Writing Policy 2013

JOHNS CREEK ELEMENTARY

WRITING POLICY

PURPOSES FOR WRITING POLICY

 

The overall purpose of Johns Creek Elementary School's Writing Policy is to improve the quality of students' writing andcommunication skills.

 

"Each School-Based Decision Making (SBDM) Council or if there is no school council, a committee appointed by the principal, shall adopt policies that determine the writing program for its school." 

"Writing means a purposeful act of thinking and expression that uses language to explore ideas and communicate meaning to others.  Writing is a complex, multifaceted act of communication."

"Writing portfolios are part of the required criteria for the program review and audit process.  Collections of student work related to writing and communication skills are required per Senate Bill 1, 2009, and portfolios must follow the student from grade to grade and school to school.  Writing portfolios, consisting of samples of individual student work that represent the interests and growth of the student over time, shall be a required part of any writing program in primary through grade eight."

Johns Creek Elementary School's SBDM Council policy will address how portfolios can be used to monitor and support individual student growth in writing and communication skills.  The purpose of the collection is to show growth in the student's writing and communication skills over time and to reflect student's interests.

The following responsibilities outline the role of the administrators, teachers and students in supporting the school writing policy.  The principal shall communicate and monitor implementation of the responsibilities.  The school council shall revisit this policy annually.

 

 

WRITING PROGRAM REVIEW PROCESS

  • Johns Creek Elementary School's Literacy Team will consist of the following:
    • Jennifer Syck, administrator
    • Victoria Duncan, primary representative
    • Johnda Damron, intermediate representative
    • Debbie Stanley, middle school representative
  • The Writing Program Review process will be followed as per the Johns Creek Elementary School Program Review Policy (see SBDM Council Program Review Policy).

 

STUDENTS' WRITING EXPERIENCES

In order to provide multiple opportunities for students to develop complex communication skills for a variety of purposes, use technology tools, and use a variety of language resources, Johns Creek Elementary School will ensure students:

  • Actively engage in using communication skills regularly in every class across all grades and content areas.
  • Are exposed to complex text.
  • Participate in close reading regularly.
  • Respond to text-dependent questions regularly.
  • Engage in three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication.
  • Experience authentic, meaningful writing at all grade levels:
  • Write for a variety of purposes in the Three Modes of Writing:
    • Opinion writing for grades K-5 and argumentative writing for grades 6-8 to support claims in an analysis of substantive topics or tests, use valid reasoning and relevant sufficient evidence.
    • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
    • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  • Write for a variety of audiences.
  • Use multi-media within their writings samples (e.g., electronic/digital publications, presentations, speeches, voice recordings, on-line communications, and other mediums).
  • Draw and write about evidence from literary and informational texts to provide support.
  • Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
  • Write in logical sequence.
  • Receive experiences that reveal ownership and independent thinking.
  • Draw on their own experiences, learning, reading and inquiry to complete writing tasks.
  • Develop and strengthen writing at all grade levels: planning, drafting, revising, editing, rewriting or trying a new approach.
  • Experience writing in both on-demand and writing over time situations so that they may independently demonstrate the communication skills they have developed through instruction.
  • Write as a natural outcome of the content being studied in all curriculum areas.
  • Read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3D), photographs, electronic text, graphics, illustrations, web images, maps and multi-media) including persuasive, literary, informational and practical/workplace materials. 
  • Use readings as models for student writing.
  • Learn about and use appropriate resources for writing (e.g., personal interviews, observations, print materials and technology) driven by different instructional purposes with different audiences for the student to consider.
  • Apply appropriate writing skills to oral communication.
  • Engage in real world and creative communication appropriate for meeting KCAS.
  • Self-assess with reflection.
  • Ensure that written work is their own, avoiding plagiarism.
  • Complete grade level portfolio requirements.
  • Actively participate in decision making about the contents of their portfolio.

