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K-12 Writing Common Core Instruction

School Writing Implementation Guide

I. Goals

|Strategies and Actions |School Implementation |

|Recommended to Support Implementation |Defining Information and Action Steps |

|of the School-Level Framework | |

| |Fully in Place |Partially in Place |Not in Place |

| |2 |1 |0 |

|I. (A) School-level goals for writing achievement are clearly defined and anchored to writing instruction. |

|1. Goals are clearly defined and quantifiable at each grade |What: All writing goals are clearly |What: Some writing goals are clearly defined,|What: Writing goals are not clearly defined,|

|level. |defined, anchored to writing instruction, |anchored to instruction, and/or prioritized |anchored to instruction, and/or prioritized |

| |and prioritized by importance to student |by importance to student learning. |by importance to student learning. |

| |learning. | | |

| | |How: Make sure all goals are clearly stated |How: Writing goals must represent important |

| |How: Review goals to ensure specificity and|and measurable. Goals should: |priorities that the entire school staff |

| |alignment with writing instruction. |Include measurable indicators of student |(teachers, administrators, classified staff)|

| | |performance (e.g., what the student will be |know, understand, and are committed to |

| |Example: By the spring of 2nd grade, |expected to produce – number of Correct Word |accomplishing. |

| |student writing portfolios will include a |Sequences, number of writing samples, etc.). | |

| |minimum of four samples of student writing |Include any important conditions (e.g., given|Schedule periodic team meetings to discuss |

| |from different genres (e.g., fictional |word processing software, given 3, 5, or 7 |and align writing goals with assessment and |

| |narrative, personal narrative, descriptive,|minutes to respond to a prompt, given the use|instruction. |

| |and expository single or multi-paragraph |of a graphic organizer prior to writing, | |

| |compositions). |etc.). |Follow a universal design planning process |

| | |Include measurable criteria that specify the |by: |

| |Non-Example: Students in all grades will |level at which student performance will be |Using state and district standards to |

| |receive opportunities to write across |acceptable (e.g., Correct minus Incorrect |determine desired levels of performance for |

| |multiple genres. |Word Sequences, Words Spelled Correctly, |each grade level. |

| | |number of writing samples included in |Determining acceptable sources of evidence |

| | |portfolio, etc.). |for goal achievement (e.g., which |

| | | |assessments will be used to measure goals). |

|2. Writing goals are established for each text type and |What: Specific, measurable, and observable |What: Some goals focused on text types and |What: Specific, measurable, and observable |

|purpose described in the Oregon Common Core State Standards |writing goals are established for each text|purposes are aligned with the Oregon CCSS for|writing goals for different text types and |

|(CCSS) for the appropriate grade levels – opinion pieces, |type and purpose described in the Oregon |ELA and Literacy by grade level; goals may |purposes as described in the Oregon CCSS for|

|informative/explanatory texts, narratives, and arguments |CCSS for ELA and Literacy, by grade level |not be specific and/or measurable or may not |ELA and Literacy, by grade level are not |

|(College & Career Readiness [CCR] Anchor Standards for |for all students. |exist for all grade levels. |included in the School Writing Plan. |

|Writing 1-3; Oregon CCSS for ELA and Literacy by grade level,| | | |

|Writing Standards 1-3; Oregon CCSS for ELA & Literacy by |How: Examine whether goals can be further |How: Compare existing writing goals to the |How: Refer to the Oregon CCSS for ELA and |

|grade level, Appendix A). |specified to align with the expectations |expectations for text types and purposes |Literacy, by grade level (Writing Standards |

| |for writing described in the Oregon CCSS |outlined in the Oregon CCSS for ELA and |1-3 and Appendix A) to draft grade-level |

| |for ELA and Literacy and provide measurable|Literacy by grade level (Writing Standards |appropriate goals for writing different text|

| |criteria for student performance. |1-3). If gaps are found (either for a |types and for different purposes. |

| | |particular grade level or text type/purpose),| |

| |Example: At the end of 3rd grade, student |draft goals to fill those gaps so that goals | |

| |portfolios will include two opinion pieces,|exist for all students that focus on the | |

| |two informative/explanatory texts, and two |skills outlined in the Oregon CCSS for ELA | |

| |narrative texts that meet the expectations |and Literacy, by grade level. | |

| |outlined in the Oregon CCSS for ELA and | | |

| |Literacy, by grade level (Standards 1-3, p.| | |

| |20). | | |

|3. Goals are aligned with Oregon CCSS for ELA and Literacy by|What: All writing goals are aligned with |What: Some goals are aligned with the Oregon |What: Writing goals are not aligned with the|

|grade level (Writing Standards 1-10; Language Standards 1-6 |Oregon CCSS for ELA and Literacy by grade |CCSS for ELA and Literacy by grade level and |Oregon CCSS for ELA and Literacy by grade |

|and focus on the development of the Essential Skill of |level (Writing Standards 1-10) and focus on|focus on the development of the Essential |level (Writing Standards 1-10) and do not |

|Writing required to earn an Oregon diploma. |the development of the Essential Skill of |Skills of Writing required to earn an Oregon |provide students the opportunity to develop |

| |Writing required to earn an Oregon diploma.|diploma. |the Essential Skills of Writing required to |

| | | |earn an Oregon diploma. |

| |How: Examine whether goals can be further |How: List the goals for each grade level and | |

| |refined or specified to align with the |compare them to the Oregon CCSS for ELA and |How: Refer to Oregon CCSS for ELA and |

| |Oregon CCSS for ELA and Literacy and |Literacy by grade level (Writing Standards |Literacy by grade level (Writing Standards |

| |provide measurable criteria for student |1-10; Language Standards 1-6); when reviewing|1-10; Language Standards 1-6) to draft goals|

| |performance. |goals, determine if each goal focuses on the |for all grade levels. |

| | |expectations for student knowledge and skills| |

| |Example: 1st grade students will |in the Oregon CCSS for ELA and Literacy by | |

| |proficiently write one narrative in which |grade level, and if not draft new goals that | |

| |they describe two or more |align with the Standards. | |

| |appropriately-sequenced events using | | |

| |temporal words to signal the order of | | |

| |events and include some details to support | | |

| |their descriptions. | | |

| | | | |

| |Examine whether existing goals can be | | |

| |streamlined and/or new goals should be | | |

| |added to help ensure comprehensive | | |

| |alignment with the Oregon CCSS for ELA and | | |

| |Literacy by grade level. | | |

|4. Writing goals focus on the foundational writing skills |What: Writing goals focused on the |What: Writing goals do not focus consistently|What: Writing goals do not focus on the |

|students need to become proficient, prolific writers, such |following foundational skills are included |on the following foundational skills: |following foundational skills: |

|as: |in the School Writing Plan: |Handwriting proficiency |Handwriting proficiency |

|(a) handwriting proficiency (in the elementary grades for all|Handwriting proficiency |Spelling proficiency |Spelling proficiency |

|students and later grades for struggling students), |Spelling proficiency |Keyboarding skills |Keyboarding skills |

|(b) spelling proficiency, |Keyboarding skills |Control over language conventions (grammar, |Control over language conventions (grammar, |

|(c) the incorporation of technology into writing instruction |Control over language conventions (grammar,|usage, and mechanics) |usage, and mechanics) |

|and production (including mastery of basic keyboarding skills|usage, and mechanics) |Goals for all foundational skills may not be | |

|as described by CCR Anchor Standard for Writing #6 and Oregon| |included in the School Writing Plan and/or |How: Use school and/or district-level |

|CCSS for ELA and Literacy by grade level, Writing Standard |How: Evaluate goals more closely to ensure|may not be specific and measurable. |guidelines for establishing formative goals |

|6), and |that specific, measurable goals for each of| |related to these foundational skills; may |

|(d) control over many conventions of standard English |the aforementioned foundational skills are |How: Evaluate goals more closely to ensure |also want to refer to the writing CBM |

|grammar, usage, and mechanics as described in the CCR Anchor |included in the School Writing Plan. |that specific, measurable goals for each of |literature. |

|Standards for Language (1-6) and the Oregon CCSS for ELA and | |the aforementioned foundational skills are | |

|Literacy by grade level (Language Standards 1-6). |Plans for periodically monitoring student |included in the School Writing Plan. |Plans for periodically monitoring student |

| |progress with these skills, particularly | |progress with these skills, particularly for|

| |students in the elementary grades and |Use school and/or district-level guidelines |students in the elementary grades and |

| |struggling writers, should also be |for establishing formative goals related to |struggling writers, should also be |

| |explicitly articulated in the School |these foundational skills; may also want to |explicitly articulated in the School Writing|

| |Writing Plan. |refer to the writing CBM literature. |Plan. |

| | | | |

| |Do all goals align with grade-level |Plans for periodically monitoring student | |

| |expectations for proficiency? |progress with these skills, particularly for | |

| |Can some goals be updated or new goals be |students in the elementary grades and | |

| |added? |struggling writers, should also be explicitly| |

| | |articulated in the School Writing Plan. | |

|5. Writing goals are included in the School Writing Plan that|What: Explicit goals for integrating |What: Some goals for integrating reading and |What: Goals to integrate reading and writing|

|explicitly articulate plans to integrate reading and writing |reading and writing instruction and |writing instruction and assessment are |instruction and assessment are not included |

|instruction and assessment across all grade levels and |assessment for students in all grades |included in the School Writing Plan. Goals |in the School Writing Plan. |

|content areas (including, but not limited to, responding to |across all content areas are included in |may not be explicit and/or may not exist for | |

|literature and informational text) (Oregon CCSS for ELA and |the School Writing Plan. |all grade levels and across all content |How: Convene a workgroup composed of |

|Literacy by grade level, Writing Standard 9). | |areas. |teachers, a lead teacher, and the principal |

| |How: Review writing goals to ensure that | |to draft grade-specific goals for |

| |plans to integrate reading and writing |How: Update writing goals so that the plans |integrating reading and writing instruction |

| |instruction and assessment for all students|to integrate reading and writing are (a) |and assessment across the content areas. |

| |and content areas are specific (e.g., what |explicit, and (b) included in the School | |

| |types of in-class tasks or assignments will|Writing Plan for all students across all | |

| |be included to integrate reading and |grades and content areas. | |

| |writing?) | | |

|6. Goals anchor writing instruction as detailed in the school|What: Summative and formative goals anchor |What: Summative and formative goals anchor |What: Summative and formative goals do not |

|writing plan and align with the expectations for writing |writing instruction as defined in the |most writing instruction as defined in the |anchor writing instruction as defined in the|

|performance outlined in the CCR Anchor Standards for Writing |School Writing Plan. |School Writing Plan. |School Writing Plan. |

|(1-10) and the Oregon CCSS for ELA and Literacy, by grade | | | |

|level (Writing Standards 1-10). |How: Review writing goals to ensure that |How: Update summative and formative goals not|How: Create a grid, table, or outline to |

| |they focus on the critical components of |yet anchored to writing instruction, or |align summative and formative goals with |

| |writing and that each of these components |ensure that instruction is provided that |instruction and the Oregon CCS for ELA and |

| |is targeted via instruction. |targets writing goals. |Literacy by grade level Writing Standards. |

| |Example: |

| |Grade |

| |Oregon Writing Standard |

| |Summative Goal |

| |Formative Goal |

| | |

| |1 |

| |Write narrative recounting two or more appropriately sequenced events using temporal words to signal event order, including some |

| |details regarding what happened, and providing some sense of closure. |

| |(Oregon CCSS for ELA and Literacy by grade level, Writing Standard 3) |

| |Student writing portfolios will contain at least 1 narrative paragraph that incorporates the following pieces: |

| |2 or more sequenced events |

| |Uses words indicating temporal order |

| |2-3 details |

| |Concluding sentence |

| |Portfolios will also include any graphic organizers, drafts, and revisions for at least 1 narrative paragraph. |

| |Students will practice writing at least 5 narrative paragraphs during the school year. |

| | |

| |Students will respond to at least 4 narrative writing CBM prompts during the school year with a goal of 20 CWS and 90% of total words |

| |spelled correctly. |

| | |

|7. Goals for all students in grade 4 and above, including |What: Goals for providing all students with|What: Goals for providing some students with|What: Goals for providing students with |

|English Learners and students with disabilities, focus on |multiple opportunities to practice writing |opportunities to practice writing over |opportunities to practice writing over |

|providing multiple opportunities to practice writing over |over shorter and extended time frames as |shorter and/or extended time frames |shorter and extended time frames as |

|shorter and extended time frames (CCR Anchor Writing Standard|described in the Oregon CCSS for ELA and |described in the Oregon CCSS for ELA and |described in the Oregon CCSS for ELA and |

|10; Oregon CCSS for ELA and Literacy by grade level, Writing |Literacy (Writing Standard 10) are included|Literacy (Writing Standard 10) are included |Literacy (Writing Standard 10) are not |

|Standard 10). |in the School Writing Plan. |in the School Writing Plan. Goals may not be|included in the School Writing Plan. |

| | |articulated for all students and/or for | |

| |How: Review writing goals to ensure that a |different lengths of time. |How: Review existing writing goals to see |

| |plan is clearly articulated as to how all | |how they can be modified or expanded to |

| |students will be provided these |How: Update writing goals to ensure that ALL|provide ALL students with multiple |

| |opportunities to write over shorter and |students (not just struggling students, |opportunities to practice writing over |

| |extended time periods. Goals for extended |English Learners, or those with |shorter and extended time periods. If goals |

| |writing should also include a plan for |disabilities) are provided multiple |do not lend themselves to modification, |

| |student participation in the writing |opportunities throughout the school year to |draft new goals that articulate plans for |

| |process (e.g., planning, writing, revising,|write over shorter and extended time |providing ALL students opportunities to |

| |editing; Oregon CCSS for ELA and Literacy, |periods. |practice writing over shorter and extended |

| |Writing Standard 5). | |time periods. Goals for extended writing |

| | |Goals for extended writing should also |should also include a plan for how students |

| | |include a plan for how students will |will participate in the writing process |

| | |participate in the writing process (Oregon |(Oregon CCSS for ELA and Literacy, Writing |

| | |CCSS for ELA and Literacy, Writing Standard |Standard 5). |

| | |5). | |

|8. For ALL elementary students and struggling writers in the|What: Writing productivity goals using |What: Writing productivity goals may be in |What: Writing productivity goals using |

|middle and secondary grades, writing productivity goals use |grade-level appropriate scoring indices for|place for only younger students and/or goals|grade-level appropriate scoring indices are |

|grade-level appropriate scoring indices (e.g., Total Words |elementary and struggling students are |for older students may include inappropriate|not included in the School Writing Plan. |

|Written, Correct Word Sequences for elementary grades, |included in the School Writing Plan. |scoring indices (i.e., Correct Word | |

|Correct minus Incorrect Word Sequences for upper grades, | |Sequences for middle and secondary |How: Use school and/or district-level |

|etc.) are established and used to monitor student progress |How: Review writing productivity goals to |students). |guidelines for establishing formative goals |

|toward grade-level writing goals. |ensure that ambitious, yet attainable goals| |related to writing productivity. If no |

| |using grade-level appropriate scoring |How: Review writing productivity goals and |school or district-level guidelines exist, |

| |indices are explicitly articulated in the |revise as necessary to (a) include writing |refer to the writing CBM literature and |

| |School Writing Plan. |productivity goals for struggling students |other available resources. |

| | |in the middle and secondary grades and/or |Establish writing productivity goals using |

| |Writing productivity goals should be |(b) include grade-level appropriate scoring |grade-level appropriate scoring indices for |

| |included for ALL elementary students and |indices. |all elementary students and struggling |

| |any struggling students in the middle and | |writers in the middle and secondary grades; |

| |secondary grades to ensure that students |Use school and/or district-level guidelines |revise as needed based on quarterly student |

| |become proficient writers. |for establishing formative goals related to |performance data. |

| | |writing productivity. If no school or | |

| |Include in the School Writing Plan and/or |district-level guidelines exist, refer to |Include in the School Writing Plan and/or |

| |Action Plan a plan to re-evaluate writing |the writing CBM literature and other |Action Plan a schedule for monitoring |

| |productivity goals based on student |available resources. |student progress (based on student skill |

| |progress. | |level/need). |

| | |Include in the School Writing Plan and/or | |

| | |Action Plan a schedule for monitoring | |

| | |student progress (based on student skill | |

| | |level/need) | |

|9. Writing process goals are included in the School Writing |What: Explicit goals for all students |What: Some general goals focused on student |What: Goals for student participation in the|

|Plan for all students in all grades to ensure that students |across all grade levels and content areas |participation in the writing process may be |writing process during the creation of |

|have multiple opportunities to engage in the process of |to participate in the writing process are |included in the School Writing Plan, and/or |written products across the content areas |

|planning, drafting, revising, and editing their written |articulated in the School Writing Plan. |there is an implicit understanding that |are not included in the School Writing Plan.|

|products across the content areas (Oregon CCSS for ELA and | |students will engage in the writing process | |

|Literacy by grade level, Writing Standard 5) |How: Review writing process goals to ensure|during the creation of written products but |How: Draft writing process goals for all |

| |that plans for providing multiple |specific, measurable goals are absent. |students in all grade levels across all |

| |opportunities to engage in the writing | |content areas. Goals should include the |

| |process across the content areas are |How: Review current writing goals to see if |number of written products (including |

| |explicitly articulated in the School |any allude to student participation in the |different text types) students will create |

| |Writing plan. |writing process across the content areas. |using the writing process and in which |

| | |If so, revise those goals so that plans for |content areas (see Example at left). |

| |Example: All 2nd grade students will engage|providing opportunities to engage in the | |

| |in the 4 steps of the writing process to |writing process are explicit. | |

| |write at least 1 informative/ explanatory |If not, draft explicit goals focused on the | |

| |text and conduct at least 1 short research |participation of all students in all grades | |

| |project in science and social studies |across all content areas in the writing | |

| |during the school year. |process as described by the Oregon CCSS for | |

| | |ELA and Literacy, by grade level (Writing | |

| | |Standard 5). | |

|I. (B) School goals are employed by school leadership and teaching personnel as instructional guides for decision making. |

|1. Goals and assessment of progress toward these goals guide |What: Goals and assessment of progress |What: Goals and assessment of progress toward|What: Goals and assessment of progress |

|instructional and curricular decisions at a schoolwide level |toward these goals clearly guide ALL |these goals clearly guide most/some |toward these goals clearly do not guide |

|including for example time allocation for writing |instructional and curricular decisions at a|instructional and curricular decisions at a |instructional and curricular decisions at a |

|instruction, small group instruction, etc. |schoolwide level. |schoolwide level. |schoolwide level. |

| | | | |

| |How: Focus on quality and sustainability: |How: Focus on quality and consistency: |How: Establish a schoolwide process for |

| |Are methods for collecting, storing, and |Are methods for collecting, storing, and |collecting, storing, and discussing student |

| |discussing the data time and resource |discussing the data time and resource |writing data: |

| |efficient? |efficient? |What data will be collected? (e.g., W-CBM |

| |Are the data used to make appropriate |What scheduling, meeting, or other |data, writing portfolios, etc.) |

| |instructional and curricular decisions? |considerations need to be made to facilitate |How will the data be stored? (e.g., |

| |Is the decision-making process |consistent evaluation of the data for the |electronically, by classroom teachers, etc.)|

| |institutionalized as part of the school |purpose of instructional decision making at | |

| |culture? |the schoolwide level? |Establish a workgroup led by the principal, |

| | | |an assessment coordinator, or lead teacher |

| | | |that meets consistently to evaluate |

| | | |schoolwide data. |

| | | | |

| | | |Establish a schedule for the workgroup to |

| | | |meet on a regular (e.g., biweekly, monthly) |

| | | |basis to evaluate schoolwide data. |

|2. Progress toward grade level writing goals guides daily |What: Progress toward goals guides daily |What: Progress toward goals guides daily |What: Progress toward goals does not guide |

