P McKinney: Peer Review STLP Writing Projects To what extent do students engage in discussion with teachers and peers to inform the writing process and publish/share their work? 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. Needs Improvement Proficient Distinguished Evidence Students demonstrate an understanding of communication structures for specific disciplines and purposes. Students craft communications distinctive to specific disciplines and purposes. 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. B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric C Dockery: Persuasive Writing C Dockery collab P McKinney and L Cardwell: Health Informative Essay E Clark: Persuasive Writing (Sports) H Elmore: Narrative Writing/Research, Informative Essay, Editorial model for Beech Tree News, Book Reviews, Compare & Contrast Book vs Movie exemplar work J Ausbrooks: National Anthem Performance J Martin: Plate Tectonics OR and Rubric; Solar Motion and Scoring Guide K Doughty: Journal Entry (Hatchet); Narrative Exemplar example Student work self-reflection and rubric M Crawford: Art Critique (Round 1); Persuasive Speech and editing sheet R Johnson: Math Journal Entry To what extent do students craft communications distinctive to specific disciplines and purposes? Students respect cultural differences and attempt to build on ideas of others and articulate their own ideas. Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds or virtually) to build on and articulate their own ideas. Students, in both 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. A Smith-Thomas: Reciprocal Reading and On Demand B Frazier collab with L Cardwell: Biomes Research, Presentation Product (class and 2nd grade), Project Reflection and Rubric H Elmore: Reciprocal Reading of Book Review with Chart and Model, On Demand, Coach/Player Strategy face
To what extent does the professional development action plan link to the Comprehensive School Improvement Plan (CSIP) and support grade appropriate instruction in writing? Teacher professional learning opportunities are limited and do not focus on research/evidence based practices that will support teacher Professional Growth Plans writing. Writing professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices and are planned based on school and student data and teacher Professional Growth Plans (PGPs). A variety of writing professional learning opportunities incorporating the standards for Professional Learning are available and focus on research/evidence based practices that support teacher Professional Growth Plans (PGPs) connected to school and student data. BCMS CSIP BCMS PD Plan 2014-15 PD List Literacy training – non-LA teachers (C Donaldson & C Scott) Atherton & Abel Writing Workshop (7/28/14): T Lowe, S Daugherty PLC Meeting Minutes – Reading Strategies L Cardwell: Present Library Media PD, Southern Kentucky Association of School Librarians (eBooks) To what extent are job-embedded writing professional development opportunities available to teachers to encourage continuous growth? Teachers have limited access to job embedded professional learning opportunities in writing. Job embedded writing focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities. A variety of job embedded writing professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers. BCMS CSIP BCMS PD Plans PD Lists Literacy Coaching Strategies PD: C Donaldson, C Scott and L Winters Abell & Atherton A Smith-Thomas, P Fazel & S Bratcher: Writing for Real Meaning (Middle School Conference Session) P Fazel: Scaffolding - Journals (Middle School Conference Session) P Fazel & S Bratcher: Language Arts Strategies (Middle School Conference Session) PLC Meeting Minutes – Reading Strategies To what extent are writing professional development opportunities focused on research-based best practices and planned based on school and student data and teacher Professional Growth Plans? The school encourages collaboration between writing and academic core teachers but does not allocate time for collaboration to occur. The school allocates time for writing teachers to collaborate and exchange ideas with academic core teachers. The school allocates time for writing and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and Master Schedule PLC Meeting Schedule (Writing)
Program Review Scoring PD To what extent do most teachers in the school receive and implement professional development related to the integration of literacy (reading, writing, speaking, listening and language) concepts? 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. Needs Improvement Proficient/Meets Expectations Distinguished Evidence 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. BCMS CSIP Literacy & Writing Policy BCMS Writing Rubric Master Schedule SBDM Minutes Literacy Strategies (GRREC) Data Day Agenda & PowerPoint Lesson Plans (One Drive) Program Review Scoring Guide Leadership Agenda 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 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. BCMS CSIP BC CDIP Literacy Coaching Strategies (GRREC) and Schedule: C Donaldson, C Scott & L Winters SBDM Minutes Abell & Atherton Map of BCMS Computer Lab Calendar 6th Grade Team meeting notes
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. BCMS CSIP BC CDIP PLC Meetings LA Writer’s Notebook/Binders: K Doughty, P McKinney, H Elmore Literacy Coaching Strategies PD (GRREC) BCMS PD plan 2014-15 Data Day – Agenda (Corbin) To what extent does the principal initiate and participate in professional learning related to the school’s 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. BCMS CSIP Literacy & Writing Policy Data Day testing results PowerPoint School Report Card SBDM Minutes Monday Messenger To what extent does the principal communicate with parents and the community about the writing program?