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SPMS Writing Policy
Posted On:
Wednesday, March 26, 2014
Writer Clipart
Writer Clipart

WRITING POLICY

STUART PEPPER MIDDLE SCHOOL

 

 

STUDENTS’ WRITING EXPERIENCES/TEACHER EXPECTATIONS

In order to provide multiple opportunities to develop complex communication skills for a variety of purposes and use a variety of language resources, teachers shall ensure that students will:

  • Be actively engaged in using authentic, meaningful communication skills regularly in every class, across all grades and content areas as a natural outcome of the content being taught

o    Writing for a variety of purposes:

§  Argumentative writing to support claims

§  Informative/explanatory texts

§  Narrative to develop real or imagined experiences or events

o    Writing for a variety of audiences

o    Experiences that involve student choice, reveal ownership and independent thinking

o    Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks

  • Engage in three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication
  • Experience the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting upon writing
  • Experience writing in both on-demand and writing over time situations, utilizing 21st technology skills when appropriate
  • Engage in real world and creative communication appropriate for meeting Kentucky Core Academic Standards
  • Experience with 21st century communication skills, use of multimedia within their writing samples, and opportunities to practice oral communication as outlined in Kentucky Core Academic Standards
  • Self-assess and reflect upon their progress and growth in writing and communication

 

 

SCHOOL-WIDE STRUCTURES AND MONITORING

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

  • Ensure curriculum is aligned to Kentucky Core Academic Standards
  • Assign a literacy team to:
    • develop a writing plan to include process for implementing, monitoring, and analyzing communications portfolios and guidelines for incorporating student and teacher use of technology
    • ensure active participation by students in decision-making about what to keep and what to purge from the portfolio
    • conduct the literacy program review and design or update the writing plan based on the results
    • submit the plan to the council annually for approval by April each year
  • Ensure the implementation of the writing plan
  • Ensure teachers receive embedded professional development needed to improve writing instruction

 

REFLECTION, ASSESSMENT, AND FEEDBACK

To ensure the writing process includes reflection, assessment, and feedback, the writing plan will incorporate:

  • Procedures for involving students in reflection and self-assessment:
    • Opportunities for students to self-assess and reflect upon their progress and growth in writing and communication
    • Active participation of students in decision making about contents of the portfolio to reflect on their growth as a writer
  • Procedures for using writing for ongoing formative assessment purposes:
    • Providing instructional strategies and models that assist in achieving specific learning objectives
    • Providing ongoing descriptive feedback to students throughout the writing process
    • Allowing students to receive feedback from peers, family and/or community members
    • Evaluating the portfolio entries to provide descriptive feedback to students and to inform instruction
  • Procedures for using the portfolio for summative assessment purposes:
    • Opportunities for students to improve their writing and communication skills based on portfolio feedback
    • The use of the portfolio for determining student performance in communication
    • Review a sampling of portfoliosusing a predetermined rubric or scoring guide in order to determine strengths and weaknesses in student writing and to inform instruction in the overall writing program

 

 

 

 

 

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