|instructional decisions by teaching personnel for groups as |instruction by ALL teaching personnel for |instructional decisions by some/most teaching|daily instructional decisions by teaching |

|well as individual students. |groups of students, as well as individual |personnel for groups of students, as well as |personnel for groups of students or |

| |students. |individual students. |individual students. |

| | | | |

| |How: Showcase high quality instructional |How: Identify personnel who require |How: Establish training, work groups, |

| |decision making by asking individuals to |additional support with instructional |learning communities, or study sessions |

| |present and discuss successful changes at |decision making. |focused on instructional decision making. |

| |grade level team meetings. | |These sessions should include discussions on|

| | |Establish training, work groups, learning |which data ought to be collected, how they |

| |Include discussions of instructional |communities, or study sessions focused on |can be collected, and how best to organize |

| |decision-making during meetings with |instructional decision making. These sessions|and use the data to facilitate informed |

| |families at open house / back to school |should include discussions on which data |instructional decisions. |

| |nights. |sources ought to be collected, how they can | |

| | |be collected, and how best to organize and |If using a small group training process, |

| | |use the data to facilitate informed |each member can briefly present a student |

| | |instructional decisions. |“case study” and data. After a member |

| | | |presents student data, then the group can |

| | |If using a small group training process, each|brainstorm how to improve student progress |

| | |member can briefly present a student “case |and academic gains. Based on the discussion,|

| | |study” and data. After a member presents |the group can recommend one or two |

| | |student data, then the group can brainstorm |instructional changes to help improve |

| | |how to improve student progress and academic |student data. |

| | |gains. Based on the discussion, the group can| |

| | |recommend one or two instructional changes to| |

| | |help improve student data. | |

| |

|Goals Total = _______/ 22 Points _______% |

II. Assessment

|Strategies and Actions |School Implementation |

|Recommended to Support Implementation |Defining Information and Action Steps |

|of the School-Level Framework | |

| |Fully in Place |Partially in Place |Not in Place |

| |2 |1 |0 |

|II. (A) Instruments and procedures for assessing writing achievement are clearly specified, measure key writing skills, and provide reliable and valid information about student performance. |

|1. A schoolwide writing assessment plan is established and |What: A schoolwide writing assessment plan |What: A schoolwide writing assessment plan |What: A schoolwide writing assessment plan |

|documents student performance within and across years. |and database are established and |and database are established but not |and database are not established to document|

| |consistently maintained for documenting |consistently used and maintained for |student performance within and across school|

| |student performance within and across school|documenting student performance within and |years. |

| |years. |across years. | |

| | | |How: Start with a comprehensive review and |

| |How: Focus on quality of implementation and |How: Establish quarterly review schedule for|inventory of assessments that are used at |

| |sustainability: |writing assessment data (or following each |each grade level |

| | |benchmark testing period). | |

| |Review the writing assessment plan | |Use an assessment tool to document each |

| |quarterly, or following each benchmark |Ensure that assessments align with priority |assessment by listing the assessment name, |

| |testing period, to ensure consistency. |skills and strategies students need to |grade level(s) for which the assessment is |

| | |learn. This may include prioritizing the |appropriate, purpose, evidence of |

| |Ensure that the appropriate data are |skills and strategies students need to learn|reliability and validity (if available), and|

| |collected during the timelines laid out in |based on the Oregon CCSS for ELA and |strengths and weaknesses of the assessment. |

| |the assessment plan (e.g., W-CBM data are |Literacy Writing Standards and creating a |For an example of one way to organize this |

| |collected for all students at least three |matrix that demonstrates which assessments |information, see Appendix E. |

| |times per year). |align with those critical skills. | |

| | | |Once assessments have been identified for |

| |Ensure there is a shift from collecting |Ensure that assessments help determine what |inclusion in the schoolwide assessment plan,|

| |assessment data to using assessment data to |students already know and provide |create a data management plan that outlines |

| |make instructional decisions. |information regarding student learning and |which measures will be used in which grades,|

| | |progress. |when data will be collected, how data will |

| |For more general information, refer to the | |be collected (i.e., by whom), how data will |

| |Oregon Literacy Professional Development |Clarify the purposes of the assessments |be stored, and how data will be used to |

| |Training modules on Developing a Schoolwide |being used (e.g., measuring writing |facilitate instructional decision making. |

| |Assessment Plan. |productivity versus writing process skills).|For an example of one way to organize this |

| | | |information, see Appendix F. |

| | |For more general information, refer to the | |

| | |Oregon Literacy Professional Development |For more general information, refer to the |

| | |training modules on Developing a Schoolwide |Oregon Literacy Professional Development |

| | |Assessment Plan. |training modules on Developing a Schoolwide |

| | | |Assessment Plan. |

|2. The school’s writing assessment plan is explicitly linked |What: The schoolwide writing assessment plan|What: The schoolwide writing assessment plan|What: The schoolwide writing assessment plan|

|to the school’s writing goals. Measures assess student |is explicitly linked to writing goals and |is explicitly linked to some writing goals |is not explicitly linked to writing goals |

|performance on prioritized goals that are aligned with the |the measures used assess student performance|and the measures used assess student |and/or measures used do not assess student |

|Oregon CCSS for ELA and Literacy by grade level (Writing |on prioritized goals. |performance on prioritized goals. |performance on prioritized goals. |

|Standards 1-10). | | | |

| |How: Focus on quality of implementation and |How: Using an assessment matrix, identify |How: Use the schoolwide writing plan to |

| |sustainability: |the assessments that are and are not linked |identify assessments that link to writing |

| | |to schoolwide writing goals. For the |goals. |

| |Establish a schedule for data collection and|assessments not linked, identify whether | |

| |writing assessment review quarterly, or |they can be linked to existing writing goals|Using an assessment matrix, identify the |

| |following each benchmark data, to ensure | |assessments that are and are not linked to |

| |consistency. |For writing goals that do not have a |schoolwide writing goals. |

| | |corresponding assessment, identify |For the assessments that are not linked, |

| |For more general information, refer to the |assessments (formal or informal) that link |identify whether they can be linked to |

| |Framework’s Professional Development |to those goals, ensuring that they function |existing writing goals |

| |training modules that focus on Goals and |reliably and support valid interpretations | |

| |Assessment. |about student performance. |For writing goals that do not have a |

| | | |corresponding assessment, identify |

| | |For more general information, refer to the |assessments (formal or informal) that link |

| | |Oregon Literacy Professional Development |to those goals, ensuring that they function |

| | |training modules that focus on Goals and |reliably and support valid interpretations |

| | |Assessment. |about student performance. |

| | | | |

| | | |For more general information, refer to the |

| | | |Oregon Literacy Professional Development |

| | | |training modules that focus on Goals and |

| | | |Assessment. |

|3. Measures provide consistent (i.e., reliable) information |What: All standardized measures that are |What: Most/some of the standardized measures|What: Few or none of the standardized |

|about the level of student performance and valid |used to formatively evaluate student |used to formatively evaluate student |measures used to formatively evaluate |

|interpretations of students’ writing skills. |progress (e.g., W-CBM) are technically |progress (e.g., W-CBM) are technically |student progress (e.g., W-CBM) are |

| |adequate and documented by research. Each |adequate and documented by research. Not all|technically adequate. Teachers may be using |

| |measure administered uses indices of |of the measures administered use indices of |indices of student performance and |

| |performance and proficiency that are |performance and proficiency that are |proficiency that are inappropriate for |

| |grade-level appropriate and provide |grade-level appropriate (e.g., CWS in the |students at various grade levels. |

| |information that can be used to inform |intermediate and second grades) and provide | |

| |instructional planning. |information that can be used to inform |For informal measures, such as writing |

| | |instructional planning. |samples, most teachers within each grade |

| |For informal measures, such as writing | |level/content area are using their own |

| |samples, all teachers within each grade |For informal measures, such as writing |rubrics for assessing the quality of student|

| |level/content area use the same rubrics for |samples, most/some teachers within each |writing. The content of these rubrics may or|

| |assessing the quality of student writing. |grade level/content area use the same |may not align with the expectations for |

| |The content of these rubrics should also |rubrics for assessing the quality of student|student performance outlined in the Oregon |

| |align with the expectations for student |writing. The content of each of these |CCSS for ELA and Literacy, by grade level |

| |performance outlined in the Oregon CCSS for |rubrics may or may not align with the |Writing Standards. |

| |ELA and Literacy, by grade level, Writing |expectations for student performance | |

| |Standards. |outlined in the Oregon CCSS for ELA and |Few or no teachers across the grade levels |

| | |Literacy, by grade level, Writing Standards.|have received training on how to use the |

| |All teachers across all grade levels have | |student performance data collected to inform|

| |received training on how to use the student |Most/some teachers across all grade levels |instructional decision-making and planning. |

| |performance data collected to inform |receive training on how to use the student |Teachers may be collecting the data but not |

| |instructional decision-making and planning; |performance data collected to inform |using it to inform instruction. |

| |data are not simply collected and shelved. |instructional decision-making and planning. | |

| | | |How: Principals, assessment coordinators, |

| |How: Focus on quality of implementation and |How: Principal, assessment coordinator, |and/or lead teacher(s) work together to |

| |sustainability |and/or lead teacher(s) work together to |document the technical adequacy information |

| | |document the technical adequacy information |of all standardized, formative measures |

| |When additional or new assessments are |for all standardized, formative measures |being used across the grade levels and |

| |considered, work with the assessment |being used across the grades and outline for|outline for teachers which indices of |

| |coordinator or lead teacher(s) to “field |teachers which indices of performance ought |performance ought to be used at the |

| |test” and/or conduct a more comprehensive |to be used at the different grade levels |different grade levels (e.g., CIWS instead |

| |review of the assessments being considered. |(e.g., CIWS instead of CWS in the |of CWS in the intermediate and secondary |

| | |intermediate and secondary grades). |grades). |

| |Prior to the beginning of each school year, | | |

| |grade/content level teams of teachers meet |Prior to the beginning of each school year, |Prior to the beginning of each school year, |

| |to discuss, review, and refine the rubrics |grade/content level teams of teachers meet |grade level/ content area teachers meet to |

| |that will be used across all classrooms to |to discuss, review, and refine the rubrics |draft, discuss, and refine the rubrics that |

| |assess the quality of student writing and |that will be used across classrooms to |will be used across all classrooms to assess|

| |ensure that those rubrics reflect the |assess the quality of student writing and |the quality of student writing and ensure |

| |content of the Oregon CCSS for ELA and |ensure that those rubrics reflect the |that those rubrics reflect the content of |

| |Literacy, by grade level, Writing Standards |content of the Oregon CCSS for ELA and |the Oregon CCSS for ELA and Literacy, by |

| |(1-3). |Literacy, by grade level, Writing Standards |grade level, Writing Standards (1-3). |

| | |(1-3). | |

| |Principal, expert, and/or lead teacher(s) | |Principals will ensure the commitment of all|

| |schedule periodic meetings (e.g., monthly, |Principals will ensure the commitment of all|teachers to using these rubrics as part of |

| |quarterly, etc.) to review student writing |teachers to using these rubrics as part |teacher’s commitment to the Schoolwide |

| |data and discuss how instruction can be |teacher’s commitment to the Schoolwide |Writing Plan. |

| |altered and modified to meet the needs of |Writing Plan. | |

| |all students. | |Principals, experts, and/or lead teacher(s) |

| | |Principals, experts, and/or lead teacher(s) |schedule periodic meetings (e.g., monthly) |

| | |schedule periodic meetings (e.g., monthly, |to review student writing data and discuss |

| | |quarterly) to review student writing data |how instruction can be altered and modified |

| | |and discuss how instruction can be altered |to meet the needs of all students. |

| | |and modified to meet the needs of all | |

| | |students. | |

|4. For standardized measures such as Writing Curriculum-Based|What: All administrators and users of |What: All or most administrators and users |What: There are no consistent assessment |

|Measurement, the school ensures that all assessment users |standardized writing assessments, such as |of standardized writing assessments, such as|trainings and/or follow-up observations |

|receive training and follow-up observations on standard |curriculum-based measures, receive training |curriculum-based measures, receive initial |consistently in place for administrators and|

|administration procedures, scoring (e.g., quantitative, |and follow-up observations on |training but do not receive follow-up |users of standardized writing assessments. |

|qualitative, and reliability), and data interpretation. |administration, scoring, and data |observations on administration, scoring, and| |

| |interpretation. |data interpretation. |How: Prior to the beginning of each school |

| | | |year, the principal and assessment |

| |How: Focus on quality of implementation and |How: Prior to the beginning of each school |coordinator will establish a training plan |

| |sustainability: |year, the principal and assessment |with scheduled assessment trainings for all |

| | |coordinator will establish a training plan |assessment users. |

| |Establish an annual schedule with dates for |with scheduled assessment trainings for all | |

| |data collection and time to review writing |assessment users. |All assessment users will receive initial |

| |assessment data quarterly, or following each| |administration and scoring training on the |

| |benchmark period, to ensure consistency. |Alternate training times and formats (e.g., |assessments they will administer. |

| |This schedule should also include time for |mini-assessment training sessions with full | |

| |conducting reliability training prior to |training content distributed over shorter, |Follow-up “refresher” trainings will be |

| |quarterly data collection. |multiple sessions) are considered for staff |scheduled quarterly, prior to each |

| | |whose schedules conflict with the master |benchmarking period. |

| |Ensure that there is a training plan in |assessment training plan. | |

| |place for conducting fidelity checks with | |The schoolwide writing assessment plan will |

| |each staff member responsible for helping |Technology-based formats (e.g., webinars, |also include scheduled observations with |

| |with data collection. Results from the |Oregon Literacy PD trainings) are also |assessment administrators to ensure that |

| |fidelity checks should then be used to |considered to ensure that all assessment |assessments are administered correctly |

| |determine the degree to which additional |users receive training. |according to the assessment schedule and |

| |training on assessment administration and | |that data are recorded accurately. |

| |scoring is necessary. | | |

| | | | |

| |Establish a system for tracking the fidelity| | |

| |of assessment of implementation within and | | |

| |across school years. | | |

|II. (B) Assessments inform instruction in important, meaningful, and maintainable ways. |

|1. As early in the school year as possible, screening |What: Within the first few weeks of school |What: Within the first few weeks of school |What: Screening measures are not |

|measures are administered to all students in grades K-9 |(or beginning of each semester, trimester, |(or beginning of each semester, trimester, |administered within the first few weeks of |

|(recommended for grades 10-12 as well) to identify each |or quarter), screening measures are |or quarter), screening measures are |school (or beginning of each semester, |

|student’s level of writing performance and instructional |administered to all students in grades K-12 |administered to some/most students in the |trimester, or quarter) and/or few or no |

|needs. |to identify each student’s level of |elementary grades and/or some/most students |screening measures are administered to |

| |performance. |in the intermediate and secondary grades. |identify students’ level of writing |

| | | |performance. |

| |How: Focus on quality of implementation and |How: Principal and expert / assessment | |

| |sustainability: |coordinator will establish a schedule for |How: Principal and expert / assessment |

| | |screening all students. This schedule will |coordinator will establish a schedule for |

| |Establish an annual schedule with dates for |articulate when screenings for all students |screening all students. This schedule will |

| |data collection and time to review writing |at each grade level occur within the first |articulate when screenings for all students |

| |assessment data. This schedule should also |two-three weeks of school. |at each grade level will occur within the |

| |include time for conducting reliability | |first two-three weeks of school. |

| |trainings prior to quarterly data |This schedule will also specify when | |

| |collection. |additional benchmark data at two times later|This schedule will also specify when |

| | |during the school year (i.e., winter and |additional benchmark data at two times later|

| |Ensure that there is a plan in place for |spring) will be collected. |during the school year (i.e., winter and |

| |conducting fidelity checks with each staff | |spring) will be collected. |

| |member responsible for helping with data | | |

| |collection. Results from fidelity checks | |By taking a proactive approach and mapping |

| |should then be used to determine the degree | |out this schedule for all grade levels, not |

| |to which additional training on assessment | |only will school leadership get a sense of |

| |administration and scoring is necessary. | |the resources (personnel, materials, space, |

| | | |etc.) needed to collect these data but they |

| |Establish a system for tracking fidelity of | |will also facilitate the identification of |

| |assessment implementation within and across | |the support students need early before any |

| |school years. | |problems become overwhelming. |

|2. Formal and/or informal measures are used regularly |What: Formal (i.e., curriculum-based) and/or|What: Progress monitoring measures are |What: Progress monitoring measures are not |

|throughout the school year to monitor student progress with |informal (i.e., portfolios, writing samples)|administered formatively less than three |administered formatively throughout the |

|the following writing skills: (a) foundational writing skills|measures are administered formatively at |times per year to all students in the |school year to all students in grades K-12. |

|(handwriting legibility, handwriting fluency, and spelling), |least three times per year to all students. |elementary grades. Students below grade | |

|(b) writing productivity (with quantitative scoring |Students (across all grade levels) who |level who have demonstrated difficulties |How: School leadership and staff decide |

|procedures, (c) mastery of the writing process (with |demonstrate difficulties with foundational |writing in the intermediate and secondary |which measures will be used to monitor |

|qualitative scoring procedures, and (d) control over |writing skills, writing productivity, and/or|grades are inconsistently progress |student progress with foundational writing |

|conventions of standard English grammar, usage, and mechanics|automaticity with the writing process are |monitored. |skills, writing productivity, and the |

|(i.e., Oregon CCSS for ELA and Literacy by grade level, |monitored more frequently (e.g., at least | |writing process. |

|Language Standards 1-6 with quantitative and/or qualitative |once per month) to track student progress. |How: School leadership and staff decide | |

|scoring procedures). Students who struggle with any aspect of| |which measures will be used to monitor |Principal and expert / assessment |

|writing should be monitored more frequently on that skill. |How: Focus on quality of implementation and |student progress with foundational writing |coordinator will establish a progress |

| |sustainability: |skills, writing productivity, and the |monitoring schedule at the beginning of the |

| | |writing process. |school year. This schedule will articulate |

| |Use progress monitoring data to determine | |when progress monitoring will occur for each|

| |instructional effectiveness. By using |Principal and expert / assessment |level of support (i.e., Tiers 1, 2, and 3) |

| |progress monitoring data, teachers and |coordinator will establish a progress |and how frequently formal and informal |

| |administrators can determine the |monitoring schedule prior to the start of |progress monitoring measures will be |

| |effectiveness of instruction for individual |the school year. This schedule will |administered. |

| |students, classes, and even for a whole |articulate when progress monitoring will | |

| |school. Monitoring student progress |occur for each level of support (i.e., Tiers| |

| |frequently also helps determine which |1, 2, and 3) and how frequently formal and | |

| |students are meeting goals and which |informal progress monitoring measures will | |

| |students continue to lag behind. |be administered. | |

| | | | |

| |School leadership and staff decide which | | |

| |measures will be used to monitor student | | |

| |progress with foundational writing skills, | | |

| |writing productivity, and the writing | | |

| |process. | | |

|3. Assessments of keyboarding skills are administered to all |What: Assessments of keyboarding skill are |What: Assessments of keyboarding skill are |What: Assessments of keyboarding skill are |

|students in grades 4-6 to ensure that all demonstrate a |administered formatively at least three |administered less than three times per year |not administered to any students in grades |

|sufficient command of keyboarding skills as articulated by |times per year to all students in grades 4-6|to some students in grades 4-6 to ensure |4-6 or above. |

|the Oregon CCSS for ELA and Literacy by grade level, Writing |to ensure that all demonstrate a sufficient |that students demonstrate a sufficient | |

|Standard 6. |command of keyboarding skills as articulated|command of keyboarding skills as articulated|How: School leadership and staff decide how |

|Assessments of keyboarding skills are continually |by the Oregon CCSS for ELA and Literacy, by |by the Oregon CCSS for ELA and Literacy, by |best to monitor student progress with |

