Writing
Program Review
2015- 2016
KENTUCKY DEPARTMENT OF
EDUCATION
WRITING: CURRICULUM AND INSTRUCTION
Demonstrator 1. Student Access
All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading,
speaking and listening opportunities.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content
areas?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
a) Students have limited or
inconsistent access to literacy
learning opportunities.
a) Students have access to
literacy opportunities, but
connections among the
literacy strands (reading,
writing, speaking, listening
and language use) are unclear.
a) Students participate in
intentionally planned
literacy learning opportunities
to explore ideas and design
products across content
areas.
a) Students engage in literacy
learning opportunities and
help create customized plans
and instruction to match their
learning needs.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Student Access
All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading,
speaking and listening opportunities.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g.,
formative assessments)?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Students have limited access
to equipment and materials.
Needs Improvement
Proficient
Distinguished
b) Students have some access to
equipment and materials.
b) Students have access and use
equipment and materials
designed to meet their
individual needs as
determined by data (e.g.,
formative assessments).
b) Students strategically plan for
and use a variety of
equipment/technological tools
and materials designed to meet
and enhance their individual
needs.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Student Access
All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading,
speaking and listening opportunities.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction
accessible to all students?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) Teachers provide limited or
inconsistent differentiated
strategies in literacy instruction.
Needs Improvement
Proficient
c) Teachers provide some
differentiated strategies in
literacy instruction according
to student need.
c) Teachers instruct the
complex processes, concepts
and principles of literacy
using differentiated
strategies that make
instruction accessible to all
students.
Distinguished
c) Students use differentiated
strategies in self-directed
learning demonstrating
personalized learning of
complex processes, concepts
and principles of literacy.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school ensure that the language arts curriculum is aligned vertically and horizontally to the Kentucky Academic Standards
for Language Arts?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) Curriculum lacks vertical and
horizontal alignment to the
Kentucky Academic
Standards.
Needs Improvement
a) Curriculum is partially
aligned vertically and
horizontally to the Kentucky
Academic Standards
Proficient
Distinguished
a) Curriculum is aligned
vertically and horizontally to
the Kentucky Academic
Standards for Language Arts.
a) Curriculum is aligned vertically
and horizontally to the
Kentucky Academic Standards
and monitored to ensure
effective implementation with
a focus on 21st Century Skills
taught in the context of core
subjects and interdisciplinary
themes.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the curriculum integrate the strands of literacy (reading, writing, speaking, listening and language use) across content areas to
explicitly instruct and develop communication skills?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Curriculum lacks integration
of the strands of literacy
(reading, writing, speaking,
listening, and language use) to
explicitly instruct and develop
communication skills.
Needs Improvement
b) Curriculum integrates the
strands of literacy (reading,
writing, speaking, listening,
and language use) to instruct
and develop communication
skills.
Proficient
b) Curriculum integrates the
strands of literacy (reading,
writing, speaking, listening,
and language use) across
content areas to explicitly
instruct and develop
communication skills.
Distinguished
b) Curriculum integrates the
strands of literacy (reading,
writing, speaking, listening,
and language use) to apply
communication skills to
meaningful work across
content areas.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school’s curriculum ensure opportunities for students to apply technology effectively as a tool to research, organize,
evaluate and communicate information?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
c) The school’s curriculum
provides limited opportunities
for students to use technology.
c) The school’s curriculum
provides opportunities for
students to utilize technology
to communicate information.
c) The school’s curriculum
provides opportunities for
students to apply technology
effectively as a tool to
research, organize, evaluate
and communicate
information.
c) The school’s curriculum
provides opportunities for
students to use technology as a
tool to access, manage,
integrate and create
information.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do communication portfolios demonstrate student interests and the integration of writing and communication skills across the
content areas and over time?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) Communications portfolio
demonstrates limited student
development of writing and
communication skills.
