Program Review/ Writing

 Writing: Curriculum and Instruction  Sample Evidence

 Evidence Links

Powerpoint

 

 Demonstrator 1:  Student Access: All students should have equitable access to high quality curriculum and instruction. school writing policy/plan; student journals/learning logs; curriculum documents  
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 and national standards. school writing policy/plan; student samples that demonstrate critical thinking/problem-solving; student generated podcasts, videos, Media presentations, documentaries, oral histories

Valley Elementary School CSIP

Core Content 4.1 

Common Core Crosswalk

TIMELINES:

6th Grade Math Timeline

7th Grade Math Timeline

8th Grade Math Timeline

Algebra Timeline

Demonstrator 3:   Instructional Strategies: All teachers should implement instructional strategies that provide quality, variety, and access for all students.  student journals/writer's notebooks; video clips of classroom practices; student products that reflect choice and appropriate use of technology for communicating ideas; school web pages or publications where students have opportunities to publish communication products; student products from journalism clubs or speech contest; recording of student presentations or student-led events

 Master Schedules:

GF Johnson

Robinson Creek

Virgie Middle

Valley Elementary School Facebook Page

Demonstrator 4: Student Performance: When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level.  sample writing and communication products appropriate for content areas; student developed models; unit planning documents that reflect characteristics; digital media that reflects collaboration of students in problem-solving and generating products   Testing Report Archives
 Writing: Formative and Summative Assessment    Powerpoint
 Demonstrator 1: Variety of Assessment: Teachers should use a variety of assessments to formatively monitor student progress toward standards  Unit plans; PLC/meeting notes and documents developed that reflect collaborative efforts in designing assessments that meet characteristics  
 Demonstrator 2: Expectations for Student Learning: Teachers should have common and high standards for student learning in the content area.  student assessment results that reflect students' reflection on learning; students' goal-setting samples; lesson plans that describe strategies for involving students in identifying learning strengths and needs and goals for learning; teachers' reflections on student assessment data; samples of co-developed scoring guides/rubrics  
 Demonstrator 3: Response to Assessment: Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement  PLC/team meeting notes that reflect discussions and work around formative/summative assessment; unit/lesson plans that reflect instructional decisions based on formative assessment results; student work samples that include teacher and peer feedback and reflection  
 Writing: Professional Development and Support Services    Powerpoint
 Demonstrator 1 :PlanningProfessional development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning  Professional development action plan aligned with school vision for literacy; documentation of communication of the professional development action plan  
 Demonstrator 2: ParticipationTeachers participate in program-specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st century skills.  relative professional growth plans; PLC notes/documents that demonstrate professional learning targeted to improved writing/communication instruction and/or 21st century skills; relative professional development agendas/notes; school writing policy or plan that communicates participation of all teachers in the writing program; curriculum documents that reflect a school wide emphasis on writing/ communication; book study notes; action research notes/ outcomes  
 Demonstrator 3: Teacher Leadership: Teaches are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community  documentation of professional learning opportunities facilitated by teachers/teacher leaders; PLC notes or developed documents; professional development action plan with record og implementation; documentation of professional development opportunities that support instructional practices regarding writing and communication skills; teacher leader planning notes for mentoring, coaching, modeling, facilitating presentations  
 Writing: Administrative/ Leadership support and monitoring    
Demonstrator 1: Shared Vision: School Councils and administrators have have developed a shared vision for insuring quality Writing instructional programs  program expectations within the writing policy, writing plan, and/or professional development action plan; school's vision/mission regarding the writing program with record of staff involvement; school publications, blogs, bulletin  boards that include student and staff participation in communication; induction process and documentation of new staff acclimation to their role in the writing program; documentation of events, opportunities, displays that represent a culture of critical thinking, problem solving and communicating. Valley Elementary School Powerpoint
Demonstrator 2: Time and Resources: School leadership will provide adequate resources, facilities, space and instructional time to support high quality writing instructional programs.  relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic  
Demonstrator 3: Policies and Monitoring: The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's writing instructional program.  relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic; revised writing policy  
Demonstrator 4: Principal Leadership: Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership strategies and actions.  principal communications with staff; PLC or staff meeting notes/minutes that document principals leadership regarding the writing program; PLC/meeting notes or outcomes that demonstrate collaborative evaluation of the writing program; revised professional development action plan