program review areas at Colony Elementary, including the Writing program.

This newsletter is also posted on the school website for online access. The principal also makes monthly reports to SBDM of the

progress made in the program review areas including Writing.

Provide specific NEXT STEPS for the demonstrator D. The principal will provide regular communication with parents and the community about writing programs in the school using print and

media technology.

laurel county schools 2013-2014 program review

Documents