Needs Improvement
Proficient
Distinguished
d) Communications portfolio
reflects student interests and
represents the development of
writing and communication
skills only across some
content areas.
d) Communications portfolio
demonstrates student
interests and the integration
of writing and
communication skills across
the content areas and over
time.
d) Communications portfolio is
used by students to
demonstrate novel, new and
worthwhile ideas while
elaborating and refining those
ideas to maximize creative
efforts and effectively
communicate both locally and
globally.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC E
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the curriculum provide opportunities for students to practice 21st century critical thinking, collaboration, creativity, problemsolving and communication skills and to connect these skills -to real world experiences?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
e) Curriculum provides limited
opportunities for students to
practice 21st century critical
thinking, problem -solving
and communication skills.
Needs Improvement
Proficient
Distinguished
e) Curriculum provides
opportunities for students to
practice 21st century critical
thinking, problem-solving and
communication skills.
e) Curriculum provides
opportunities for students to
practice 21st century critical
thinking, collaboration,
creativity, problem- solving
and communication skills and
to connect these to real
world experiences.
e) Curriculum provides
opportunities for students to
actively use knowledge as it is
being learned through
applying the skills of critical
thinking, problem- solving
and creativity to content
knowledge and collaborating
and communicating locally
and/or globally.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning
objectives?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) Teachers provide instruction
that has limited connection to
specific learning objectives.
Needs Improvement
a) Teachers provide
instruction that results in
achieving specific literacy
learning objectives.
Proficient
a) Teachers, students, and
others provide literacy
instructional strategies and
models that assist in
achieving specific learning
objectives.
Distinguished
a) Teachers, students, and others
provide instruction, models
and demonstrations that
address specific literacy
learning objectives and
provide time for students to
apply this learning for further
inquiry, design and interactive
collaborative settings.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through
products?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Students research only
information around a topic
chosen by the teacher.
Needs Improvement
b) Students research
information around a
topic of personal interest
and demonstrate
understanding.
Proficient
Distinguished
b) Students research
information to seek a new or
deeper understanding
around a topic of personal
choice and demonstrate
new understanding through
products.
b) Students research information
to seek a new or deeper
understanding based on
inquiry around a topic of
personal choice and
demonstrate new
understanding through
products that may be used by
others for further
understanding of the topic.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing,
speaking, listening and language use to meet specific communication goals?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) Students rarely use
technological tools, resources,
and applications in reading,
writing, speaking, listening
and language use at school.
Needs Improvement
c) Students access and use
technological tools,
resources and applications
in reading, writing,
speaking, listening and
language use to meet
general communication
goals.
Proficient
Distinguished
c) Students demonstrate media
literacy through regular use
of technological tools,
resources and applications
in reading, writing, speaking,
listening and language use to
meet specific communication
goals.
c) Students demonstrate media
literacy through regular use of
technological tools, resources and
applications in reading, writing,
speaking, listening and language
use to evaluate or communicate
using critical thinking skills.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students integrate what is learned when using technology with what they learn offline to develop understanding and
communication?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) Students are only infrequently
expected to integrate what is
learned when using
technology with what they
learn offline.
Needs Improvement
d) Students seldom integrate
what is learned when using
technology with what they
learn offline to develop
understanding and
communication.
Proficient
d) Students integrate what is
learned when using
technology with what they
learn offline to develop
understanding and
communication.
Distinguished
d) Students demonstrate their
media literacy by integrating
what is learned when using
technology with what they
learn offline, making global
connections, creating and
collaborating.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC E
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students use varying strategies and demonstrate an understanding of communicating to audiences in different forms for various
purposes?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
e) Students are rarely given
opportunities to practice
communicating using
appropriate audience, form,
and purpose.
Needs Improvement
e) Students sometimes are given
opportunities to practice
communicating using
appropriate audience, form
and purpose.
Proficient
e) Students use varying
strategies and demonstrate
an understanding of
communicating to audiences
in different forms and for
various purposes.
Distinguished
e) Students communicate with
various audiences in different
forms and for different
purposes both locally and
globally.