|administered to all students in grade 7 and beyond to |grade level, Writing Standard 6. |grade level, Writing Standard 6. |keyboarding skills. |

|students who have failed to demonstrate a sufficient command |Assessments of keyboarding skill are |Assessments of keyboarding skill are not | |

|of keyboarding skills as articulated by the Oregon CCSS for |administered to all students in grade 7 and |administered to students in grade 7 and |Use school or district-guidelines to |

|ELA and Literacy by grade level, Writing Standard 6. |beyond who have not met the expectations for|beyond who have not met the expectation for |determine what level of keyboarding skills |

| |keyboarding proficiency articulated by the |keyboarding proficiency articulated by the |is an indicator of proficiency across the |

| |Oregon CCSS for ELA and Literacy, by grade |Oregon CCSS for ELA and Literacy, by grade |grade levels. In particular, decide: |

| |level, Writing Standard 6. |level, Writing Standard 6. |Is a page single or double-spaced? |

| | | |What constitutes a “sitting”? (operationally|

| |How: Focus on quality of implementation and|How: School leadership and staff decide how |define the length of time students will have|

| |sustainability. |best to monitor student progress with |to meet the expectation described in the |

| | |keyboarding skills. |Oregon CCSS for ELA and Literacy, by grade |

| |School leadership and staff decide how best | |level, Writing Standard 6). |

| |to monitor student progress with keyboarding|Use school or district-guidelines to | |

| |skills. |determine what level of keyboarding skills |Formal/informal assessments of keyboarding |

| | |are an indicator of proficiency across the |skill are included in the writing assessment|

| |Establish a schedule for assessing students’|grade levels. In particular, decide: |plan to ensure that all students in grades |

| |keyboarding skills to ensure that sufficient|Is a page single or double-spaced? |4-6 and students in grade 7 and above who |

| |resources are available for all students to |What constitutes a “sitting”? (operationally|have not demonstrated proficiency will be |

| |be assessed. |define the length of time students will have|assessed. |

| | |to meet the expectation described in the | |

| | |Oregon CCSS for ELA and Literacy, by grade | |

| | |level, Writing Standard 6). | |

| | | | |

| | |Formal/informal assessments of keyboarding | |

| | |skill are included in the writing assessment| |

| | |plan to ensure that all students in grades | |

| | |4-6 and students in grade 7 and above who | |

| | |have not demonstrated proficiency will be | |

| | |assessed. | |

|4. Student performance data are analyzed and summarized in |What: Student performance data are |What: Student performance data are |What: There is no established process to |

|timely, meaningful formats and routinely used by teachers and|systematically analyzed and summarized in |inconsistently analyzed and summarized in |analyze student performance data |

|grade or department-level teams to evaluate and adjust |timely, meaningful formats and routinely |timely, meaningful formats and sometimes |systematically. |

|writing instruction as needed. Students with similar needs |used by grade or department-level teams to |used by grade or department-level teams to | |

|are grouped together for instruction. |evaluate and adjust instruction as needed. |evaluate and adjust instruction as needed |How: Grade level (and/or content-level) team|

| | |for all students. |meetings are an effective way to analyze |

| |How: Focus on quality of implementation and | |student performance data systematically to |

| |sustainability: |How: The principal, assessment coordinator, |identify adjustments to instruction for |

| | |and/or lead teacher(s) establishes a |individuals and groups, as well as the |

| |Establish a useful and meaningful way to |systematic plan to analyze and summarize |effects of instruction as a whole. |

| |summarize data obtained from benchmark |data obtained from formal and informal | |

| |measures as well as formal and informal |measures of writing. |The principal, assessment coordinator, |

| |progress monitoring measures. | |and/or lead teacher(s) establishes a |

| | |The principal, assessment coordinator, |systematic plan to analyze and summarize |

| |Establish a process to evaluate the |and/or lead teacher(s) work together to |data obtained from formal and informal |

| |effectiveness of each grade level team’s |establish a process to evaluate the |measures of writing. |

| |data analysis and instructional |effectiveness of instruction for each grade | |

| |decision-making progress. |level and decide how students will be |The principal, assessment coordinator, |

| | |grouped for instruction. |and/or lead teachers work together to |

| |Use decision rules to evaluate the impact of| |establish a process to evaluate the |

| |instructional programs for all students. | |effectiveness of instruction for each grade |

| | | |level and decide how students will be |

| | | |grouped for instruction. |

|5. Local performance assessments include standardized |What: Procedures are established to provide |What: Procedures are established to provide |What: Procedures are not established to |

|administration procedures (e.g., clearly articulated |all students in grades 3 through 8 and at |some/most students in grades 3 through 8 the|provide students in grades 3 through 12 the |

|directions and specified prompts), school-wide assessment |least once in high school the opportunity to|opportunity to respond to one writing prompt|opportunity to respond to at least one |

|schedule, and provide students with multiple opportunities to|respond to at least one writing prompt that |that is scored using an official state |writing prompt that is cored using an |

|practice writing multiple text types and for multiple |is scored using an official state scoring |scoring guide. |official state scoring guide. |

|purposes and audiences as described in the Oregon CCSS for |guide. | | |

|ELA and Literacy, by grade level, Writing Standards (1-3). | |The local performance assessments |The local performance assessments |

| |The local performance assessments |administered in grades 3 through 8 utilize |administered in grades 3 through 12 do not |

| |administered to students in grades 3 through|writing prompts that align with the modes of|utilize writing prompts that align with the |

| |12 utilize writing prompts that align with |writing represented in the Oregon CCSS for |modes of writing represented in the Oregon |

| |the modes of writing represented in the |ELA and Literacy, by grade level, Writing |CCSS for ELA and Literacy, by grade level |

| |Oregon CCSS for ELA and Literacy, by grade |Standards 1-3 – narrative, |Writing Standards (1-3) and do not |

| |level, Writing Standards 1-3 – narrative, |informative/explanatory, and |explicitly align with the expectations for |

| |informative/explanatory, and |opinion/argument texts – but may not |grade-level writing proficiency in the |

| |opinion/argument texts - and the |explicitly align with the expectations for |Oregon CCSS for ELA and Literacy, by grade |

| |expectations for grade-level writing |grade-level writing proficiency in the |level, Writing and Language Standards. |

| |proficiency in the Oregon CCSS for ELA and |Oregon CCSS for ELA and Literacy, by grade | |

| |Literacy by grade level, Writing and |level, Writing and Language Standards. |Procedures are not established for scoring |

| |Language Standards. | |local performance assessments using an |

| | |Procedures are established for scoring local|official state scoring guide. |

| |Procedures are established for the timely |performance assessments using an official | |

| |scoring of local performance assessments |state scoring guide, but results are not |How: Principal, expert, and/or lead |

| |using an official state scoring guide and |shared in a timely fashion and/or in easily |teacher(s) will establish an annual schedule|

| |assessment results are shared in easily |interpretable ways with teachers and |with specific testing windows for the |

| |interpretable ways with teachers and |parents. |administration of at least one local |

| |parents. | |performance assessment per grade identified.|

| | |How: Focus on quality of implementation and |This schedule might also include information|

| |How: Focus on quality of implementation and |consistency: |about the mode of writing students will be |

| |sustainability: | |expected to complete as well as the |

| | |Principal, expert, and/or lead teacher(s) |expectations for grade-level writing |

| |Establish an annual schedule with specific |will establish an annual schedule with |proficiency that students could be expected |

| |testing windows for the administration of at|specific testing windows (e.g., January 5th |to meet via the completion of this |

| |least one local performance assessment per |– 12th) for the administration of at least |assessment. |

| |grade. This schedule might also include |one local performance assessment per grade. | |

| |information about the mode of writing |This schedule might also include information|Ensure that this schedule accounts for the |

| |students will be expected to complete, as |about the mode of writing students will be |time and resources needed to administer at |

| |well as the expectations for grade-level |expected to complete as well as the |least one local performance assessment to |

| |writing proficiency that students could be |expectations for grade-level writing |ALL students in grades 3 through 8 as well |

| |expected to meet via completion of this |proficiency via the completion of this |as at least once during grades 9-12 |

| |assessment. |assessment. | |

| | | |Review the writing prompts that have been |

| |Review the procedures currently in place to |Ensure that this schedule accounts for the |used previously as part of the local |

| |communicate the results of local performance|time and resources needed to administer at |performance assessment. As a grade-level |

| |assessments to teachers and parents. Is the |least one local performance assessment to |team, examine the alignment of the |

| |information shared meaningful? Is it |ALL students in grades 3 through 8 as well |requirements stated in the prompt with the |

| |summarized and formatted to facilitate |as at least once during grades 9-12 |expectations for grade-level proficiency |

| |instructional decision-making by individual | |outlined in the Oregon CCSS for ELA and |

| |teachers and/or grade level teams? |Review the writing prompts that have been |Literacy, by grade level Writing and |

| | |used previously as part of the local |Language Standards. If there are critical |

| | |performance assessment. As a grade-level |components from the Oregon CCSS for ELA and |

| | |team, examine the alignment of the |Literacy, by grade level Writing and |

| | |requirements stated in the prompt with the |Language Standards that are not met by the |

| | |expectations for grade-level proficiency |local performance assessment, discuss ways |

| | |outlined in the Oregon CCSS for ELA and |that the assessment can be modified to |

| | |Literacy, by grade level, Writing and |include those components. |

| | |Language Standards. If there are critical | |

| | |components from the Oregon CCSS for ELA and |As a staff, discuss how this information can|

| | |Literacy, by grade level, Writing and |be reported in meaningful formats for both |

| | |Language Standards that are not met by the |teachers and parents (e.g., What information|

| | |local performance assessment, discuss ways |will be the most useful to these different |

| | |that the assessment can be modified to |stakeholders?) |

| | |include those components. | |

| | | |Principal, expert, and/or lead teacher(s) |

| | |Review the results of local performance |will establish a schedule for the scoring of|

| | |assessments that are shared with schools and|local performance assessments to ensure that|

| | |teachers. As a staff, discuss how this |stakeholders receive information about |

| | |information can be reported in meaningful |student performance in a timely manner. |

| | |formats for both teachers and parents (e.g.,| |

| | |What information will be the most useful to | |

| | |these different stakeholders?) | |

| | | | |

| | |Principal, expert, and/or lead teacher(s) | |

| | |will establish a schedule for the scoring of| |

| | |local performance assessments to ensure that| |

| | |stakeholders receive information about | |

| | |student performance in a timely manner. | |

|6. Local performance and classroom-based assessments provide |What: Procedures are established to provide |What: Procedures are established to provide |What: Procedures are not established to |

|students with multiple opportunities to practice writing over|all students in all grades across all |some students in some grades across some |provide students multiple opportunities |

|extended time frames (e.g., time for research, revision, and |content areas the opportunity to practice |content areas the opportunity to practice |across the content areas to practice writing|

|reflection) and shorter time frames for a range of |writing over shorter and extended time |writing over shorter and extended time |over shorter and extended time frames. |

|discipline-specific tasks, purposes, and audiences (CCR |frames |frames. | |

|Anchor Standard for Writing #10; Oregon CCSS for ELA and | | |How: Principal, lead teacher, and/or |

|Literacy by grade level, Writing Standard 10) |How: Focus on quality of implementation and|How: Principal, lead teacher, and/or |assessment coordinator establish an annual |

| |sustainability: |assessment coordinator establish an annual |schedule with specific testing windows to |

| |Establish an annual schedule with specific |schedule with specific testing windows to |ensure that all students in all grades |

| |testing windows for the administration of at|ensure that all students in all grades |participate in one local performance |

| |least one local performance assessment per |participate in one local performance |assessment that requires engagement in the |

| |grade. |assessment that requires engagement in the |writing process. |

| | |writing process. | |

| |When planning writing instruction and/or | |Lead teacher and/or assessment coordinator |

| |focusing on the integration of reading and |Lead teacher and/or assessment coordinator |works with classroom teachers to ensure that|

| |writing instruction, teachers systematically|works with classroom teachers to ensure that|writing instruction and/or writing in |

| |plan to provide students with opportunities |writing instruction and/or writing in |response to reading instruction includes |

| |to write over extended time frames (e.g., |response to reading instruction includes |multiple opportunities for students to write|

| |book reports, research projects, narratives,|multiple opportunities for students to write|over extended time frames (e.g., book |

| |etc.) and shorter time frames as a means to |over extended time frames (e.g., book |reports, research projects, narratives, |

| |assess student understanding. |reports, research projects, narratives, |etc.) and shorter time frames as a means to |

| | |etc.) and shorter time frames as a means to |assess student understanding and follows up |

| | |assess student understanding. |with classroom teachers as needed. |

|7. Summative data (such as the Oregon Statewide Assessment of|What: Summative data are used for making |What: Summative data are inconsistently used|What: Summative data are not used for making|

|Writing and local performance assessments designed by |individual, group/grade, and systems-level |for making individual, group/grade, and |individual, group/grade, and systems-level |

|districts) are used for decision-making at a schoolwide |decisions at all grade levels (K-12). |systems-level decisions at all grade levels |decisions at all grade levels (K-12). |

|level. | |(K-12). | |

| |How: | |How: Principal, assessment coordinator, |

| |At the individual level: |How: Principal, assessment coordinator, |and/or lead teacher(s) establish a process |

| |Evaluate performance with respect to |and/or lead teacher(s) establish a process |for reviewing data at the individual, |

| |specified instructional goals |for reviewing data at the individual, |group/grade, and systems levels. |

| |At the group/grade level: |group/grade, and systems levels. | |

| |Evaluate overall performance with respect to| |At the individual level: |

| |specified instructional goals (e.g., What |At the individual level: |Evaluate performance with respect to |

| |percentage of students met/did not meet the |Evaluate performance with respect to |specified instructional goals |

| |goals?). This information can be used to |specified instructional goals |At the group/grade level: |

| |target instructional planning and support |At the group/grade level: |Evaluate overall performance with respect to|

| |efforts for the upcoming school year. |Evaluate overall performance with respect to|specified instructional goals (e.g., What |

| |Compare performance with previous years to |specified instructional goals (e.g., What |percentage of students met/did not meet the |

| |determine if modifications to instructional |percentage of students met/did not meet the |goals?). This information can be used to |

| |support and planning have helped improve |goals?). This information can be used to |target instructional planning and support |

| |student outcomes. Discuss what modifications|target instructional planning and support |efforts for the upcoming school year. |

| |should be made, based on student data, for |efforts for the upcoming school year. |Compare performance with previous years to |

| |the upcoming school year. |Compare performance with previous years to |determine if modifications to instructional |

| |At the systems level: |determine if modifications to instructional |support and planning have helped improve |

| |Examine school outcomes to determine the |support and planning have helped improve |student outcomes. Discuss what modifications|

| |degree to which goals for the year have been|student outcomes. Discuss what modifications|should be made, based on student data, for |

| |achieved (e.g., Have all goals been met? Did|should be made, based on student data, for |the upcoming school year. |

| |greater numbers of students meet some goals |the upcoming school year. |At the systems level: |

| |than others? Were some groups/grade levels |At the systems level: |Examine school outcomes to determine the |

| |more successful at achieving their goals?) |Examine school outcomes to determine the |degree to which goals for the year have been|

| |Compare the achievement of goals to outcomes|degree to which goals for the year have been|achieved (e.g., Have all goals been met? Did|

| |from previous years (e.g., How much progress|achieved (e.g., Have all goals been met? Did|greater numbers of students meet some goals |

| |has been achieved with respect to each |greater numbers of students meet some goals |than others? Were some groups/grade levels |

| |goal?). This information can be used to |than others? Were some groups/grade levels |more successful at achieving their goals?) |

| |inform goal setting for the upcoming school |more successful at achieving their goals?) |Compare the achievement of goals to outcomes|

| |year. |Compare the achievement of goals to outcomes|from previous years (e.g., How much progress|

| |For the school-level infrastructure: |from previous years (e.g., How much progress|has been achieved with respect to each |

| |If goals were set for establishing an |has been achieved with respect to each |goal?). This information can be used to |

| |infrastructure to support writing (i.e., |goal?). This information can be used to |inform goal setting for the upcoming school |

| |increasing instructional time and/or the |inform goal setting for the upcoming school |year. |

| |opportunities students have to write for |year. |For the school-level infrastructure: |

| |multiple purposes and audiences), evaluate |For the school-level infrastructure: |If goals were set for establishing an |

| |the degree to which these goals have been |If goals were set for establishing an |infrastructure to support writing (i.e., |

| |achieved. This information can also be used |infrastructure to support writing (i.e., |increasing instructional time and/or the |

| |to inform goal setting for the upcoming |increasing instructional time and/or the |opportunities students have to write for |

| |school year. |opportunities students have to write for |multiple purposes and audiences), evaluate |

| | |multiple purposes and audiences), evaluate |the degree to which these goals have been |

| | |the degree to which these goals have been |achieved. This information can also be used |

| | |achieved. This information can also be used |to inform goal setting for the upcoming |

| | |to inform goal setting for the upcoming |school year. |

| | |school year. | |

| | | |Determine areas of strength and areas |

| | |Determine areas of strength and areas |needing improvement across each of these |

| | |needing improvement across each of these |grade levels and draft actions to target |

| | |grade levels and draft actions to target |each of the areas needing improvement. This |

| | |each of the areas needing improvement. This |process should occur in the winter and |

| | |process should occur in the winter and |spring following benchmark data collection. |

| | |spring following benchmark data collection. | |

| | | |To become adept with these practices, |

| | | |schools may want to begin by addressing each|

| | | |of these actions within one or two grade |

| | | |levels that have been identified as needing |

| | | |support. Once these practices have become |

| | | |adopted and refined, a plan should be |

| | | |established for implementing them at all |

| | | |grade levels. |

| |

|Assessment Total = _______/ 22 Points _______% |

III. Instruction

|Strategies and Actions |School Implementation |

|Recommended to Support Implementation |Defining Information and Action Steps |

|of the School-Level Framework | |

| |Fully in Place |Partially in Place |Not in Place |

| |2 |1 |0 |

|III. (A) Schools dedicate sufficient time for writing instruction, with writing occurring across the curriculum. |

|1. The school allocates sufficient time for writing |What: All teachers follow minimal |What: Most/some teachers follow minimal |What: Few/no teachers follow minimal |

|instruction during the school day. It is recommended that |recommended times for daily reading |recommended times for daily writing |recommended times for daily writing |

|schools spend at least 35 to 40 minutes daily engaged in |instruction. (For example, all teachers in |instruction. |instruction. |

|writing and writing instruction starting in first grade and |K-3 are teaching writing at least 35-40 | | |

|at least 60 minutes in middle and high school in order to |minutes daily.) | | |

|meet CCR Anchor Standards for Writing 1-10. (x2) | | | |

|2. Writing is infused into content area instruction in the |What: Writing instruction and writing tasks|What: Writing instruction and writing tasks|What: Writing instruction and writing tasks|

|elementary through secondary levels to provide time for |are incorporated into all content areas |are incorporated into some content areas |are not incorporated into content areas |

|teaching and opportunities for students to practice writing |across the curriculum. Middle and high |across the curriculum. Some middle and high|across the curriculum. English/Language Arts|

|for multiple purposes and audiences (for middle and high |school teachers are familiar with and teach |school teachers are familiar with and teach |is the only instructional area in which |

|school levels, see CCSS for ELA and Literacy Writing |CCR Writing Standards 1-10 by grade level |CCR Writing Standards 1-10 by grade level |writing is taught. Teachers are not |

|Standards for Literacy in History,/Social Studies, Science, |bands for Literacy in History/Social |bands for Literacy in History/Social |familiar with nor use CCR Writing Standards |

|and Technical Subjects 6-12 (pp. 63-66).. |Studies, Science, and Technical Subjects |Studies, Science, and Technical Subjects |1-10 by grade level bands for Literacy in |

| |6-12. |6-12. |History/Social Studies, Science, and |

| | | |Technical Subjects 6-12. |

| |How: The amount of writing time increases |How: Principal conducts teacher | |

| |as students move through the grades. |walk-throughs to determine gaps in scheduled|How: School develops a plan for setting |

| |Writing is incorporated into all subjects |writing time. Walk-throughs are conducted in|aside increased time each day for teaching |

| |within the school day. |content and technical area classrooms to |writing skills, processes, and knowledge |

| | |ensure that writing is taking place across |across the curriculum. It is recommended |

| |Professional development has been provided |the curriculum. |that teachers either (a) increase the total |

| |and/or study groups have been created to | |amount of time devoted to the language arts |

| |help teachers incorporate CCR Writing | |block to ensure adequate writing time is |

| |Standards 1-10 by grade level bands for | |provided, or (b) set aside a separate time |

| |content area standards. | |for the writing block outside of the |

| | | |designated reading block. Also, set aside |

| | | |time for professional development to help |

| | | |teachers become aware of and teach the CCR |

| | | |Writing Standards 1-10 by grade level bands |

| | | |for content area subjects. |

|III. (B) Effective instructional procedures are incorporated into teaching the writing process, including strategic writing behaviors. |

|1. Teachers use a process approach to help teach writing |What: Writing teachers explicitly teach the|What: Some writing teachers explicitly |What: The process approach to writing is |

|instruction, integrating strategies for planning, writing, |writing process and provide strategic |teach the writing process and provide |generally not used within classrooms. More |

|revising, and editing across grade levels and genres (CCR |instruction in planning, writing, revising |strategic instruction in planning, writing, |traditional approaches are used for writing |

|Writing Standard 5). |and editing across grade level and genres. |revising and editing across grade level and |instruction such as isolated skill |

| | |genres; others do not or are more informal |development with worksheets outside the |

| |How: Teachers devote time to explicitly |rather than strategic in their approach. |actual context of writing. |

| |teaching prewriting activities, drafting, | | |

| |seeking feedback from peers or the |How: Teachers start moving to more |How: In-depth professional development is |

| |instructor, revising at the whole-text |strategic procedures for teaching the |planned and provided for using the process |

| |level, paragraph or sentence level |writing process instead of depending on an |approach to teaching writing. A plan is |

| |(depending upon grade level), proofreading, |informal learning processes. They move away|developed for applying these concepts within|

| |and “publishing” or printing the final text.|from the assumption that the needed skills |classrooms, and ongoing professional |

| |Also, teachers are familiar with and teach |and knowledge will be acquired naturally as |development and coaching is used to provide |

| |these skills across grade levels, as |students write in supportive environments |support for teachers in using the process |

| |delineated by CCSS for ELA and Literacy |and that important concepts will be learned |approach. |

| |Writing Standard 5. |through teachable moments and mini-lessons | |

| | |that may not cover all of the skills | |

| | |students need to learn. For ideas on how to| |

| | |explicitly teach the writing process, see | |

| | |the column to the left. | |

|2. Writing strategies are taught using systematic and |What: All writing teachers and, as |What: Some teachers explicitly and |What: Very few, if any, teachers |

|explicit procedures including modeling, scaffolded |appropriate, content area teachers, |systematically teach students strategies for|systematically and explicitly teach writing |

|assistance, and guided independent practice. Writing |explicitly and systematically teach students|planning, revising, and editing text across |strategies for planning, revising, and |

|strategies are aligned by grade level with the CCSS for ELA |strategies for planning, revising, and |grade levels and genres. Others do not teach|editing text across grade levels and genres.|

|and Literacy Writing Standards. |editing text across grade levels and genres.|specific strategies or teach strategies |Students are asked to complete these |

| |Teaching personnel teach strategies that |informally rather than explicitly and |activities independently with very little to|

| |students have plenty of opportunity to use |systematically. Strategies are taught |no direct instruction. |

| |and can be geared upward and downward in |somewhat randomly across the school | |

| |terms of sophistication. Strategy |depending on grade level and teachers within|How: In-depth professional development is |

| |instruction is sequenced so that strategies |the same grade levels. Writing strategies |conducted to help teachers understand the |

| |build upon one another, and the number of |are not necessarily aligned by grade level |rationale for using writing strategies and |

| |strategies a student can learn at one time |with the CCSS for ELA and Literacy. |the what and how of teaching these |

| |is limited. Writing strategies are aligned | |strategies. Using the CCSS for ELA and |

| |by grade level with the CCSS for ELA and |How: The school develops a plan for |Literacy by grade level as a guide, the |

| |Literacy. |determining what writing strategies will be |staff works together to develop a schoolwide|

| | |taught at each grade level for various |plan to determine the types of strategies |

| |Examples of writing strategies include |genres, using the Oregon Writing Standards |that will be taught at each grade level. |

| |systematic steps for writing a persuasive |(OWS) to guide the instructional plan. All |Ongoing professional development and |

| |essay, steps for revising a written product,|teachers agree to incorporate this plan into|coaching is used to help implement this |

| |steps for planning a written composition, |their daily writing instruction. School |plan. |

| |etc. |leaders determine which teachers need | |

| | |assistance in teaching writing strategies | |

| |How: Teachers use explicit instruction for |explicitly and systematically and provide | |

| |teaching strategies including: (1) |professional development to help address | |

| |developing and activating students’ |these needs. | |

| |background knowledge needed to use the | | |

| |strategy; (2) discussing the purpose and | | |

| |benefits for using the strategy; (3) | | |

| |modeling how to use the strategy; (4) | | |

| |requiring students to memorize the steps in | | |

| |the strategy; (5) having students practice | | |

| |using the strategy with scaffolding; and (6)| | |

| |asking the students to use the strategy with| | |

| |little or no support. | | |

|3. Teachers use specific plans of actions/procedural |What: When teaching writing strategies, |What: When writing strategies are taught, |What: In general, few, if any teachers use |

|facilitators/think sheets to help teach and scaffold writing |teachers across the school use plans of |teachers teach strategies as a whole, rather|plans of action to help teach writing |

|strategies. |action or “think sheets” to provide a common|than defining specific steps and providing |strategies and make the process of learning |

| |language for teachers and students to use in|concrete plans of action or think sheets to |these strategies more concrete. |

| |their dialogue about writing processes and |help students understand and memorize | |

| |tasks. Examples are graphic organizers or |various strategies. |How: Provide professional development and |

| |mnemonics that make writing structures | |seek resources for developing and using |

| |visible to students and help scaffold |How: Provide professional development and |specific plans of action or think sheets to |

| |instruction. |seek resources for developing and using |help teach as well as scaffold instruction. |

| | |specific plans of action or think sheets to |Specific examples of these types of tools |

| |How: Although specific plans of action are |help teach as well as scaffold instruction. |are provided within the Oregon Literacy |

| |not needed for every writing task (e.g. |Specific examples of these types of tools |Framework’s Writing Plan. |

| |writing a note to a friend), teachers use |are provided within the Oregon Literacy | |

| |plans of action to help teach strategic |Framework’s Writing Plan. Have teachers who| |

| |knowledge for the more important writing |are using such tools share ideas with other | |

| |tasks. This then becomes the “invisible |staff members. | |

| |knowledge” that students then carry in their| | |

| |heads to complete various writing tasks. | | |

|4. Teachers provide quality, structured feedback about |What: All teachers of writing consistently |What: Some feedback is provided to students|What: No consistent structured feedback is |

|students’ writing using interactive, elaborated dialogue. |provide quality, structured feedback to |regarding their writing performance. |provided to students on writing assignments |

| |students regarding their writing performance|However, the feedback is general rather than|and writing progress. |

| |and progress. |being elaborate, specific, and explicit. | |

| | | |How: Interactive dialogue between students |

| |How: Teachers use a combination of |How: Develop a plan to improve the quality |and teachers or students and their peers is |

| |interactive dialogue with procedural |of interactive discussion around writing |a critical instructional factor in enhancing|

| |facilitators such as plans or action, think |tasks and assignments. This could involve |the quality of students’ writing. Research |

| |sheets, and/or detailed rubrics specific to |planning and conducting professional |indicates that teachers engaging students in|

| |the genre being taught when providing |development and/or conducting study groups |dialogue about writing, providing frequent |

| |feedback. These procedural facilitators |on how to provide quality discussions around|comments, thoughts and suggestions about |

| |provide a shared vocabulary and common |writing tasks. Example checklists that |what a student has written, scaffolding help|

| |understanding about the writing process. |could be used as concrete tools for |around observed problems, and noting |

| |Feedback is interactive, specific, and |providing feedback can be found within the |specific strengths and areas needing |

| |explicit. |Framework’s Writing Plan. |development are critical to improving |

| | | |students’ writing. |

| | | | |

| | | |Provide professional development and seek |

| | | |resources for developing and using quality, |

| | | |structured feedback with interactive |

| | | |dialogue as a means to develop and improve |

| | | |students’ writing. |

|5. Teachers set specific product goals for writing tasks |What: All teachers help students set |What: Some teachers collaboratively set |What: Teachers generally do not set any |

|that they assign and provide ongoing feedback on meeting |specific goals for the writing task(s) they |goals with students related to the written |type of student goals for improving writing.|

|these goals. Goals are differentiated based upon individual |are about to complete and provide ongoing |compositions they are asked to complete. | |

|student needs. |feedback on meeting these goals. |Other teachers do not set goals or set | |

| | |classwide goals related to task completion. |How: Setting product goals involves |

| |How: Goals are specific to the purpose of | |assigning students specific, measurable, and|

| |the writing assignment, as well as | |reachable goals for the writing they are |

| |characteristics of the final writing |How: Develop a plan for all teachers of |about to complete. Research indicates that |

| |product, rather than general overall goals |writing collaboratively setting writing |setting product goals has a strong impact on|

| |such as task completion. Goals are |goals with students, especially with |writing quality. As a result, the school |

| |differentiated based upon student needs, |low-performing writers and EL writers. |should encourage teachers within the school |

| |specifically for special education students |Examples include deleting sentences that |to collaboratively set writing goals for |

| |and ELs. Progress toward meeting these |repeat ideas, adding three new ideas to a |students. Start first with providing |

| |goals is used as a basis for discussion |particular section of a writing piece, or |training in this area, and then develop a |

| |during the revision process and |revising one particular section to make it |plan for implementation. One example for |

| |teacher-student conferences. |more persuasive to the reader. These goals |goal setting is contained within the |

| | |are then used as a basis for discussion |Framework’s Writing Plan. |

| | |during revision conferences. | |

|III. (C) Teaching personnel explicitly teach the specific discourse knowledge needed for writing development. |

|1. Instructional personnel explicitly and directly teach |What: The school has developed a specific |What: Although various genres are taught |What: Teachers within the school have not |

|genre-specific text structures, and provide “live” models and|plan detailing which genres will be taught |within writing classrooms, the school has |discussed the different types of writing |

|demonstrations to show how to write different text |at each grade level, aligning with the |not developed a schoolwide plan for what |that should be taught to students. As a |

|structures, beginning in the early elementary grades and |Oregon CCSS for ELA & Literacy by grade |specific writing genres will be taught |result, a very limited set of genres are |

|include more sophisticated text structures as students move |level Writing Standards. Teachers follow |within and across grade levels nor do these |taught to students within the school that do|

|through higher grade levels, including those genres that are |this plan within and across grade levels and|incorporate those genres delineated within |not necessarily align with those described |

|aligned with the CCR Anchor Writing Standards 1-3. (NOTE: |model writing during “live” demonstrations |the Oregon CCSS for ELA & Literacy Writing |in the CCSS for ELA & Literacy Writing |

|Lower-level and higher-level writing skills are typically | |Standards by grade level. Individual |Standards. |

|combined in a single instructional sessions). |How: The school has incorporated the Oregon|teachers generally decide somewhat randomly | |

| |Department of Education’s Language Arts |what genres they will teach within their |How: The school should introduce different |

| |Benchmarks and Standards (which adopted the |classrooms. Writing is inconsistently |types of genres to students beginning in the|

| |Common Core Standards). These standards |modeled during “live” demonstrations. |early elementary grades, including those |

| |outline specific genres as well as breadth | |specified within the Oregon CCSS for ELA & |

| |and depth of writing within various genres |How: Set aside resources to develop a |Literacy by grade level Writing Standards |

| |at each grade level. Teachers within a |schoolwide plan for genre instruction across|K-12. In the early grades the practice of |

| |school use the same process steps to teach |grade levels that incorporate the Oregon |reading a variety of books to children has |

| |different genres in order to provide |CCSS for ELA & Literacy Writing Standards by|been shown to support their acquisition of |

| |consistency for the students they instruct. |grade level. This plan should outline |genre knowledge. These books should be |

| | |specific genres as well as breadth and depth|integrated into various curriculum units and|

| | |of understanding expected at each grade |features of the text discussed within the |

| | |level. |classrooms. In elementary through high |

| | | |school, students should be taught to write |

| | | |for a variety of audiences and a variety of |

| | | |purposes. Recommendations and examples for |

| | | |how to teach different writing genres are |

| | | |detailed within the Oregon Literacy |

| | | |Framework’s narrative plan for writing. |

|2. Teachers provide explicit instruction in spelling skills |What: The school has developed a schedule |What: The school has developed a schedule |What: Teachers within the school teach |

|and allot at least 60-75 minutes per week for spelling |that allows for at least the minimum amount |that allots time for spelling instruction |spelling whenever they can fit it in. The |

|instruction in the elementary grades. Spelling instruction |of recommended time for spelling |each day. However, teachers don’t |result is inconsistency in the amount of |

|is differentiated for students who struggle with spelling. |instruction. Differentiated instruction is |necessarily adhere to these time guidelines.|time devoted to spelling instruction each |

|Spelling instruction is aligned with the broad spelling |provided to students who struggle with |Teachers may shorten spelling lists as an |week. A “one size fits all” approach to |

|conventions and patterns presented in CCR Anchor Language |spelling. |accommodation for students who struggle with|spelling instruction is used in that all |

|Standard 2 across grade levels (including morphological |For students who struggle with spelling in |spelling but give little consideration to |students work from the same spelling list |

|awareness and word study instruction for intermediate and |middle and high school, time is set aside to|determining developmentally appropriate |with no consideration given to |

|upper grade students). (NOTE: Lower-level and higher-level |develop better spelling skills through the |spelling instruction for these students. |developmentally appropriate instruction. |

|writing skills are typically combined in a single |use of spelling patterns and morphology. | | |

|instructional sessions).. | |How: Use observations such as principal |How: Have all elementary teachers develop |

| |How: Explicit instruction is used during |walk-throughs to determine gaps in spelling |schedules that incorporate at least the |

| |the allotted spelling time. Focus is on |scheduling. Work with these teachers to |minimum amount of recommended time for |

| |phoneme-grapheme associations in |ensure enough time is being devoted to |spelling instruction each week. |

| |kindergarten and first grade, common |spelling instruction throughout the school | |

| |spelling patterns in first and second |week. |Obtain resources including professional |

| |grades, and patterns, morphological | |development that informs teachers on |

| |structures and helpful spelling rules in |Obtain resources including professional |research-based recommendations for teaching |

| |second grade and beyond. Students are |development that informs teachers on |spelling and how to differentiate spelling |

| |taught systematic and effective strategies |research-based recommendations for teaching |instruction for students who struggle. |

| |for studying new spelling words and provide |spelling and how to differentiate spelling | |

| |opportunities to generalize spelling skills |instruction for students who struggle. | |

| |to text composition. | | |

|3. Teachers provide explicit instruction in handwriting |What: In the primary grades, a formal |What: Although a handwriting program has |What: A formal handwriting program is not |

|skills. In the primary grades, at least 75-100 minutes per |handwriting program is adopted and at least |been adopted by the school, not all teachers|adopted, and very little time is set aside |

|week is dedicated to handwriting instruction. (NOTE: |75-100 minutes per week is dedicated to |consistently use the program or follow |each week for teaching handwriting. |

|Lower-level and higher-level writing skills are typically |explicit instruction in handwriting skills. |recommended minimum amounts of time for | |

|combined in a single instructional sessions). | |formal instruction. Not all teachers are |How: Research indicates that handwriting is|

| | |not aware of or use research-based |a predictive factor in determining the |

| |How: Teachers explicitly model, practice |procedures for teaching handwriting |length and quality of compositions. If |

| |and review letter formation, pencil grip and| |students have difficulty forming letters |

| |paper positioning. They provide students |How: Through observations such as principal|with reasonable legibility and speed, they |

| |with facilitative supports for attaining |walk-throughs, determine gaps in formal |cannot translate the language in their minds|

| |legible handwriting such as numbered arrows |handwriting instruction. Work with these |into written text. Additionally, research |

| |that depict correct letter stroke sequences,|teachers to ensure enough time is being |suggests that there is a high correlation |

| |verbal descriptions of strokes, |devoted to handwriting instruction |between handwriting speed and typing speed, |

| |hand-over-hand physical assistance, and |throughout the school week. |and many students who struggle with |

| |paper positioning marks on students’ desks | |handwriting may also struggle with automatic|

| |as needed. Teachers develop students’ |Obtain resources including professional |keyboarding. As a result, teachers cannot |

| |capacity for independently evaluating and |development that informs teachers on |depend on word processing to “bypass” poor |

| |improving their handwriting. Students are |research-based recommendations for teaching |handwriting skills, and teachers should |

| |encouraged to develop handwriting fluency |handwriting skills and how to differentiate |provide explicit instruction in both |

| |through ample opportunities to write by hand|handwriting instruction for students who |handwriting and keyboarding. |

| |and speed trials during which students work |struggle. | |

| |on handwriting speed, especially for | |The school should develop a plan for |

| |students that struggle with handwriting | |incorporating explicit instruction of |

| |fluency. Instruction is differentiated by | |handwriting skills throughout the primary |

| |additional specialized instruction for | |grades. The school should allot 75-100 |

| |struggling writers through individual | |minutes per week in short sessions for this |

| |tutoring or small group instruction. | |instruction. |

| | | |Obtain resources including professional |

| | | |development that informs teachers on |

| | | |research-based recommendations for teaching |

| | | |handwriting skills and how to differentiate |

| | | |handwriting instruction for students who |

| | | |struggle. |

|4. The school ensures students receive explicit and direct |What: The school has developed and |What: The school has not developed and |What: Students within the school do not |

|instruction on keyboarding skills to take advantage of word |implemented a plan for students to receive |implemented a systematic plan for students |have the opportunity to learn keyboarding |

|processing for writing compositions and to meet the |instruction on keyboarding and other |to receive instruction on keyboarding and |and other technological skills needed for |

|expectations established for keyboarding proficiency by |technological skills needed to take |other technological skills needed to take |fluent word processing. |

|Oregon CCSS for ELA & Literacy Writing Standard 6. Teachers |advantage of word processing as well as a |advantage of word processing. However, | |

|design and use an instructional plan for integrating word |plan for integrating word processing with |individual teachers within the school |How: Research indicates that word |

|processing with writing instruction rather than expecting |writing instruction. |provide opportunities for students to use |processing has a consistently positive |

|students to do so on their own. (NOTE: Lower-level and | |word processing for writing. |impact on writing quality for students in |

|higher-level writing skills are typically combined in a |How: Students are taught to type as | |grades 4 through 12 including |

|single instructional sessions). |fluently as they write via keyboarding |How: Develop a systematic plan for students|average-achieving writers, at-risk learners,|

| |instruction. Students are encouraged to use|to receive instruction on keyboarding skills|and students identified with learning |

| |correct fingering and monitor their speed |and other technological skills needed to |disabilities and should be used within |

| |and accuracy. Students are also taught |support writing instruction. Additionally, |classrooms when appropriate. The use of |

| |revising strategies that take advantage of |create an instructional plan to integrate |word processing can be particularly helpful |

| |the editing capabilities of word processing,|word processing with writing instruction |to low achieving writers. |

| |including strategies for substantive |across the school. | |

| |revision as well as strategies for using | |The school should develop a plan for |

| |spell checkers for editing. Teachers | |obtaining the resources necessary for |

| |realize that technological tools by | |students to learn keyboarding and other |

| |themselves have very little impact on | |technological skills needed for word |

| |learning, including writing, and that | |processing including the use of spell |

| |learning depends on a combination of the | |checking devices. It is also recommended |

| |technology and instruction designed to help | |that an instructional plan to integrate word|

| |students take advantage of the capabilities | |processing with writing instruction across |

| |of the technology. | |the school be established. |

|5. Educators in the school receive professional development |What: Teachers across the school have |What: A number of teachers across the |What: Students within the school are |

|on and then integrate new technologies into their writing |studied and received training on how to |school provide students opportunities to |provided few, if any, opportunities to |

|instruction and assigned writing tasks. The use of |strategically and carefully provide students|engage with new domains for writing and new |engage with new domains for writing |

|technology to support the development of students’ writing |opportunities to engage with new domains for|forms of written communication available |available through new technology. |

|skills is emphasized in CCR Anchor Writing Standard 6, which |writing and new forms of written |through the advent of new technology. | |

|calls for students to use technology, including the Internet,|communication available through the advent |However, the staff have not received formal |How: In order for students to keep up with |

|to produce and publish writing and to interact and |of new technology such as the Internet. |training nor collaboratively studied the |writing skills that may be needed for future|

|collaborate with others. (NOTE: Lower-level and higher-level | |most effective methods for doing so. |employment, civic participation, and |

|writing skills are typically combined in a single |How: Teachers follow guiding principles | |personal purposes, educators must |

|instructional sessions). |when making the Internet an integral |How: Develop a plan for training teachers |strategically and carefully provide |

| |component of their writing curriculum. |on effective use of technology to enhance |opportunities for students to engage with |

| |Internet writing practices support required |writing skills. Provide teachers access to |new environments and forms of writing (and |

| |curriculum standards and are modified to |research, examples, and innovations, as well|reading) on the Internet. |

| |meet the needs of individual students. |as staff development, to learn best | |

| |Additionally, Internet writing practices are|practices. | |

| |focused on helping students learn the | | |

| |literacy skills necessary to be successful | | |

| |in the 21st century. | | |

|6. Sentence writing and sentence combining skills are |What: All writing teachers teach sentence |What: Most writing teachers teach sentence |What: Few teachers within the school |

|explicitly taught as a method of enhancing the quality of |writing and sentence combining skills as a |writing and sentence combining skills as a |directly and systematically teach sentence |

|students’ writing. (NOTE: Lower-level and higher-level |method of developing more complex sentences |method of developing more complex sentences |writing and sentence combining skills to |

|writing skills are typically combined in a single |and enhancing the overall quality of |and enhance the overall quality of their |their students. |

|instructional sessions). (x2) |students’ writing. |students’ writing. However, this | |

| | |instruction is conducted mainly through |How: Limited knowledge about effective |

| |How: Teachers organize lessons to teach |stand-alone skill-building exercises |writing formats at the sentence level may |

| |sentence writing and sentence-combining |activities and results in little transfer |hinder a writer’s ability to translate his |

| |skills that include modeling, supported |over to students’ everyday writing. |or her thoughts into text, and difficulties |

| |practice, and independent practice. | |constructing well-designed, grammatically |

| |Sentence-combining activities are | |correct sentences may also make the text |

| |meaningful, and specific activities and |How: Although contrived exercises may be |more difficult for others to read. The |

| |instruction are planned to help students |initially used to help students build a |process of composing a formal sentence is |

| |transfer sentence combining into their own |variety of quality sentence-writing |quite complex and therefore requires |

| |writing including the revision process. |techniques, as soon as students are |significant guidance. This is particularly |

| | |comfortable with a skill, teachers should |true for English learners as their native |

| | |have students practice their new skills in |language may use a different syntax than |

| | |their own writing and include |English. |

| | |sentence-combining skills within the | |

| | |revision process. |As a result, teachers within the school |

| | | |should learn how and then spend time |

| | | |developing lessons to explicitly teach |

| | | |sentence writing and sentence combining |

| | | |skills within their classrooms. |

|7. The development of language skills, including vocabulary |What: All teachers across the school plan |What: Selected teachers across the school |What: Vocabulary development and |

|acquisition and use, is found throughout the CCR for ELA & |and use specific strategies for |plan and use specific strategies for |integration of newly-learned vocabulary into|

|Literacy K-12 within reading, writing, speaking/listening, |incorporating newly-learned and high-level |incorporating newly-learned and high-level |students’ written compositions is not a |

|and language anchor standards. In the area of writing, |vocabulary into students’ written |vocabulary into students’ written |focus of most teachers across the school. |

|teachers plan for and use specific strategies for |compositions. |compositions. As a result, students within |Teachers have not received professional |

|incorporating newly-learned and higher-level vocabulary into | |these classrooms experience limited growth |development on effective methods of teaching|

|students’ written compositions. (NOTE: Lower-level and |How: Teachers within the school use |in their vocabulary development overall and |vocabulary within their classrooms. |

|higher-level writing skills are typically combined in a |explicit instruction to directly teach the |within their writing. | |

|single instructional sessions). |meaning of specific words and teach students| |How: The breadth and depth of a student’s |

| |strategies for independent word learning. |How: Conduct principal walk-throughs to |vocabulary will have a direct influence upon|

| |Additionally, teachers in grades 4-12 teach |determine gaps in effective vocabulary |the descriptiveness, accuracy and quality of|

| |word meaning and word-learning strategic |instruction. Provide professional |his or her writing. For that reason, the |

| |specific to content areas. These teachers |development informing all teachers on |school must develop a plan for teachers to |

| |do not assume that an improvement in overall|research-based recommendations for teaching |effectively provide explicit instruction of |

| |vocabulary skills will improve students’ |vocabulary and how to then help students |vocabulary within classrooms, and then |

| |word choice in writing. Instead, they |integrate this newly-learned vocabulary into|carefully plan specific strategies for |

| |carefully plan specific activities and |their daily writing. |helping students incorporate newly-learned |

| |strategies that encourage students to | |vocabulary into their written compositions. |

| |incorporate new vocabulary into their | |The plan must include professional |

| |written compositions. | |development on research-based practices for |

| | | |increasing students’ overall vocabulary |

| | | |skills. |

|III. (D) Instructional personnel foster students’ interest, enjoyment, and motivation to write. |

|1. Developing students’ self-efficacy in writing is a target|What: Teaching personnel across the school |What: A limited number of teachers within |What: Teaching personnel have not discussed|

|for teaching personnel. (Self-efficacy here is defined as a |engage students in activities that enhance |the school engage in activities that will |self-efficacy as it relates to writing |

|student’s assessment of his or her capability to perform |their self-efficacy. |enhance their students’ self-efficacy in | |

|specific writing tasks.) | |writing. |How: Teachers should be concerned about |

| |How: Teachers across the school ensure | |students’ self-efficacy in writing because |

| |students have opportunities to perform |How: Have teachers read about and study the|it is positively related to the amount of |

| |challenging tasks in which they can be |impact of developing self-efficacy in |effort students will expend to complete |

| |successful through sufficient scaffolding. |writing. Encourage teachers to integrate |writing tasks and the overall quality of |

| |They model coping techniques while faced |recommendations for enhancing students’ |task performance. |

| |with difficulty in completing written |self-efficacy into their writing | |

| |assignments. Teachers give truthful, |instruction. Use teachers already engaged |Have teachers read about and study the |

| |realistic, and specific feedback regarding |in these practices as resources. |impact of developing self-efficacy in |

| |task performance and, importantly, foster | |writing. Encourage teachers to integrate |

| |the belief that competence is alterable | |recommendations for enhancing students’ |

| |through effort expenditure. | |self-efficacy into their writing |

| | | |instruction. |

|2. Teachers provide authentic writing experiences and |What: Teaching personnel across the school |What: Some teachers within the school |What: Teaching personnel use workbook-type |

|assignments. Students see writing as a useful, interesting, |provide an array of authentic writing |provide students with relevant and authentic|activities with little relevance to their |

|and social activity that can be shared with different |experiences and tasks that motivate students|writing experiences and tasks that motivate |students’ lives to teach writing skills. |

|audiences for various purposes. (x2) |to become successful writers. |students to become successful writers. |Many students perceive writing activities as|

| | |However, this is not the normal practice |simply “another task to complete” for |

| |How: Teachers create authentic writing |within most writing classrooms. Some |accountability purposes and void of any |

| |tasks that help students see writing as a |students are engaged in highly motivating, |connection to their personal experiences and|

| |useful activity that has value and |relevant writing activities while others are|communication interests. As a result many |

| |relevance. Teachers also incorporate |more often engaged in solitary writing |students in classrooms across the school |

| |writing tasks that stress the social and |experiences with little variety in projected|lack motivation to complete writing |

| |communication aspects of writing. Writing |audience or purpose. |assignments and do not improve their writing|

| |is viewed as more than a solitary activity | |skills. |

| |in which a student demonstrates what he or |How: Create professional development plans | |

| |she has learned; rather, writing in |and/or study teams around the concept of |How: Develop a school-wide understanding of|

| |classrooms is viewed as a social activity in|providing authentic and relevant writing |and rationale for providing authentic and |

| |which what one writes is shared with various|experiences for students. Implement the |relevant writing experiences. Create |

| |audiences for various purposes. |plan and provide time for follow-up and |professional development plans and/or study |

| | |reflection. |teams around the concept of how to provide |

| | | |authentic and relevant writing experiences |

| | | |for students. Implement the plan and |

| | | |provide time for follow-up and reflection. |

| | | | |

| | | | |

|3. Teaching personnel create classroom environments that are|What: A positive shared culture of writing |What: Teacher and student attitudes toward |What: A positive shared “culture of |

|supportive and pleasant, and teachers are knowledgeable and |is evident in the school. All teaching |writing vary across classrooms. Many |writing” has not been developed within the |

|enthusiastic about writing activities, and are comfortable |personnel create classroom environments that|teachers are enthusiastic about writing and |school. Many students feel negatively about|

|sharing and demonstrating writing during classroom |are supportive, pleasant and enthusiastic |that enthusiasm carries over into their |their writing experiences and do not feel |

|instruction. |about writing. |classrooms. Others lack confidence in their|supported and encouraged in their writing |

| | |own writing and as a result have developed |efforts. |

| |How: Teachers are enthusiastic about |negative feelings toward the process which | |

| |writing themselves and create positive |carries over into their classroom activities|How: Research suggests that teachers pass |

| |environments where students are constantly |and feedback. |on their attitudes to their students. As a |

| |encouraged to try hard and believe that the | |result, it is important that the school |

| |skills and strategies they are learning will|How: Conduct principal walk-throughs to |develop a positive culture around writing |

| |permit them to write well. |identify gaps in positive, encouraging |that is visible through classrooms in which |

| | |writing environments. Differentiate |students are excited and interested in |

| | |professional development to help teachers |writing tasks. |

| | |develop the skills, confidence, and | |

| | |enthusiasm necessary to improve the writing |For teachers who do not feel positive and |

| | |culture across the school. |confident about their own writing, develop |

| | | |individual plans for them to develop and |

| | | |improve their skills. |

|III. (E) School personnel provide differentiated writing instruction through a tiered instructional model. |

|1. School personnel use formal and informal assessment |What: Instruction is optimized for all |What: Some differentiation of writing |What: A tiered instructional system is not |

|measures to guide a tiered model for writing instruction. |students and tailored to meet current levels|instruction occurs based upon student |in place. All students across the school |

| |of knowledge and prerequisite skills as well|assessment data. However, this |receive the same writing instruction within |

| |as organized to enhance student learning. |differentiation is not standardized; it |grade levels. Little differentiation of |

| | |based upon each individual teacher’s ability|writing instruction is provided based upon |

| |How: A tiered-model of instruction is in |to determine specific instructional needs |individual needs. |

| |place to group students. Data are used to |and time available to help meet these | |

| |group students (Tier 1 and Tier 2/3 in |individual needs. |How: Differentiated instruction is a key |

| |writing). | |concept which, when employed effectively, |

| | |How: A schoolwide, tiered instructional |can drive the type and quality of |

| | |writing plan is developed tailored to meet |instruction for all students. Developing a |

| | |the current writing needs of all students. |multi-level or tiered instructional model |

| | |Using all formal and informal assessment |provides a framework for differentiation. |

| | |information, students are assigned tiers of |The school should develop a schoolwide plan |

| | |instruction based on individual needs. |for providing tiered instruction in writing.|

| | | |Formal and informal assessment information |

| | | |should guide development of the model. |

|2. Tier 1 instruction consists of research-based practices |What: Tier 1 instruction in writing across |What: Some teachers within the school use |What: There appears to be no continuity |

|that guide writing instruction and are aligned with the |the school incorporates materials and |evidence-based writing practices as |between and within grade levels for writing |

|Oregon CCSS for ELA & Literacy, by grade level, Writing |procedures that are based upon scientific |summarized, defined and described within the|instruction. Teachers within the school |

|Standards. |studies of writing and align with the CCSS |Framework. However, the school has not |select and use materials and practices by |

| |for ELA & Literacy Writing Standards, by |developed a Schoolwide Writing Plan |personal preference rather than those found |

| |grade level. |describing what writing skills will be |effective through scientific studies of |

| | |taught, including those described by grade |writing. Teaching personnel are not |

| |How: The school has developed an overall |level within the CCSS for ELA & Literacy |familiar with the CCSS for ELA & Literacy |

| |School Writing Plan that outlines the |Writing Standards, and what evidence-based |Writing Standards within and across grade |

| |materials, practices, and procedures that |practices and procedures will be used to |levels or the evidence-based practices |

| |will be used for writing instruction across |teach these skills within and across grade |defined and described within the Framework. |

| |grade levels. The school uses |levels. | |

| |evidence-based writing practices as | | |

| |summarized, defined and described within the|How: Develop a Schoolwide Writing Plan |How: Develop a plan for teachers to become |

| |Framework as a basis for instruction. |describing the knowledge and skills that |familiar with the Oregon Department of |

| |Additionally, teaching personnel within the |will be taught within and across grade |Education’s benchmarks and standards and the|

| |school are familiar with and incorporate the|levels and describing the research-based |Oregon Literacy Plan. |

| |Oregon Department of Education’s standards |practices and procedures that will guide | |

| |and benchmarks into each specific grade |writing instruction. |Develop a Schoolwide Writing Plan describing|

| |level plan. | |the knowledge and skills that will be taught|

| | |Provide professional development to the |within and across grade levels and |

| | |entire staff on using evidence-based writing|describing the research-based practices and |

| | |practices and follow-up with differentiated |procedures that will guide writing |

| | |instruction for those teachers who need |instruction. |

| | |additional support. | |

| | | |Provide professional development to the |

| | | |entire staff on using evidence-based writing|

| | | |practices and follow-up and coaching |

| | | |occurring across grade levels. |

| | | | |

| | | | |

|3. Students who struggle with writing receive Tier 2-3 |What: Effective, specialized instruction is|What: Some, but not all, students below |What: Students who are below grade level in|

|interventions that are based upon more explicit instruction |provided for all students who are performing|grade level receive differentiated |writing skills receive the same instruction |

|in their areas of need, small-group instruction, and |below grade level on writing skills. |instruction. The quality of differentiation|as those students at grade level. |

|increased instructional time. (x2) | |varies widely due to varying levels of | |

| |How: Teachers are knowledgeable about |teacher effectiveness and available |How: Provide professional development and |

| |effective instructional practices and |resources. |ongoing training to help teachers gain the |

| |procedures for students who struggle with | |knowledge and skills necessary to help |

| |writing. Across all grade levels, |How: Develop a more structured plan for |struggling writers. |

| |instruction is intensified for students |meeting the needs of all students who are | |

| |writing below grade level by using more |performing below grade level in writing. |Develop a plan for how the school will meet |

| |explicit instruction, using small group |Intensify instruction for these students by |the needs of all students who are performing|

| |arrangements, and providing an increase in |making instruction more explicit, lowering |below grade level in writing. Use the |

| |instructional time as needed. |the student-teacher ratio through small |concepts of explicit instruction, small |

| | |group instruction, and increasing the amount|group instruction, and increased |

| | |of instructional time as needed. Provide |instructional time as a basis for developing|

| | |professional development to increase the |this plan. |

| | |staff’s knowledge in providing support for | |

| | |struggling writers. | |

| | | | |

| | |Other recommendations for writing | |

| | |instruction for Tier 2 and 3 students are | |

| | |provided within the Framework’s Writing | |

| | |Plan. | |

| | | | |

|4. Instructors are aware of and use specialized instruction |What: Teaching personnel across the school |What: Although teachers within the school |What: Instructors are not aware of |

|and scaffolded supports that will enhance the writing of |have received professional development on |realize writing instruction for most ELs |specialized instructional techniques or |

|English learners. |how to best meet the specific writing needs |needs to be differentiated, they are not |specific scaffolded supports that will |

| |of English learners. Teachers use these |sure how to do so. Teachers make their |enhance the writing skills of English |

| |techniques and scaffolded instruction to |“best guess” on how to help these students. |learners. |

| |meet the instructional writing needs of | | |

| |these students. | |How: Help teachers understand that the |

| | |How: Provide professional development on |specific needs of ELs in the area of writing|

| |How: Teachers realize that many ELs will |the specialized and scaffolded support ELs |will vary due to diverse backgrounds and |

| |most likely require the specific writing |will need in order to become proficient |cultures, language proficiency, and prior |

| |strategies outlined for students receiving |writers. Provide ongoing support and |educational experiences. As a result |

| |Tier 2 and 3 instruction. For example, |coaching to help teachers carry out this |teachers will most likely have to employ |

| |teachers explicitly teach steps within |specialized instruction. |ongoing specialized instruction and |

| |writing strategies. They infuse strategy | |scaffolded support to meet these specific |

| |instruction in the writing process as | |needs. |

| |students plan, draft, revise and edit their | | |

| |written products. Flexible small group | |Provide professional development on the |

| |teaching arrangements are used and matched | |specialized and scaffolded support ELs will |

| |to the specific learning activities and | |need in order to become proficient writers. |

| |objectives selected. Additionally, teachers| |Provide ongoing support and coaching to help|

| |address the specific issues related to ELs | |teachers carry out this specialized |

| |including language, background knowledge, | |instruction. |

| |and syntax. | | |

|III. (F) Writing is used as a tool to strengthen reading comprehension and to enhance learning across the curriculum. |

|1. Teachers incorporate the use of writing to help students |What: Classroom teachers across the school |What: Teachers realize there is a strong |What: The idea of using writing to help |

|increase reading skills, particularly reading comprehension |incorporate the use of writing to help |connection between writing and reading, but |students improve their reading skills has |

|across multiple grade levels. This includes (a) writing |students increase their reading skills. |have not formulated or used strategies to |not been discussed. |

|responses to text students read (Oregon CCSS for ELA & | |enhance this relationship. | |

|Literacy by grade level, Writing Standard 9), (b) writing |How: Teachers have students respond to a | |How: There is substantial research |

|summaries, (c) writing notes about the text they read, and |text they read through such methods as |How: The Framework’s Writing Plan contains |suggesting that writing can be used as a |

|(d) answering questions about a text in writing. Activities |writing a personal reaction, writing an |an overview of strategies to help use |tool for improving reading abilities. In |

|vary by grade level. |interpretation of the text, or providing an |writing to increase reading skills. |particular, research indicates that writing |

| |analysis of some part of the text such as a | |about a text enhances reading comprehension |

| |character or an event. Students are taught |Have staff members either independently |as it assists students in making connections|

