Students rarely or inconsistently have opportunities to learn and work together to problem-solve and generate products. Students learn and work together with teachers and peers to problem-solve and generate products. Students learn and work 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. Students learn and work 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. To what extent do students learn and work 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? Students seldom reference the work of others as models to inform their work. Students are indiscriminate in their reference of others work as models to inform their work. Students refer to works of quality and substance as models to inform their work. Students create works of quality and substance that are used as models to inform others’ work. To what extent do students refer to works of quality and substance as models to inform their work? Evidence: Rationale: Next Steps:
Writing: 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 Teachers rarely collaborate to develop or align writing and communication assessments across grade levels and content areas. Teachers occasionally participate in a limited collaborative approach to develop or align writing and communication assessments across grade levels and content areas. Teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas. Teachers engage in a systemic school-wide collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas, and monitor the impact on student learning over time. To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas? Teachers lack a plan to monitor student progress in developing writing and communication skills consistent with grade-level writing standards. Teachers develop a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments. Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments. Teachers consistently implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards, formative assessments, and respond to evidence through revised instruction. To what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments? Teachers infrequently provide feedback on student’s writing and communication products as part of a constructive feedback process. Teachers provide some feedback on student’s writing and communication products as part of a constructive 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. Teachers, peers, and others provide regular, specific feedback on student’s writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning. To what extent do 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?
Writing: 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. No implementation Needs Improvement Proficient/Meets Expectations Distinguished School council/leadership does not have policies in place to ensure that writing concepts are taught throughout the school and across the curriculum. School council/leadership establishes policies to ensure that writing concepts are taught throughout the school and across the curriculum. School council/leadership ensures that writing concepts are taught throughout the school and across the curriculum as established in policy. School council/leadership monitors and evaluates the teaching of writing concepts throughout the school and across the curriculum as established in policy. To what extent does the school council/leadership ensure that writing concepts are taught throughout the school and across the curriculum as established in policy? School council/leadership plans the annual school budget with little consideration for allocation of writing resources. School council/leadership and select teachers are included in the planning of the annual school budget with some consideration of allocation of resources for writing. School council/leadership and teachers participate in the planning of the annual school budget with clear consideration of allocation of resources for writing. School council/leadership 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. To what extent does the school council/leadership and teachers participate in the planning of the annual school budget with clear consideration and allocation of resources for writing? School council/leadership never or rarely allocates time and resources to implement the writing program. School council/leadership allocates time and resources to implement the writing program, but these are not equitable to other content areas. School council/leadership allocates equitable time and resources to implement the writing program. The school council/leadership meets with teacher leaders when planning for the allocation of time and resources to implement the writing program. To what extent does the school council/leadership allocate equitable time and resources to implement the writing program?
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 The principal does not evaluate nor reflect on the impact of writing instructional practices. The principal individually evaluates and reflects on the impact of writing instructional practices on overall student achievement in the school. 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. The principal and staff collaboratively evaluate and reflect on the impact of the writing instructional practices on overall student achievement To what extent does the principal enlist teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on overall student achievement in the school? The principal does not participate in professional learning regarding the school’s writing program. The principal initiates professional learning regarding the school’s writing program. The principal initiates and participates in professional learning related to the school’s writing program. The principal participates in, models and leads professional learning regarding the school’s Writing Program through collaboration with staff and shared self-reflection. To what extent does the principal initiate and participate in professional learning related to the school’s writing program? The principal does not communicate with parents about the writing program. The principal communicates with parents about the writing program. The principal communicates with parents and the community frequently about the writing program. A variety of sources, including technology and media resources, are regularly used to communicate current information about writing programs with parents and community. To what extent does the principal communicate with parents and the community about the writing program? Evidence: Rationale: Next Steps: