Susan Smuskiewicz, NBCT
North Bullitt High School
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SB 1 defines writing as “a purposeful act of thinking and
expression that uses language to explore the ideas and
communicate meaning to others. Writing is a complex,
multi-facited act of communication.”
The goal is to improve literacy instruction in our schools.
Schools should focus on the overall writing program, not on
assigning specific writing pieces for students to produce.
Writing Across the Curriculum: incorporating writing tasks
such as writing to learn, writing to demonstrate learning
and writing for publication.
Best practices in writing and developing policies that
support the program outlining what writing instruction
should look like.
 Writing
 Reading
 Listening
 Speaking
 Observing
 Use of
Technology
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Portfolio THEN. . .
Focus WAS on product.
Specific genres of writing
as determined by the KDE
writing program
Final “finished” pieces that
go into a School Writring
Portfolio
Scored Portfolios
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Portfolio NOW . . .
Focus IS on process
Growth in literacy-not just
writing.
The playing field is wide
open in terms of which
types of writing can be
included in the working
folder.
Student working folders
will be reviewed through a
district/state audit.
 Texting
 Admit
slips
 Exits slips
 Multiple Choice Questions
The writing plan widens the scope to include all forms
of communication.
 Attention should be given to the writing process.
 The emphasis should be proccess: pre-writing,
revision, editing, and grading procedures for each
assignment.
 On Demand is non-negotiable.
 Technology should be viewed as vehicle to incorporate
as part of the writing plan (i.e. 21st Century Literacies).
 Writing methods and the products should be
produced across the curriculum.
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Pre-Writing/Planning
 Feedback-teacher, peer, parent, other interested
adults. (written feedback or with appropriate rubrics)
 Feedback regarding areas where students need to
improve his/her writing and communication skills
which is demonstrated in their “working folders” to
help students improve their work over time.
 Developing effective assessment
methods/tools/rubrics to measure student growth
over time as it pertains to the process of their
learning.
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 Writing
Focus . . .
 Creating a thesis statement
 The Five Paragraph Essay
 On Demand Forms
 Prewriting forms and development
 Introduction to Research
 Verbal Focus: Interviewing skills, Questioning, The
Art of Persuasion.
 Technology Focus: Microsoft Word, Power Point,
and Excel; E-mail
 Writing
Focus . . .
 Citations
 Transitions
 Verbal Focus:
Tone
 Technology Focus:
Photo Editing Software,
Microsoft Movie Maker, Photo Story.
 Written
Focus: College and Career Writing
 Verbal Focus:
 Technology:
Professional Presentations
Effective incorporation of technology.
 Provide feedback to
students on strengths and
weaknesses.
 Analyze and compare student growth over the
years.
 Consider methods by which teachers are trained
to analyze student work AND the criteria and
standards by which work will be measured.
Professional Development for understanding the
writing process and technology support for teachers to
help improve student writing.
 Adopting the District Writing Plan to fit the needs of
our students/school.
 Developing a framework for Writing Program Review.
 Create quality standards to evaluate the school writing
plan.
 Grading procedures and responsibility for review of
the “working folder.”
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