| |and then asked to write summaries of the |study or use study groups to read, discuss |between what they read, know, understand, |

| |text they read. Additionally, as grade |and apply the information contained within |and think. |

| |appropriate, teachers model and demonstrate |the Carnegie Corporation Report Writing to | |

| |the process of writing notes about text |Read (Graham & Hebert, 2010). After this |The Framework’s Writing Plan contains an |

| |focusing on drawing out the most important |process, school leaders and teachers should |overview of strategies to use writing to |

| |or relevant ideas and reducing these ideas |develop a plan for integrating writing as a |increase reading skills. |

| |to key written phrases or words. In |response to reading into daily instructional| |

| |addition, students are required to answer |practices. |Have staff members either independently |

| |questions about a text in writing. | |study or use study groups to read, discuss |

| | | |and apply the information contained within |

| | | |the Carnegie Corporation Report Writing to |

| | | |Read (Graham & Hebert, 2010). After this |

| | | |process, school leaders and teachers should |

| | | |develop a plan for integrating writing as a |

| | | |response to reading into daily instructional|

| | | |practices. |

|2. The CCR Anchor Standards for Writing, particularly |What: All classroom teachers including |What: Some classroom teachers, including |What: Students only receive writing |

|Standards 7-10 emphasize the need for students to develop the|content area and technical area teachers |content area and technical area teachers, |instruction within their writing period |

|capacity to build knowledge on various subjects through |across the school incorporate writing |incorporate writing instruction and relevant|(elementary) and English/Language Arts |

|activities such as research projects, responding analytically|instruction and relevant writing tasks into |writing tasks into their daily instruction. |classes (secondary level). |

|to literary and informational texts, etc. As a result, all |their daily instruction. | | |

|classroom teachers, including content area and technical area| | |How: Writing in the content areas will help|

|teachers, incorporate writing instruction and writing tasks |How: Throughout all classrooms teachers use|How: Conduct principal walk-throughs to |students to think, reflect, and organize |

|into their daily instruction to enhance learning within |various forms of writing instruction and |identify gaps in providing writing |their thoughts in regard to the instruction |

|different disciplines. (x2) |writing tasks to enhance instruction. For |instruction across the curriculum. Set this|they have received or text they have read. |

| |example, in a high school social studies |as an expectation. |Writing across different disciples helps |

| |class, the teacher models how to write a | |prepare students for writing in various |

| |persuasive essay using a current political |Provide differentiated professional |fields after high school whether in future |

| |news topic. As a math assignment, an |development on how to integrate writing |employment and/or post-secondary settings. |

| |elementary math teacher asks his students to|instruction into various content areas. |Additionally, writing in the content and |

| |not only provide an answer to a math |Some resources to help develop this |technical areas will help teachers better |

| |problem, but also describe in words why they|knowledge base are listed within the |identify how well students understand the |

| |believe the answer to be correct. In a |Framework’s Writing Plan. |concepts being taught by the written |

| |middle school science class, students are | |products they produce. |

| |asked to complete a graphic organizer on the| | |

| |water cycle and then write a paragraph | |Provide professional development on how to |

| |summarizing those events. Writing | |integrate writing instruction into various |

| |assignments across content areas are | |content areas. Some resources to help |

| |carefully planned and coincide with the | |develop this knowledge are listed within the|

| |learning targets being taught. | |Framework’s Writing Plan. |

| |

|Instruction Total = _______/ 56 Points _______% |

IV. Professional Development

|Strategies and Actions |School Implementation |

|Recommended to Support Implementation |Defining Information and Action Steps |

|of the School-Level Framework | |

| |Fully in Place |Partially in Place |Not in Place |

| |2 |1 |0 |

|IV. (A) High-quality ongoing professional development is focused on attaining school writing goals and is guided by assessment data. |

|1. Targets for professional development activities are based |What: Targets for professional development |What: Targets for professional development |What: Targets for professional development |

|on the school’s writing goals and ongoing data collection. |are based on the school’s writing goals and|activities are inconsistently based on the |activities are not based on the school’s |

| |ongoing data collection. |school’s writing goals and data collection. |writing goals or ongoing data collection. |

| | | | |

| |How: Focus professional development on ways|How: Principal, lead teacher, and staff |How: Professional development must focus on |

| |to sustain strong outcomes; supporting the |establish a process that consistently aligns |specific targets identified by direct |

| |concept of continuous improvement, increase|goals and data to targets for professional |evidence. First, analyze school-level data, as|

| |outcomes by a small, measurable degree each|development. For example, following quarterly|well as data from previous grades, to pinpoint|

| |year. |data collection, grade-level teams will |possible causes of overall low performance. |

| | |analyze school-level data as well as data |Second, after possible causes have been |

| | |from previous grades, to pinpoint possible |identified and linked to actions to address |

| | |causes of overall low performance. After the |them, targeted, specific professional |

| | |possible causes have been identified and |development is provided as needed to improve |

| | |linked to actions to address them, the |students’ writing skills. |

| | |principal and lead teacher will provide | |

| | |specific professional development within and | |

| | |across grades needed to improve students’ | |

| | |writing skills. | |

|2. Professional development resources (time and funding) are|What: Professional development resources |What: Professional development resources |What: Professional development resources (time|

|aligned with the school’s writing goals and are sustained in |(time and funding) are consistently aligned|(time and funding) are aligned with the |and funding) are not aligned with the school’s|

|focus across years. |with the school’s writing goals and are |school’s writing goals, but are not always |writing goals and are not sustained in focus |

| |sustained in focus across years. |sustained in focus across years. |across years. |

| | | | |

| |How: Focus on quality of implementation |How: Establish a process to sustain focus |How: A first step is to establish grade- or |

| |and maintaining consistency within and |within and across years. Prior to the start |department-level team meetings that provide |

| |across years. |of the school year and at the first |regular, dedicated time for planning writing |

| | |schoolwide teacher/staff meeting, the |lessons that align with the school’s writing |

| | |principal and writing coach or designated |goals. For example, a team may work |

| | |staff member will review goals and targets |collaboratively to identify a specific genre |

| | |for the upcoming school year. In addition, |needing more focus at each grade level, create|

| | |the writing goals and focus will be reviewed |prompts and identify effective teaching |

| | |at each grade or department-level meeting |strategies. Depending on the resources |

| | |throughout the year. Attainment toward goals |available, meetings could be held during the |

| | |will be summarized at the end of each school |school day (1/2 day each month) or immediately|

| | |year. |following school dismissal. |

|3. Through professional development efforts, teachers and |What: Through professional development |What: Through professional development |What: Teachers and other instructional staff |

|other instructional staff have a thorough understanding and |efforts, ALL teachers and other |efforts, some/most teachers and other |do not have an understanding or working |

|working knowledge of grade-level writing priorities as |instructional staff have a thorough |instructional staff have a thorough |knowledge of grade-level writing priorities as|

|outlined in the CCSS for ELA & Literacy Writing Standards and|understanding and working knowledge of |understanding and a working knowledge of |outlined in the CCSS for ELA & Literacy |

|effective writing practices. (x2) |grade-level writing priorities as outlined |grade-level writing priorities as outlined in|Writing Standards and effective writing |

| |in the CCSS for ELA & Literacy Writing |the CCSS for ELA & Literacy Writing Standards|practices. |

| |Standards and effective writing practices. |and effective writing practices. | |

| | | |How: Identify “gaps” in understanding and |

| |How: Have the writing coach, expert |How: Identify and target staff lacking |working knowledge of grade-level instructional|

| |teacher, peer, or administrator regularly |understanding and working knowledge of |writing priorities and effective teaching and |

| |observe instruction and provide feedback |grade-level instructional writing priorities |plan needed, differentiated and scaffolded |

| |that assists teachers in reflecting on and |and effective teaching and plan needed, |professional development that will bring all |

| |refining their instruction. |differentiated and scaffolded professional |staff to a level of thorough understanding and|

| | |development. In addition, have the writing |working knowledge of grade-level instructional|

| | |coach, expert teacher, peer, or administrator|writing priorities and effective teaching |

| | |regularly observe instruction and provide |practices. |

| | |feedback that assists targeted staff in | |

| | |reflecting on and refining their instruction.| |

| | | | |

|4. Professional development efforts are explicitly linked to|What: Professional development efforts are |What: Professional development efforts are |What: Professional development efforts are not|

|practices that have been shown to be effective through |consistently and explicitly linked to |sometimes explicitly linked to practices that|explicitly linked to practices that have been |

|documented research. |practices that have been shown to be |have been shown to be effective through |shown to be effective through documented |

| |effective through documented research. |documented research. |research. |

| | | | |

| | | | |

| |How: Focus on quality of professional |How: Identify “gaps” and establish a plan to |How: Focus on linking high-quality |

| |development and sustaining practices over |link high quality professional development to|professional development to how teachers |

| |time. Consider “growing” your own pool of |how teachers incorporate writing into content|incorporate writing into content areas and |

| |experts within your school. |areas and apply other strategies for writing |apply other strategies for writing |

| | |instruction. |instruction. |

|5. Professional development includes content related to |What: Professional development includes |What: Professional development only partially|What: Professional development does not |

|English learners and how to teach writing based upon their |high quality content related to English |addresses, or inadequately addresses, content|include any content, or includes subpar |

|specific cultural and linguistic needs, including an explicit|learners and how to effectively teach |related to English learners and how to |quality content related to English learners on|

|and systematic focus on the conventions of standard English |writing with an explicit and systematic |effectively teach writing with an explicit |how to effectively teach writing with an |

|grammar, usage, and mechanics outlined in the CCR Anchor |focus on the conventions of standard |and systematic focus on the conventions of |explicit and systematic focus on the |

|Standards for Language and Oregon CCSS for ELA and Literacy |English grammar, usage, and mechanics and |standard English grammar, usage, and |conventions of standard English grammar, |

|by grade level (Language Standards 1-6) and on academic |on academic language.. |mechanics and on academic language. |usage, and mechanics and on academic language.|

|language. | | | |

| |How: To the greatest extent possible, |How: Incorporate professional development |How: Incorporate professional development |

| |utilize a “train the trainer” model of |focused on the conventions of standard |focused on the conventions of standard English|

| |professional development.. Support and |English grammar, usage, and mechanics |grammar, usage, and mechanics and on academic |

| |encourage staff to present at local and |(providing a comparison with the students’ |language for English learners into the |

| |state conferences and/or provide support to|native language, when possible). For example,|professional development section of the School|

| |staff in other buildings as a means of |professional development could focus on how |Writing Plan. |

| |building knowledge, expertise, and |to provide targeted English language and | |

| |professional development experience. |academic language instruction within the | |

| | |context of content area learning. | |

| | | | |

| | |For additional information, see the | |

| | |Framework’s Professional Development training| |

| | |module on Academic Language | |

|IV. (B) Professional development plans are multifaceted, coordinated, and ongoing to support teaches on the assessment and instruction of writing. |

|1. Professional development at the school level reflects the |What: Professional development at the |What: Professional development at the school |What: Professional development at the school |

|characteristics of effective professional development. |school level reflects the characteristics |level sometimes reflects the characteristics |level does not reflect the characteristics of |

|Professional development is |of effective professional development. |of effective professional development. |effective professional development. |

|Focused on school goals and guided by data collected toward |Professional development is consistently: |Professional development is frequently: |Professional development at the school is not:|

|reaching these goals; |Focused on school goals and guided by data |Focused on school goals and guided by data |Focused on school goals and guided by data |

|Ongoing and includes time for staff to plan, reflect on, and |collected toward reaching these goals; |collected toward reaching these goals; |collected toward reaching these goals; |

|refine instruction; |Ongoing and includes time for staff to |Ongoing and includes time for staff to plan, |Ongoing and includes time for staff to plan, |

|Engaging and interactive; |plan, reflect on, and refine instruction; |reflect on, and refine instruction; |reflect on, and refine instruction; |

|Collaborative; and |Engaging and interactive; |Engaging and interactive; |Engaging and interactive; |

|Job-embedded. |Collaborative; and |Collaborative; and |Collaborative; and |

| |Job-embedded. |Job-embedded. |Job-embedded. |

| | | | |

| |How: For additional information and |How: Identify “gaps” in the plan and |How: Establish a team that includes the |

| |resources on professional development, |establish a team to identify ways to |principal, writing coach, assessment |

| |refer to the content found under the |systematically address them. See items below |coordinator and other key staff to review and |

| |Professional Development heading of the |on Professional Development for more |study the content found under the Professional|

| |Oregon Literacy Framework’s Professional |information and refer to the content found |Development heading of the Oregon Literacy |

| |Development Training Module (link: |under the Professional Development heading of|Framework’s Professional Development Training |

| | |the Oregon Literacy Framework’s Professional |Module ((link:

| |/professional development). |Development Training Module ((link: |/professional development). |

| | | | |

| | |/professional development). | |

|2. Professional development experiences are not single, |What: Teachers consistently receive ongoing|What: Teachers occasionally receive ongoing |What: Teachers do not receive ongoing |

|decontextualized professional development events; rather, |consultation/ coaching, feedback, and |consultation/ coaching, feedback, and support|consultation/ coaching, feedback, and support |

|teachers receive ongoing consultation/ coaching, feedback, |support within their classrooms to adopt |within their classrooms to adopt and sustain |within their classrooms to adopt and sustain |

|and support within their classrooms to adopt and sustain new |and sustain new writing strategies and |new writing strategies and practices. |new writing strategies and practices. |

|writing strategies and practices. (x2) |practices. | | |

| | |How: The principal and writing |How: Develop a strong professional |

| |How: The principal and writing |coach/designated staff member will establish |development plan that goes beyond single |

| |coach/designated staff member will debrief |a coaching and feedback plan on a “coaching” |session workshops and, instead, offers |

| |weekly to review the schedule and |calendar. The coach will spend the majority |multiple exposures to learning and |

| |progress/issues within and across |of his/her time coaching on new writing |applied-learning opportunities in which new |

| |grade-levels and classrooms. The principal |strategies and practices and providing |teaching behaviors are learned and practiced |

| |will provide the needed support to the |follow-up feedback to teachers. The principal|in the classroom, over time. For example, |

| |coach. |and coach will debrief weekly to review the |teachers could attend a ½ day training session|

| | |schedule and progress/issues within and |on writing strategies such as sentence writing|

| | |across grade-levels and classrooms. The |and sentence combining. This would be followed|

| | |principal will provide the needed support to |by in-class teaching demonstrations and |

| | |the coach. |coaching on these specific strategies. |

| | | |Teachers would be provided specific feedback, |

| | | |which would include analyzing student writing |

| | | |samples for application of these skills. |

| | | | |

| | | |Refer to the Framework’s Professional |

| | | |Development training modules for additional |

| | | |information. |

|IV. (C). Professional development is differentiated by position and need. |

|1. Teachers and instructional staff receive professional |What: Teachers and instructional staff |What: Teachers and instructional staff |What: Teachers and instructional staff do not |

|development on how to provide explicit writing instruction |receive professional development on how to |receive professional development on how to |receive professional development on how to |

|using any programs the school has adopted and/or using |provide explicit writing instruction using |provide explicit writing instruction using |provide explicit writing instruction using any|

|research-based instructional strategies and techniques (e.g.,|any of the specific programs/materials the |any of the specific programs/materials the |of the specific programs/materials the school |

|think sheets, graphic organizers, self-regulated strategy |school has adopted and any writing |school has adopted and any writing strategies|has adopted and any writing strategies the |

|development, etc.). Teachers receive ongoing professional |strategies the school has decided to teach |the school has decided to teach (e.g., |school has decided to teach (e.g., |

|development and support to integrate |(e.g., self-regulated strategy |self-regulated strategy development). |self-regulated strategy development). |

|genre/discipline-specific writing strategies and vocabulary |development). Follow-up guidance is |Follow-up guidance is inconsistently provided| |

|across the content areas (x2). |provided to teachers periodically to |to teachers periodically to enhance |How: Following spring data collection, the |

| |enhance implementation of multi-tiered |implementation of multi-tiered writing |leadership team will use data to begin |

| |writing instruction. Teachers receive |instruction. Teachers inconsistently receive |developing a professional development plan for|

| |ongoing professional development and |ongoing professional development and support |the upcoming school year. The School Writing |

| |support to integrate discipline specific |to integrate discipline specific writing |Plan is the “road map” that outlines the |

| |writing strategies and reading and writing |strategies and reading and writing |necessary professional development. This plan |

| |instruction across the content areas. |instruction across the content areas. |will focus on how to provide explicit writing |

| | | |instruction using any programs/materials the |

| |How: Focus on the quality of professional |How: Identify “gaps” in follow-up guidance to|school has adopted and on writing strategies |

| |development and follow-up guidance. Use |enhance implementation of writing |the school has decided to teach. |

| |data to make necessary adjustments to the |programs/strategies and identify who will | |

| |professional development plan. |provide follow-up guidance and support (e.g.,|Teachers should also receive professional |

| | |writing coach, lead teacher, consultant, |development on how to scaffold writing |

| | |etc.). Establish and implement a plan to |instruction, effectively use models for |

| | |provide high quality ongoing follow-up |student learning, and increase the engagement |

| | |support and professional development. |of all students, and particularly English |

| | | |learners, in writing. |

| | | | |

| | | |The plan will also specify the follow-up |

| | | |guidance and support teachers will receive to |

| | | |enhance implementation of multi-tiered writing|

| | | |instruction. Teachers will also receive |

| | | |ongoing professional development to integrate |

| | | |discipline-specific writing strategies and |

| | | |reading and writing instruction across the |

| | | |content areas . |

|2. Principals attend district- and building-level |What: Principals attend ALL district- and |What: Principals inconsistently attend |What: Principals do not attend district- or |

|professional development sessions on writing instruction, |building-level professional development |district- and building-level professional |building-level professional development |

|programs, and assessment. |sessions on writing instruction, programs, |development sessions on writing instruction, |sessions on writing instruction, programs, and|

| |and assessments. |programs, and assessments. |assessments. |

| | | | |

| |How: Focus on quality of implementation and|How: Establish a plan that includes the |How: Principals must be instructional leaders |

| |participation in these sessions. For |principal’s participation in and commitment |and part of the school-wide professional |

| |example, the principal attends targeted |to a school-wide comprehensive professional |development plan. Principals develop |

| |professional development and actively |development plan. The principal will identify|instructional leadership skills by attending |

| |participates in the training in modeling |a person who can handle unexpected issues |professional development sessions. Attending |

| |lessons with teachers. |that arise on days when there is a |professional development sessions will help |

| | |professional development opportunity (e.g., |principals gain the knowledge and credibility |

| | |assistant principal will cover duties during |to observe instruction and provide meaningful |

| | |duties during school-wide trainings and |feedback to teachers and to make well-informed|

| | |grade-level team meetings where there are |decisions about the school’s writing program. |

| | |mini professional development opportunities).| |

|3. Teaching staff are provided opportunities to collaborate, |What: Teaching staff are provided |What: Teaching staff are inconsistently |What: Teaching staff are not provided |

|study, observe others, and visit model demonstration sites as|opportunities to collaborate, study, |provided opportunities to collaborate, study,|opportunities to collaborate, study, observe |

|methods for improving writing instruction. |observe others, and visit model sites as |observe others, and visit model sites as |others, and visit model sites as methods for |

| |methods for improving writing instruction. |methods for improving writing instruction. |improving writing instruction. |

| | | | |

| |How: Consider appropriate adjustments as |How: Review the current professional |How: Start with the development of a |

| |needed. Ensure professional development |development plan and identify “gaps.” |comprehensive school-wide professional |

| |includes quality of implementation (e.g., |Establish a plan to provide comprehensive |development plan that is included in the |

| |explicit teaching, engaging students |professional development that includes |School Writing Plan. This comprehensive |

| |through precision partnering, etc.). |opportunities to collaborate (e.g., time |professional development plan should include: |

| | |during grade-level team meetings), study, and|(a) opportunities to collaborate (e.g., time |