Evidence:
Rationale:
Next Steps:
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Demonstrator 3. Instructional Strategies
All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.
CHARACTERISTIC F
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students engage in discussion with teachers and peers to inform the writing process and publish/share their work?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
f) Students are rarely given the
opportunity to engage in
conversations with teachers or
peers during the writing
process.
f) Students are given
opportunities to engage in
conversations with the teacher
during the writing process.
f) Students engage in
discussion with teachers and
peers to inform the writing
process and are provided
with a means to
publish/share work.
f) Students take part in sustained
engagement and collaboration
with teachers, peers, and
outside experts to design
literacy projects, ask questions
and refine literacy products.
Evidence:
Rationale:
Next Steps:
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Demonstrator 4. Student Performance
All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in
student performance at a consistently high level.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students craft communications distinctive to specific disciplines and purposes?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) Students are inconsistent or
limited in demonstrating
understanding of differing
communication structures
related to disciplines and
purposes.
Needs Improvement
a) Students demonstrate an
understanding of
communication structures for
specific disciplines and
purposes.
Proficient
a) Students craft
communications distinctive
to specific disciplines and
purposes.
Distinguished
a) Students go beyond mastery
of skills and/or curriculum to
explore and expand their own
learning and opportunities to
gain expertise and write as
content experts applying that
knowledge to the kinds of
questions and problems
experts in that field tackle.
Evidence:
Rationale:
Next Steps:
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Demonstrator 4. Student Performance
All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in
student performance at a consistently high level.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students demonstrate through the strands of literacy (speaking, listening, writing, language use and reading) a respect for
cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face or virtually) to build on and
articulate their own ideas?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Students rarely have
opportunities to build on the
ideas of others and are
inarticulate in their attempts.
Needs Improvement
b) Students respect cultural
differences and attempt to
build on ideas of others and
articulate their own ideas.
Proficient
Distinguished
b) Students respect cultural
differences and work
effectively with people from
a range of social and
cultural backgrounds (faceto-face or virtually) to build
on and articulate their own
ideas through the strands of
literacy.
b) Students, in both face-to-face
and virtual collaborations,
create new ideas and increase
innovation and quality of
work by building on ideas of
others and articulating their
own ideas, with depth and
complexity through the
strands of literacy.
Evidence:
Rationale:
KDE: ONGL: DPS: Writing PR
Next Steps:
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Demonstrator 4. Student Performance
All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in
student performance at a consistently high level.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate
products/outcomes tied to curriculum and learning goals?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) Students rarely or
inconsistently have
opportunities to learn and
work together to problemsolve and generate products.
Needs Improvement
c) Students learn and work
together with teachers and
peers to problem-solve and
generate products.
Proficient
Distinguished
c) Students learn and work
together with teachers, peers
and others either face-toface or virtually to problemsolve and generate
products/outcomes tied to
curriculum and learning
goals.
c) Students learn and work
together with teachers, peers,
and others either face-to face
or through the use of a wide
variety of online
communication tools and
environments to problemsolve and generate products,
events or presentations with a
local and/or global purpose.
Evidence:
Rationale:
Next Steps:
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Demonstrator 4. Student Performance
All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in
student performance at a consistently high level.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students refer to works of quality and substance as models to inform their work?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
d) Students seldom reference the
work of others as models to
inform their work.
d) Students are indiscriminate in
their reference of others’ work
as models to inform their
work.
Proficient
d) Students refer to works of
quality and substance as
models to inform their
work.
Distinguished
d) Students create works of
quality and substance that are
used as models to inform
others’ work.
Evidence:
Rationale:
Next Steps:
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WRITING: FORMATIVE AND SUMMATIVE ASSESSMENT
Demonstrator 1. Assessments
Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum
to enhance student learning and achievement.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across
grade levels and content areas?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
a) Teachers rarely collaborate to
develop or align writing and
communication assessments
across grade levels and
content areas.
a) Teachers occasionally
participate in a limited
collaborative approach to
develop or align writing and
communication assessments
across grade levels and content
areas.
a) Teachers engage regularly in
a collaborative approach to
develop and/or align writing
and communication
assessments across grade
levels and content areas.
a) Teachers engage in a systemic
school-wide collaborative
approach to develop and/or
align writing and
communication assessments
across grade levels and
content areas, and monitor the
impact on student learning
over time.
Evidence:
Rationale:
KDE: ONGL: DPS: Writing PR
Next Steps:
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Demonstrator 1. Assessments
Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum
to enhance student learning and achievement.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with gradelevel writing standards and formative assessments?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Teachers lack a plan to
monitor student progress in
developing writing and
communication skills
consistent with grade-level
writing standards.
Needs Improvement
b) Teachers develop a plan to
monitor student progress in
writing and communication
skills consistent with gradelevel writing standards and
formative assessments.
Proficient
b) Teachers develop and
implement a plan to monitor
student progress in writing
and communication skills
consistent with grade-level
writing standards and
formative assessments.
Distinguished
b) Teachers consistently
implement a plan to monitor
student progress in writing
and communication skills
consistent with grade-level
writing standards, formative
assessments, and respond to
evidence through revised
instruction.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Assessments
Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum
to enhance student learning and achievement.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers, peers and others provide regular feedback on students’ writing and communication products as part of a constructive
feedback process that is subsequently applied by students to improve their communications?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
c) Teachers infrequently provide
feedback on students’ writing
and communication products
as part of a constructive
feedback process.
c) Teachers provide some
feedback on students’ writing
and communication products
as part of a constructive
feedback process.
Proficient
c) Teachers, peers, and others
provide regular feedback on
students’ writing and
communication products as part
of a constructive feedback
process that is subsequently
applied by students to
improve their
communications.
Distinguished
c) Teachers, peers, and others
provide regular, specific
feedback on students’ writing
and communication products
as part of a constructive
feedback process that is
subsequently applied by
students to improve their
communications and initiate
student-directed learning.
Evidence:
Rationale:
Next Steps:
KDE:
ONGL: DPS: Writing PR
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Demonstrator 1. Assessments
Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum
to enhance student learning and achievement.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) Teachers provide few
opportunities for students to
revise summative products.
Needs Improvement
Proficient
d) Teachers provide some
opportunities for students to
revise and apply new learning
before summative products
are assessed.
d) Teachers provide regular
opportunities for students to
revise and apply new learning
before summative products
are assessed.
Distinguished
d) Teachers provide ongoing
opportunities for students to
reflect, revise and apply new
learning before summative
products are assessed.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Expectations for Student Learning
Teachers communicate consistently high expectations and use common standards for student learning in writing.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students know and understand expectations for their work and receive/provide feedback using standards specific language?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) Students are unaware of the
expectations for their work
and receive no feedback.
Needs Improvement
Proficient
Distinguished
a) Students have some awareness
of expectations for their work
and/or receive minimal
feedback.
a) Students know and
understand expectations for
their work and receive/provide
feedback using standards
specific language.
a) Students use expectations for
their work to guide the
development of their
personalized learning plan and
receive/ provide feedback
using standard specific
language.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Expectations for Student Learning
Teachers communicate consistently high expectations and use common standards for student learning in writing.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback
and assessments?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Teachers and students do not
set writing and
communication goals.
Needs Improvement
b) Teachers set writing and
communication goals for
students that are standardsbased.
Proficient
Distinguished
b) Teachers and students
collaborate to set writing and
communication goals that are
standards-based and
informed by feedback and
assessments.
b) Students regularly set
standards-based writing and
communication goals that are
informed by self-reflection,
teacher and peer feedback,
and assessment evidence.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Expectations for Student Learning
Teachers communicate consistently high expectations and use common standards for student learning in writing.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers and students engage in self-assessment to monitor progress toward meeting writing and communication goals?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) Teachers and students do not
engage in self-assessment to
monitor progress toward
meeting writing and
communication goals.