 

 

INSTRUCTIONAL WRITING STRATEGIES GUIDELINES

To provide multiple opportunities for students to develop complex communication skills for a variety of purposes, teachers will:

  • Provide cross-curricular writing and communication instruction.
  • Provide opportunities for students to write routinely over extended time frames (time to research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
  • Maintain and monitor writing portfolios for all students.
    • Complete Writing Portfolio Analysis Data Sheet.
    • Portfolios shall represent the growth and interests of students over time.
    • Portfolios will reflect alignment with KCAS.
  • As per the Kentucky Writing Rubric, provide clear, descriptive feedback to students on a regular basis (e.g., conferencing, descriptive feedback, electronic comments and/or rubrics about their writing throughout the writing process).
  • Use portfolios for determining student performance in communication.
  • Provide opportunities for students to improve their writing and communication skills based on portfolio feedback.
  • Review portfolios regularly to determine instructional planning to inform classroom and whole school instructional strengths and weaknesses.
  • Teach higher-order thinking skills.
  • Assign three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication.
  • Provide authentic, meaningful writing at all grade levels which include:
  • Provide writing opportunities for a variety of purposes.
    • Opinion writing for grades K-5 and argumentative writing for grades 6-8 to support claims in an analysis of substantive topics or tests, use valid reasoning and relevant sufficient evidence.
    • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
    • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • Provide writing opportunities for a variety of audiences.
  • Provide writing opportunities that reveal ownership and independent thinking.
  • Provide writing opportunities in which students draw on their own experiences, learning, reading and inquiry to complete writing tasks.
  • Teach the writing process at all grade levels:   planning, drafting, revising, editing, rewriting or trying a new approach.
  • Provide both on-demand and writing over time assignments, which allow students to independently demonstrate the communication skills they have developed through instruction (e.g., identifying purpose and audience, developing ideas, planning and revising, proofing and editing). 
  • Incorporate writing as a natural outcome of the content being studied in all curriculum areas.
  • Assign students to read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3D), photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, informational and practical/workplace materials.  Use readings as models for student writing.
  • Provide appropriate resources for writing (e.g., personal interviews, observations, print materials and technology) driven by different instructional purposes with different audiences for the student to consider.
  • Utilize 21st century technologies to support teaching of communications and writing standards.
  • Allow student choice and exploration.
  • Provide experiences for students to apply appropriate writing skills to oral communication skills.
  • Provide real world and creative communication experiences appropriate for meeting KCAS.
  • Model and practice with students extended response questions as per the school Do What? Protocol, which focus on students' learning to demonstrate knowledge of content by fully communicating their answers in clearly written responses.
  • Utilize school-wide constructed-response protocol (ACE Your Reading, SET up for a 4 in Math, and Do-What in Science and Social Studies
  • Complete the Writing Portfolio Analysis Reflection instrument in December and April.

 

SCHOOL-WIDE STRUCTURES AND MONITORING

To ensure every student has a writing portfolio that includes samples of work that shows interests and growth over time, follows the student from grade to grade, and follows the student to any school he/she attends, the principal will:

  • Ensure curriculum is aligned to KCAS.
  • Ensure Johns Creek Elementary School's Writing Program is reviewed as per the Program Review Policy. 
  • Assign a literacy team to develop a written plan for implementing and monitoring writing portfolios.
  • Ensure the plan includes guidelines for incorporating student and teacher use of technology tools.
  • Ensure the implementation of the writing policy and plan.
  • Ensure that the council annually reviews, revises (if necessary), and approves the writing policy and plan by April 1steach year.
  • Ensure teachers receive embedded professional development needed to improve writing instruction.
  • Ensure professional development supports the school's vision for literacy (reading, writing, speaking, listening, and language).
  • Collect and analyze the Writing Portfolio Analysis Reflection in December and April of each year.

APPENDIX

·         Kentucky Core Academic Standards (KCAS)

·         The Three Modes of Writing

·         A Guide to Creating Text-Dependent Questions for Close Analytic Reading

·         Constructed-Response Resources

·         Kentucky Writing Rubric

·         Kentucky Writing Analytical Scoring Rubric

·         Opinion, Persuasion and Argumentation

·         Student Reflection Form-Primary

·         Student Reflection Form

·         Kentucky Core Academic Writing Standards (W.CCR.1, W. CCR.2, and W.CCR.3)

·         Kentucky Core Academic Reading Standards (R.CCR.1)

·         Writing Analytical Scoring Rubric-Kindergarten through Third Grade

·         Writing Feedback Sheet

·         Writing Portfolio Analysis Reflection

·         Writing Portfolio Analysis Data Sheet

·         Writing Progress Report

·         Writing Scoring Rubric Grades 4-8

 

 

POLICY EVALUATION

We will evaluate the effectiveness of this policy through our School Improvement Planning Process.

 

Date Adopted:                       March 13, 2012

Date Reviewed or Revised:   March 12, 2012                   Council Chairperson's Initials  _____

Date Reviewed or Revised:  March 13, 2012                   Council Chairperson's Initials  _____