| | |observe instruction; this plan should also |during grade-level team meetings), (b) study, |

| | |include a calendar of professional |(c) time to observe instruction, and (d) a |

| | |development events. |calendar of professional development events. |

| |

|Professional Development Total = _______/ 26 Points _______% |

V. Leadership and Commitment

|Strategies and Actions |School Implementation |

|Recommended to Support Implementation |Defining Information and Action Steps |

|of the School-Level Framework | |

| |Fully in Place |Partially in Place |Not in Place |

| |2 |1 |0 |

|V. (A) School leadership components and characteristics support improved student writing outcomes. |

|School-Level Leaders: |What: School-level leaders consistently |What: School-level leaders inconsistently |What: School-level leaders do not practice |

| |practice distributed and collaborative |practice distributed and collaborative |distributed and collaborative leadership led|

|1. Practice distributed and collaborative leadership led by |leadership led by both administrators and |leadership led by both administrators and |by both administrators and focused teams |

|both administrators and focused teams (grade-, department, |focused teams (grade-, department-, and |focused teams (grade-, department-, and |(grade-, department-, and school-level) to |

|and school-level) to set goals, review data, and plan |school-level) to set goals, review data, and|school-level) to set goals, review data, and|set goals, review data, and plan adjustments|

|adjustments to the writing program. |plan adjustments to the writing program. |plan adjustments to the writing program. |to the writing program. |

| | | | |

| |How: Make sure that leadership tasks and |How: Determine gaps in distributed school |How: Use the School Writing Plan to specify|

| |responsibilities are conceptualized as |leadership and establish a plan to address |distributions in leadership. Ensure that |

| |leadership functions vs. linked to specific |them. Focus on building capacity within the |distributed and collaborative leadership |

| |individuals. |school to provide effective writing |builds capacity within the school to provide|

| | |instruction for all students. |effective writing instruction for all |

| | | |students. |

|2. Provide a strong example that supports writing: |What: School leaders consistently provide a |What: School leaders inconsistently provide |What: School leaders do not provide a strong|

|Leaders demonstrate knowledge about and communicate belief in|strong example that supports writing by: |a strong example that supports writing by: |example that supports writing by: |

|the importance of writing skills. |Demonstrating solid knowledge about and |Demonstrating some knowledge about and |Demonstrating little knowledge about and not|

|Leaders write and share their writing publicly. |communicating their belief in the importance|infrequently communicating their belief in |communicating their belief in the importance|

|Leaders lead teachers to become writers |of writing skills. |the importance of writing skills. |of writing skills |

| |Writing and sharing their writing publicly |Infrequently writing and sharing their |Not writing and sharing their writing |

| |Leading teachers to become writers |writing publicly |publicly |

| | |Inconsistently leading teachers to become |Not leading teachers to become writers |

| |How: Continue to provide a strong example |writers | |

| |for writing, communicating regularly with | |How: Begin learning more about effective |

| |staff, parents, and students about writing. |How: Enhance your knowledge about effective |writing instruction (see ideas at left). |

| |Write short pieces for letters, newsletters,|writing instruction (and that of those whom |Begin the conversation with others (staff, |

| |assembly remarks, etc.; vary the genre. |you supervise): ask, listen, read, and |parents, students, stakeholders) around |

| |Invite teachers, parents, and students to |attend to information about writing. |student writing. Begin collaboration by |

| |write guest pieces for public sharing. |Communicate with others (staff, students, |enabling teachers to begin working together |

| |Encourage staff and student writing by |parents) more frequently about student |to address student writing instruction. |

| |providing incentives and recognition– for |writing: use a standard conversation starter|Begin writing – write and share a piece of |

| |example, by publishing staff and student |– “Tell me about (you or your student’s |your own writing within the school |

| |writing for the school community and/or |name) writing.” |community. Invite teachers, students, and |

| |starting a school writing festival. | |parents to do the same. Build on these |

| | |Do walk-throughs during writing instruction |beginnings and sustain the effort over time |

| |Use newsletters, blogs, and every public |– visit the classes of your best and most |(across years) to develop a culture of |

| |speaking opportunity (announcements, |enthusiastic writing teachers more often to |strong writing instruction, active writing |

| |assemblies, meetings) to make brief comments|see what strong writing instruction looks |instruction, and active participation among |

| |to the audience about a topic of importance |like. Include a brief writing-sharing |members of the school community. |

| |to the school’s mission; use social |segment in each staff meeting. Enable | |

| |networking to promote student and staff |teacher collaboration about best writing | |

| |writing. In short, build a culture around |practices. Seek ideas from job-alike | |

| |writing within the school community and its |colleagues. Use the Internet to learn more | |

| |stakeholders. |about good writing instruction. Establish a | |

| | |writing leadership team to address the need | |

| | |to improve student writing outcomes. Review | |

| | |writing data with this team and set a goal | |

| | |for improved student writing outcomes. | |

| | |Strive toward the ideas under “fully | |

| | |implemented” at left. In short, start | |

| | |building the writing culture in your school | |

| | |and sustain this focus over time. | |

|V. (B) School leaders demonstrate commitment to and prioritization of strong writing outcomes for all students. |

|School Level Leaders: |What: School leaders set and consistently |What: School leaders set but do not |What: School leaders do not set or implement|

| |implement a School Writing Plan with goals |consistently implement a School Writing Plan|a School Writing Plan with goals and |

|1. Set and implement a School Writing Plan with goals and |and strategies that are aligned with the |with goals and strategies that are aligned |strategies that are aligned with the CCSS |

|strategies that are aligned with the CCSS for ELA & Literacy |CCSS for ELA & Literacy, by grade level to |with the CCSS for ELA & Literacy, by grade |for ELA & Literacy, by grade level to |

|Writing Standards, by grade level to improve student writing |improve writing outcomes for all students. |level to improve student writing outcomes |improve student writing outcomes for all |

|outcomes for all students. | |for all students. |students. |

| |How: Ensure that the timeline for reviewing | | |

| |the School Writing Plan and its |How: Thoroughly review the School Writing |How: Establish a work group with |

| |implementation includes all staff involved |Plan with all staff involved in writing |representative staff members to learn |

| |in writing instruction. |instruction. School leaders develop a |current research on evidence-based writing |

| | |timeline for rolling out the plan across |instruction. For more information about |

| | |grades and subjects. Set a schedule for |evidenced-based practices in writing |

| | |professional development on evidence-based |instruction, see the Instruction chapter in |

| | |writing strategies. |the Framework. |

| | | | |

| | | |Seek out and review writing plans from other|

| | | |schools or districts. Review your own |

| | | |school’s writing data and use it with the |

| | | |work group to set writing goals for your |

| | | |school. Use brainstorming and ideas from |

| | | |other schools to set strategies for |

| | | |improving student writing. |

|2. Serve as drivers for strong implementation of the School |What: School leaders actively work in a |What: School leaders sometimes work toward |What: School leaders do not work in a |

|Writing Plan. |sustained manner toward implementation of |implementation of the School Writing Plan. |sustained manner toward implementation of |

| |the School Writing Plan. | |the School Writing Plan. |

| | |How: Ensure that school leaders are | |

| |How: Review schedule for classroom |knowledgeable about effective writing |How: Ensure that school leaders are |

| |walk-throughs and identify teachers who |strategies and the School Writing Plan. |knowledgeable about effective writing |

| |could serve as mentors for less successful |Develop or revise schedule for regular |strategies and the School Writing Plan. Set |

| |or experienced teachers. Review plan for |classroom walk-throughs. Identify teachers |a schedule for regular classroom |

| |maintaining parent support of the School |to serve as mentors or less successful or |walk-throughs to observe writing instruction|

| |Writing Plan. |experienced teachers. Review professional |in all classes. Then differentiate |

| | |development plan and outreach activities for|walk-throughs based on teacher needs. |

| | |maintaining parent support of the School |Arrange for mentor teachers and provide |

| | |Writing Plan. |additional support as well as immediate |

| | | |specific feedback on all observations that |

| | | |focus on targeted instructional areas |

| | | |needing improvement. Develop or review |

| | | |professional development plan and outreach |

| | | |activities for maintaining parent support of|

| | | |the School Writing Plan. |

|3. Use the CCR Anchor Standards for Writing and Oregon CCSS |What: School leaders use the CCR Anchor |What: School leaders inconsistently use the |What: School leaders do not use the CCR |

|for ELA and Literacy by grade level as a foundation for |Standards for Writing and Oregon CCSS for |CCR Anchor Standards for Writing and Oregon |Anchor Standards for Writing and Oregon CCSS|

|writing instruction and assessment. |ELA and Literacy by grade level (Writing and|CCSS for ELA and Literacy by grade level |for ELA and Literacy by grade level (Writing|

| |Language Standards) as a foundation for |(Writing and Language Standards) as a |and Language Standards) as a foundation for |

| |writing instruction. |foundation for writing instruction. |writing instruction. |

| | | | |

| |How: Periodically review CCR Anchor |How: Identify and target CCR Anchor |How: Use the CCR Anchor Standards for |

| |Standards for Writing and Oregon CCSS for |Standards for Writing and Oregon CCSS for |Writing and Oregon CCSS for ELA and Literacy|

| |ELA and Literacy by grade level (Writing and|ELA and Literacy by grade level (Writing and|by grade level (Writing and Language |

| |Language Standards) with staff and ensure |Language Standards) that are not included in|Standards) as the starting point. Establish |

| |the focus is on maintaining high quality |writing instruction. Make adjustments to |a work group that consists of the principal,|

| |instruction. |writing instruction to fill gaps while |writing coach (or other designated staff), |

| | |keeping the focus on high-quality writing |and other key staff members to first learn |

| | |instruction. |the Oregon Writing Standards. Next, identify|

| | | |standards that are currently included in |

| | | |your school’s writing instruction and target|

| | | |standards that are not addressed. Make |

| | | |adjustments to writing instruction to fill |

| | | |gaps. |

|4. Establish and implement school policy/expectations for |What: School leaders establish and |What: School leaders establish but |What: School leaders do not establish and |

|writing instruction. |consistently implement policy and |inconsistently implement policy and |implement policy and expectations for |

| |expectations for writing instruction. |expectations for writing instruction. |writing instruction. |

| | | | |

| |How: Periodically review school |How: Identify and target school expectations|How: Establish a work group that consists of|

| |policy/expectations on writing instruction |that are not being implemented in writing |the principal, writing coach (or other |

| |with staff to ensure the focus is on |instruction. Make adjustments to writing |designated staff), and other key staff to |

| |maintaining high quality instruction. Have a|instruction to fill gaps. Then follow the |become knowledgeable about policies and |

| |procedure in place to review school policy |steps in the column to the left. |expectations at other schools with strong |

| |/expectations with new staff and annually | |writing instruction. Compare these |

| |with all staff. | |expectations with current ones at your |

| | | |school and which policies your school will |

| | | |want to adopt. Make adjustments to writing |

| | | |instruction to address weak areas and fill |

| | | |gaps. |

|5. Provide clear communication to all stakeholders regarding |What: School leaders provide clear |What: School leaders inconsistently provide |What: School leaders do not provide clear |

|the importance of students’ writing ability to their future |communication to all stakeholders regarding |clear communication to all stakeholders |communication to all stakeholders regarding |

|success and a vision for the school focused on reading and |the importance of students’ writing ability |regarding the importance of students’ |the importance of students’ writing ability |

|writing success. |to their future success and a vision for the|writing ability to their future success and |to their future success and a vision for the|

| |school focused on reading and writing |a vision for the school focused on reading |school focused on reading and writing |

| |success. |and writing success. |success. |

| | | | |

| |How: Develop a clear and compelling vision |How: Articulate the vision and talking |How: Identify ways to overcome the barriers |

| |of a school with high student achievement in|points noted at left and list the ways and |that have kept you from doing this in the |

| |writing. Develop clear talking points |times in which you will convey this message |past. Ask supervisors, colleagues, or |

| |connecting this vision and student skills in|to each group of internal stakeholders. Talk|selected stakeholders for ideas on how to |

| |reading and writing with their future |with teachers at the high school and college|articulate this important message – perhaps |

| |success in school and in the workplace. |levels and with employers to more fully |by contributing ideas for a “Top Ten Reasons|

| |Communicate that message to internal |understand and embrace the importance of |Why Students Need Strong Reading and Writing|

| |stakeholders (students, parents, staff |strong reading and writing skills to |Skills” that you could use to convey the |

| |members) at every opportunity – in writing |students’ future success. |message. You don’t need to be an expert to |

| |and in conversation or presentation. Let | |promote these skills; you only need to ask |

| |them know what they can do to turn this | |the right questions to engage others in the |

| |vision into reality and seek their | |topic. Use ideas at left to continue |

| |commitment on doing those things. Follow up | |building this practice. |

| |regularly to assure progress. | | |

|6. Develop and sustain over time a strong writing culture |What: School leaders develop and sustain |What: School leaders develop, but do not |What: School leaders do not develop or |

|throughout the school (across grades and subjects), including|over time a strong writing culture |sustain over time, a strong writing culture |sustain over time a strong writing culture |

|a focus on improvement for all students. |throughout the school, including a focus on |throughout the school, including a focus on |throughout the school, including a focus on |

| |improvement for all students. |improvement for all students. |improving for all students. |

| | | | |

| |How: A school writing culture is defined by |How: Get people (students and staff) to |How: Begin now to engage staff in the |

| |“how we do things here with respect to |write, to share their writing, to talk about|conversation about the need to improve |

| |writing.” To develop a strong writing |writing, and to encourage one another’s |student writing outcomes. Form a school |

| |culture means that writing instruction and |writing. Make sure that writing is taking |leadership team in writing, including your |

| |assessment follow evidence-based best |place across the grades and across subjects.|best writing teachers and outside resources.|

| |practices and that writing leadership drives|Promote writing in varying genres and for |Ask the team to help lead this initiative |

| |this culture forward – pushes everyone to |varying audiences and purposes. Keep it |and to share ideas for making it a success. |

| |write, to become better at writing, and to |authentic. Insist that good writers keep |Provide staff with opportunities to observe |

| |share and encourage writing. If a strong |writing and that weaker writers receive help|and talk with each other in the context of |

| |writing culture is already in place, |to improve their writing. |writing. Continue with the ideas at the left|

| |increase focus on students who are not yet | |and sustain this effort to develop a strong |

| |accomplished writers. Ensure that all | |and lasting writing culture in your school. |

| |students are improving, not just those who | |. |

| |are already comfortable writing. | | |

|7. Emphasize the integration of reading and writing across |What: School leaders emphasize the |What: School leaders inconsistently |What: School leaders do not emphasize the |

|the content areas with both literary and informational texts.|integration of reading and writing across |emphasize the integration of reading and |integration of reading and writing across |

| |the content areas with both literature and |writing across the content areas with both |the content areas with literature and |

| |informational texts. |literature and informational texts. |informational texts for all students at all |

| | | |grade levels. |

| |How: Ensure that an emphasis on the |How: Work closely with staff responsible for| |

| |integration of reading and writing is |drafting the School Reading and Writing |How: Review the School Reading and Writing |

| |explicitly described in the School Reading |Plans to ensure that there is (a) an |Plans with staff to see if the integration |

| |Plan. |explicit emphasis on the integration of |of reading and writing has been mentioned in|

| |Make this an explicit focus of classroom |reading and writing in both plans and (b) a |either. If so, establish a plan to ensure |

| |walk-through observations, purposefully |plan in place to ensure that this |that the integration occurs in the classroom|

| |visiting classrooms to see how teachers are |integration occurs in all classrooms at all |as described in the plan. If not, draft |

| |integrating reading and writing across the |grade levels for all students. |action items that specify how reading and |

| |content areas. | |writing will be integrated in classrooms for|

| | |Make this an explicit focus of classroom |all students at all grade levels and |

| |Model for students and staff via the school |walk-through observations, purposefully |indicate how this will be monitored and |

| |newsletter, monthly bulletin, or other forms|visiting classrooms to see how teachers are |measured to determine whether it was |

| |of public communication how reading and |integrating reading and writing. Provide |achieved. |

| |writing can be integrated (e.g., writing a |teachers the opportunity to visit the | |

| |response to a book you’ve just read, |classrooms of their colleagues who are doing| |

| |responding to an article in the school |this well to get ideas to take back to their| |

| |newspaper, etc.) |own classrooms. | |

|V. (C) School leaders provide strong support for effective writing assessments and instruction to improve student writing outcomes. |

|School-Level Leaders: |What: School leaders consistently monitor |What: School leaders inconsistently monitor |What: School leaders do not monitor writing |

|1. Monitor writing assessment and instruction for adherence |writing assessment and instruction for |writing assessment and instruction for |assessment and instruction for adherence to |

|to the School Writing Plan and alignment with the CCSS for |adherence to the School Writing Plan and |adherence to the School Writing Plan and |the School Writing Plan and alignment with |

|ELA & Literacy Writing Standards, by grade level. |alignment with the CCSS for ELA & Literacy, |alignment with the CCSS for ELA & Literacy, |the CCSS for ELA & Literacy, by grade level,|

| |by grade level, at various grade levels. |by grade level, at various grade levels. |at various grade levels. |

| | | | |

| |How: Ensure that writing assessment and |How: Strive to follow through more |How: Begin now to follow this |

| |instruction continue to be aligned with the |consistently on staff members’ |recommendation. Take the first steps of |

| |School Writing Plan, district and state |implementation of the School Writing Plan, |reviewing and become more familiar with the |

| |policies, and the CCSS for ELA & Literacy |CCSS for ELA & Literacy Writing Standards, |School Writing Plan, the CCSS for ELA & |

| |Writing Standards by conducting annual |and district and state policies. See column |Literacy Writing Standards, and district and|

| |reviews with key school leaders and staff, |at left for ideas on how to do so. Schedule |state policies. Resolve to become more |

| |conducting instructional walk-throughs |this activity in your planner to more firmly|actively involved in overseeing and assuring|

| |during writing instruction, spot-checking |ensure that it gets done. |that your students get the best instruction |

| |lesson plans, and talking with teachers and | |and most reliable assessment possible to |

| |students about writing instruction and | |become good writers. See columns at left for|

| |assessment practices. | |specific ideas on how to do so. |

|2. Supervise for implementation of effective writing |What: The principal regularly supervises for|What: The principal inconsistently |What: The principal does not supervise for |

|assessments and instructional practices: |implementation of effective writing |supervises for implementation of effective |the implementation of effective writing |

|Students write in all grades and writing strategies, |assessments and instructional practices: |writing assessments and instructional |assessments and instructional practices: |

|processes, and genres are coordinated across grade levels and|Students write in all grades and writing |practices: |Students write in all grades and writing |

|reflect the expectations for student performance described in|strategies, processes, and genres are |Students write in all grades and writing |strategies, processes, and genres are |

|the Oregon CCSS for ELA and Literacy by grade level (Writing |coordinated across grade levels. |strategies, processes, and genres are |coordinated across grade levels. |

|Standards 1-10). |Students write in all subjects (writing is |coordinated across grade levels. |Students write in all subjects (writing is |

|Students write in all subjects (writing is integrated into |integrated into all content areas). |Students write in all subjects (writing is |integrated into all content areas). |

|all content areas). |Students write authentically and for |integrated into all content areas). |Students write authentically and for |

|Students write authentically and for specific audiences and |specific audiences and purposes. |Students write authentically and for |specific audiences and purposes. |

|purposes. | |specific audiences and purposes. | |

| |How: Use instructional walk-throughs, | |How: Commit now to beginning to incorporate |

| |conversations with teachers, and written |How: Strive to become more consistent in |this process into your regular work |

| |documents (e.g., lesson plans, student work |doing things in the column at left. Begin |routines. Talk with a colleague or |

| |samples) to oversee implementation of strong|with a schedule that ensures writing |supervisor for ideas and support in how to |

| |assessment and instructional practices in |instruction is observed in all classrooms on|do so. Convene a group of teachers who are |

| |writing, as outlined above. Look for strong |a regular basis, then differentiate visits |strong in teaching writing to help plan |

| |implementation both within and across grades|based on your observations. Make yourself |strategies. Continue with the ideas in the |

| |and subject areas. Provide time for |accountable to others (your supervisor, |two columns to the left. |

| |collaboration, planning, and review of |colleagues, etc.) for overseeing and | |

| |assessments across grades and departments. |assuring that the features noted above are | |

| | |in place. | |

|3. Ensure that students receive differentiated instruction to|What: The principal consistently ensures |What: The principal inconsistently ensures |What: The principal does not ensure that |

|address all needs, including those of special education |that students receive differentiated writing|that students receive differentiated writing|students receive differentiated writing |

|students and English learners. |instruction to address all needs, including |instruction to address all needs, including |instruction to address all needs, including |

| |those of special education students and |those of special education students and |those of special education students and |

| |English Learners. |those of English Learners. |English Learners. |

| | | | |

| |How: Focus on sustaining practices. Review |How: Make a plan to observe writing |How: Work with school writing leadership |

| |plans to ensure differentiated instruction |instruction in all classes on a regular |personnel to make a plan for professional |

| |is targeted to students’ needs. Continue to |basis and provide specific student-focused |development that focuses on strategies for |

| |observe writing instruction at all grades |feedback on differentiated instruction. |differentiated instruction. Use an |

| |and subjects to ensure that students are |Utilize assessment data to help determine if|Instructional Support Plan (ISP) to clearly |

| |receiving instruction in critical skills |differentiated instruction is meeting the |describe how instruction will be |

| |based on their needs and that grouping |needs of all learners. |differentiated for all students. Regularly |

| |remains flexible. | |observe instruction and provide additional |

| | | |support to teachers as needed. |

|4. Ensure that valid and reliable writing assessments are |What: School leaders consistently ensure |What: School leaders do not always ensure |What: School leaders do not ensure that |

|administered according to the School Writing Plan and that |that valid and reliable writing assessments |that valid and reliable writing assessments |valid and reliable writing assessments are |

|results are used to inform writing instruction and to guide |are administered according to the School |are administered according to the School |administered according to the School Writing|

|resource allocation. |Writing Plan and that results are used to |Writing Plan and that results are used to |Plan and that results are used to inform |

| |inform writing instruction and to guide |inform writing instruction and to guide |writing instruction and to guide resource |

| |resource allocation. |resource allocation. |allocation. |

| | | | |

| |How: Review current writing assessments and |How: Identify writing assessments that are |How: Strengthen school-level leaders’ |

| |confirm, at least annually, that these |not valid, reliable, and/or are not useful |knowledge about the types and purposes of |

| |measures are effectively helping to inform |for informing writing instruction. Determine|writing assessments. Develop an assessment |

| |writing instruction and guide resource |what other measures are needed to inform |plan that may include screening all |

| |allocation. |instruction and guide resource allocation. |students’ writing skills annually, |

| | |Provide collaboration time for teachers to |monitoring progress and diagnosing needs |

| | |analyze results from writing assessments |through periodic writing samples, and |

| | |(including writing samples) and determine |collecting writing samples in a portfolio to|

| | |what adjustments are indicated by the data. |document mastery or the need for continued |

| | | |specific instruction. Then follow with the |

| | | |recommendations in the column to the left. |

|V. (D) School leaders allocate and manage school resources to support high quality writing instruction. |

|School-Level Leaders: |What: Administrators and leadership teams |What: Administrators and leadership teams |What: Administrators and leadership teams do|

|1. Arrange the school schedule to maximize and protect |arrange the school schedule to maximize and |arrange the school schedule to maximize |not arrange the school schedule to maximize |

|instructional time for writing. |protect instructional time for writing. |instructional time, but have difficulty |and protect instructional time for writing. |

| | |protecting this instructional time for | |

| |How: Review the school schedule quarterly to|writing. |How: Establish a work group (principal, |

| |ensure writing instruction time is maximized| |coach, grade level and subject area |

| |and continues to be protected. Ensure that |How: Gather input from teachers at all |representatives, specialists) to carefully |

| |time allocated is meeting the needs of all |grades and subjects regarding disruptions to|review the school schedule. Determine where |

| |students. |writing instruction. Determine scheduling |(at which grades, for which classes and/or |

| | |conflicts (assemblies, activities, meetings,|groups) insufficient time is scheduled for |

| | |etc.) that impact writing instruction time |writing instruction, and/or if additional |

| | |and adjust schedules as indicated. Allocate |personnel are needed to meet those needs. |

| | |additional instructional time if the need is|Adjust the school schedule as indicated. |

| | |supported by data and your observations. |Determine scheduling conflicts (assemblies, |

| | | |activities, meetings, etc.) that impact |

| | | |writing instruction time and adjust |

| | | |schedules as indicated). |

|2. Assign personnel to support high-quality writing |What: Administrators assign personnel to |What: Administrators inconsistently assign |What: Administrators do not assign personnel|

|instruction and assessment. In addition, administrators have |support high-quality writing instruction for|personnel to support high-quality writing |to support high-quality writing instruction |

|designated a staff expert who is knowledgeable about the CCSS|all students and develop expertise with the |instruction for all students. Some personnel|for all students. No one in the school has |

|for ELA & Literacy Writing Standards, by grade level and |CCSS for ELA & Literacy Writing Standards, |have general knowledge about the CCSS for |developed expertise with the CCSS for ELA & |

|serves as a resource for teachers in planning instruction |by grade level. |ELA & Literacy Writing Standards, by grade |Literacy Writing Standards, by grade level. |

|across content areas that incorporates multiple opportunities| |level, but no one in the school has | |

|for students to write for different text types, purposes, and|How: Ensure that resources and personnel are|developed expertise with the Standards. |How: Begin by using the school’s master |

|audiences. |supporting high-quality writing instruction.| |schedule to allocate personnel for writing |

| |Continue to provide professional development|How: Use data to drive decisions about |instruction. Data are used to organize |

| |to support personnel. |assigning personnel and resources. Based on |resources and personnel to support |

| | |data, what grade levels and/or groups of |high-quality writing instruction. For |

| | |students need additional resources and |example, more instructional support staff |

| | |personnel? Ensure that all staff assigned to|would be allocated for 4th graders who have |

| | |writing instruction are provided needed |not met the standards set by the Oregon |

| | |professional development. |Statewide Assessment of Writing. |

|3. Ensure that the efforts of all teaching staff (e.g., |What: School-level leaders consistently |What: School-level leaders inconsistently |What: School-level leaders do not ensure |

|classroom teachers, instructional specialists and |ensure that the efforts of all teaching |ensure that the efforts of all teaching |that the efforts of all teaching staff |

|instructional assistants) are coordinated around |staff (e.g., classroom teachers, |staff (e.g., classroom teachers, |(e.g., classroom teachers, instructional |

|instructional priorities, such as effective writing |instructional specialists /assistants) are |instructional specialists/assistants) are |specialists /assistants) are coordinated |

|instruction. |coordinated around instructional priorities,|coordinated around instructional priorities,|around instructional priorities, such as |

| |such as effective writing instruction. |such as effective writing instruction. |effective writing instruction. |

| | | | |

| |How: Allow time for planning and |How: Begin by planning a year-long schedule |How: Seek ideas and support from district or|

| |collaboration among all who provide writing |of regularly occurring planning and |other available resource people. Engage |

| |instruction, including all grade level and |collaboration time and reciprocal classroom |writing leaders at the school or district |

| |subject area teachers. Use resources for |writing observations among instructional |level to review writing data and to |

| |meeting and planning, reciprocal writing |staff. Engage a school writing leadership |formulate a plan to improve writing outcomes|

| |observations, and jointly learning and |team to review student writing data and to |for all students, including training for |

| |implementing new strategies for improving |work with the principal to create a plan for|instructional staff and for leaders on best |

| |writing outcomes for all students. |improving writing outcomes for all students.|practices and how to implement them. Set a |

| | |Seek support from district or other resource|school goal and priority around improving |

| | |people for models of a School Writing Plan. |student writing outcomes and continue to |

| | |Address the needs of all students, including|work on it actively each year until you see |

| | |those above and below grade level, those |the results your students need to succeed. |

| | |with disabilities, and those whose first | |

| | |language is not English. | |

|4. Allocate adequate funds for technology and other resources|What: School-level leaders allocate adequate|What: School-level leaders inconsistently |What: School-level leaders do not allocate |

|that teachers need to teach writing most effectively. |funds for technology and other resources |allocate adequate funds for technology and |adequate funds for technology and other |

| |needed to teach writing most effectively. |other resources needed to teach writing most|resources needed to teach writing most |

| | |effectively. |effectively. |

| |How: Ensure that funds used for technology | | |

| |and other resources continue to be used to |How: Based on data, where are additional |How: Review technology and other resources |

| |support high-quality writing instruction. |funds indicated? Prioritize needs within |currently available within the school. Use |

| |Continue to observe instruction that |available resources. Observe instruction |data to determine if those resources are |

| |includes technology to verify effective |that includes technology to verify effective|effectively supporting student needs or if |

| |teaching practices are being used. |teaching practices are being used. |reallocation is needed. Explore options for |

| | | |additional funding, such as grants to |

| | | |enhance technology at the school. |

|V. (E) School leaders provide effective professional development to support improved writing outcomes |

|School-Level Leaders: |What: School-level leaders provide for |What: School-level leaders provide for |What: School-level leaders do not provide |

|1. Provide for initial and ongoing training on writing |initial and ongoing training on writing |initial training on writing instruction for |for initial and ongoing training on writing |

|instruction for both new and continuing teachers (information|instruction for both new and continuing |both new and continuing teachers, but |instruction for both new and continuing |

|sharing, collaboration, supervision, and support). |teachers. |ongoing training and/or training for |teachers. |

| | |teachers is absent. | |

| |How: Focus on quality of professional | |How: Following data collection, the school |

| |development and ongoing training in |How: Identify professional development that |leadership team will use data to create a |

| |effective writing practices. Make sure that |has been provided and is specifically |professional development plan for the school|

| |training continues to target the |targeted to groups of students, classes, |year. The School Writing Plan contains the |

| |instructional needs of students, based on |and/or grade levels. Establish and implement|necessary professional development and |

| |assessment information gathered throughout |a plan to provide follow-up training for |includes writing practices and materials the|

| |the school year, and that teachers continue |these teachers, designating who will provide|school has selected to use. After the |

| |to have regular opportunities to collaborate|this training, how, and when. For example, a|initial trainings, follow the steps listed |

| |and share. |series of after-school sessions could focus |in the columns to the left. |

| | |on various writing strategies for identified| |

| | |teachers to attend. A schedule would be set | |

| | |up to provide in-class follow-up coaching, | |

| | |as well as opportunities for teachers to | |

| | |collaborate and share. | |

|2. Focus professional development activities on the gap |What: School-level leaders consistently |What: School-level leaders do not |What: School-level leaders do not focus |

|between writing goals and standards and students’ specific |focus professional development activities on|consistently focus professional development |professional development activities on the |

|and demonstrated needs for improvement. |the gap between writing goals and standards |activities on the gap between writing goals |gap between writing goals and standards and |

| |and students’ specific and demonstrated need|and standards and students’ specific and |students’ specific and demonstrated need for|

| |for improvement. |demonstrated need for improvement. |improvement. |

| | | | |

| |How: Focus professional development on ways |How: Based on data, the school writing |How: Begin by educating school leadership |

| |to sustain strong outcomes. Review data |leadership team identifies writing goals and|about writing standards and determining what|

| |regularly to ensure students are making |standards that are not being met. High |adjustments may be needed to the School |

| |continuous improvement and that professional|quality professional development will |Writing Plan to address these standards. |

| |development activities continue to target |provide teachers with necessary skills to |Following revisions to the School Writing |

| |student needs. |fill these gaps are then identified and a |Plan, analyze student data and follow the |

| | |schedule for initial and follow-up training |steps suggested in the column to the left. |

| | |is developed. | |

|3. Provide time for teacher planning and collaboration on |What: School-level leaders regularly provide|What: School-level leaders occasionally |What: School-level leaders do not provide |

|topics related to writing. |time for teacher planning and collaboration |provide time for teacher planning and |time for teacher planning and collaboration |

| |on topics related to writing. |collaboration on topics related to writing. |on topics related to writing. |

| | | | |

| |How: Attend teacher planning and |How: Review the current schedule for teacher|How: Identify what the obstacles have been |

| |collaboration sessions periodically to |planning and collaboration. Identify grade |to providing this time for teacher planning |

| |ensure their productivity and benefit. |levels or groups of teachers who may need |and collaboration. Consider such options as:|

| |Consider adjustments that may be needed |additional time allocated. Ask that an |designating part of a regular all-staff |

| |and/or topics that should be included for |agenda and minutes be provided from each |meeting each month for this purpose, having |

| |certain grades or groups of teachers. |planning session and make a point of having |small groups of teachers meet when students |

| | |a member of the school writing team present |are in “specials” (music/PE/library |

| | |at each. Use ongoing data to determine |classes), allocating a portion of district |

| | |topics related to writing that need to be |in-service days, or other flexible |

| | |addressed at collaboration sessions and who |scheduling options that may be available. |

| | |will present on the topic. Identify topics |Once the schedule is determined, follow the |

| | |that require further professional |recommendations in the column to the left. |

| | |development for teachers. | |

|4. Provide a positive culture for teachers to work together |What: School leaders provide a positive |What: School leaders insufficiently provide |What: School leaders do not provide a |

|in learning communities to share what they know about writing|culture for teachers to work together in |a positive culture for teachers to work |positive culture for teachers to work |

|instruction and to learn from what colleagues know. |learning communities. |together in learning communities. |together in learning communities. |

| | | | |

| |How: Focus on maintaining the positive |How: List ways that teachers are presently |How: Work with a representative group of |

| |culture that has been established at your |able to “share what they know about writing |teachers to brainstorm factors that prevent |

| |school. Encourage teachers to increase |instruction and to learn from what |teachers from working together to share and |

| |visits to other classrooms within your |colleagues know.” Increase these |learn from each other. Consider surveying |

| |school and to other schools in the district |opportunities by devoting more time to |all staff about activities and/or processes |

| |to share and learn from strong writing |collaboration and by releasing teachers to |that would promote teachers working |

| |instructors. |visit other classrooms. Have teachers |together. Once a commitment is made to |

| | |present on writing topics during school |create a positive culture for teachers, you |

| | |meetings and district trainings. Include |will be ready to implement suggestions from |

| | |examples of effective writing instruction |the column to the left. |

| | |that you have observed in classrooms or that| |

| | |teachers submit for publication in a weekly | |

| | |staff bulletin or newsletter. Make student | |

| | |writing public through hallway bulletin | |

| | |boards and community newsletters. | |

|5. Create opportunities for both leader and peer-to-peer |What: School leaders consistently create |What: School leaders inconsistently create |What: School leaders do not create |

|walk-throughs to support teacher growth in knowledge and |opportunities for both leader and |opportunities for both leader and |opportunities for both leader and |

|skills related to writing instruction. |peer-to-peer walk-throughs to support |peer-to-peer walk-throughs to support |peer-to-peer walk-throughs to support |

| |teacher growth in knowledge and skills |teacher growth in knowledge and skills |teacher growth in knowledge and skills |

| |related to writing instruction. |related to writing instruction. |related to writing instruction. |

| | | | |

| |How: Ensure there is a plan for the school |How: Refer to the Oregon Literacy |How: Refer to the Oregon Literacy |

| |leader to provide immediate and |Professional Development Leadership training|Professional Development Leadership training|

| |student-centered feedback to teachers |module for extension information on |module for extension information on |

| |following the walk-throughs. Continue to |principal walk-throughs. |principal walk-throughs. |

| |build capacity through peer-to-peer support.| | |

|6. Support the function of writing coaching and |What: School leaders consistently support |What: School leaders inconsistently support |What: School leaders do not support the |

|differentiated training for teachers. |the function of writing coaching and |the function of writing coaching and |function of writing coaching and |

| |differentiated training for teachers. |differentiated training for teachers. |differentiated training for teachers. |

| | | | |

| |How: Consider a carefully designed survey |How: Develop a matrix with the school’s |How: As the school leadership team develops |

| |(preferably taken at the end of the previous|staffing positions (i.e., principal, coach, |the professional development plan, |

| |school year) to gather feedback from staff |classroom teachers, instructional |differentiate training by position (i.e., |

| |on future professional development needs. |assistants, new staff, substitutes). List |principal, coach, classroom teachers, |

| |Make certain professional development |positions across the top of the matrix. On |specialists, instructional assistants, new |

| |opportunities are guided by data. |the side of the matrix list all of the |staff members, substitutes). Use school |

| | |school/district professional development |writing goals and data (i.e., student |

| | |training sessions (i.e., whole group, small |performance data, classroom observation |

| | |group, coaching, peer observations). |data) to identify staff PD needs. Determine |

| | |Identify who will attend what professional |what professional development will be |

| | |development sessions. Be sure to add in any |offered at the school level, grade level, |

| | |missing professional development (e.g., |and/or subject/classroom level. Create a |

| | |follow-up intervention training for |monthly coaching plan that targets new |

| | |specialists and instructional assistants). |teachers and teachers needing additional |

| | |Identify strong writing instructors, as well|support, utilizing strong writing teachers |

| | |as a coach who could provide in-class |and/or available coaches to model lessons |

| | |teaching demonstrations and/or coaching to |and provide ongoing training. |

| | |designated teachers. | |

|7. Provide time and training to support the development of |What: School leaders consistently provide |What: School leaders inconsistently provide |What: School leaders do not provide time and|

|teachers as writers. |time and training to support the development|time and training to support the development|training to support the development of |

| |of teachers as writers. |of teachers as writers. |teachers as writers. |

| | | | |

| |How: Periodic professional development |How: Some training focused on evidence-based|How: Principal, coach, and/or lead teachers |

| |focused on evidence-based practices for |practices for writing instruction and |schedule periodic professional development |

| |writing instruction and assessment is |assessment is scheduled throughout the |on evidenced based practices for writing |

| |provided for all teachers. These trainings |school year and/or minimal time is devoted |instruction and assessment and follow-up |

| |are followed up by scheduled collaboration |at monthly teacher meetings to discuss |collaboration meetings for all teachers. |

| |times during which teachers meet and discuss|writing instruction. |These meetings are included in the school’s |

| |the topics and strategies introduced in the | |master calendar each year. |

| |trainings and plan ways to incorporate them |Principal, coach, and/or lead teachers | |

| |into instruction. |schedule periodic professional development | |

| | |trainings on evidenced based practices for | |

| |Schedule time for professional development |writing instruction and assessment and | |

| |surrounding evidence-based practices in |follow-up collaboration meetings for all | |

| |writing plus collaboration |teachers. These meetings are included in the| |

| | |school’s master calendar each year. | |

| |

|Leadership and Commitment Total = _______/ 48 Points _______% |

K-12 Schoolwide Writing Implementation Guide

Action Plan

This document can be used to help facilitate conversations regarding how best to address the school’s implementation of the Schoolwide Writing Plan. For each component, list the number of points received and total percentage of points. Then, indicate which items have received ratings of Partially in Place or Not in Place and use the “Next Steps” columns to begin mapping out how you will address the establishment and implementation of each of these items.

|Component |Percentage of Points |Items That Are Partially in Place|Next Steps |Items that Are Not in Place |Next Steps |

| |Received | | | | |

|Assessment |___/34 | | | | |

| |____% | | | | |

|Instruction |___/56 | | | | |

| |_____% | | | | |

|Professional Development |____/26 | | | | |

| |_____% | | | | |

|Leadership & Commitment |___/48 | | | | |

| |____% | | | | |

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