Needs Improvement
c) Teachers and students are
beginning to engage in selfassessment to monitor
progress toward meeting
writing and communication
goals.
Proficient
Distinguished
c) Teachers and students engage in
c) Teachers and students
self-assessment to monitor progress
engage in ongoing selftoward meeting writing and
assessment, using a variety
communication goals.
of methods designed to
support different learning
styles, to monitor progress
toward meeting writing and
communication goals.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Expectations for Student Learning
Teachers communicate consistently high expectations and use common standards for student learning in writing.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and
communication?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) Teachers and students do not
use scoring guides and rubrics
to assess writing and
communication.
Needs Improvement
d) Teachers and students use
only external scoring guides
and rubrics to assess writing
and communication.
Proficient
Distinguished
d) Teachers and students use
models as exemplars and to
co-develop scoring guides
and rubrics to assess writing
and communication.
d) Students develop models as
exemplars, scoring guides and
rubrics to assess writing and
communication.
Evidence:
Rationale:
Next Steps:
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WRITING: AREA OF PROFESSIONAL LEARNING
Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning with the teachers’ learning needs in mind
in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness
in The Framework for Teaching.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers develop, implement and assess relevant and purposeful professional growth plans (PGPs) in response to the teacher
self-reflection about current practice and student learning?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) There are no teachers’
Professional Growth Plans
(PGPs) in place.
Needs Improvement
a) PGPs are developed, but do
not reflect individual teacher
need (s).
Proficient
a) PGP implementation results in
change in current practice and
supports appropriate
instruction.
Distinguished
a) Ongoing assessment of the
implementation of the
PGP results in necessary
adjustments that result in
increased teacher
effectiveness and student
learning.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with teachers’ learning needs in mind
in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness
in The Framework for Teaching.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school support teachers’ pursuits of professional learning opportunities focused on research/evidence- based best practices
and based on teacher Professional Growth Plans, school and student data?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) There is no evidence to
support opportunities
based on data.
Needs Improvement
b) Professional learning
opportunities are limited,
do not focus on
research/evidence- based
practices that support
teacher PGPs.
Proficient
b)
Professional learning
opportunities incorporate
the Standards for
Professional Learning,
focus on
research/evidence- based
practices are planned,
implemented and
evaluated based on teacher
Professional Growth Plans
(PGPs) and school and
student data.
Distinguished
b) Professional learning supports
individual learning focus (PGP)
fosters team collaboration for
school improvement and benefits
from alignment and coordination
with school, district, regional, and
state improvement goals for more
systemic professional learning
experiences.
Evidence:
Rationale:
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Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with teachers’ learning needs in mind
in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness
in The Framework for Teaching.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day
teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is
school or classroom based and integrated in the workday) are available?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) The school does not
provide access to job
embedded professional
learning opportunities to
teachers.
Needs Improvement
c) The school provides
limited access to job
embedded professional
learning opportunities to
only a few teachers.
Proficient
c) The school offers job
embedded professional
learning opportunities that
are integrated in the work
day to all teachers.
Distinguished
c) The school provides a
variety of job embedded
professional learning
opportunities (tailored to
meet teachers’ individual
needs) all teachers.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Opportunity
Professional learning opportunities are planned according to the Standards for Professional Learning and with teachers’ learning needs in mind
in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness
in The Framework for Teaching.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school allocate time for teachers to collaborate and exchange ideas?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) The school does not
provide opportunities or
allocate time for teachers
to collaborate with each
other.
Needs Improvement
d) The school provides
limited opportunities, but
does encourage
collaboration for teachers;
however, no time is
allocated for collaboration
to occur.
Proficient
d) The school provides
opportunities and
allocates time for teachers
to collaborate and
exchange ideas.
Distinguished
d) The school provides a
variety of opportunities
and allocates time for
teachers to collaborate
and exchange ideas,
especially during the
school day, in
professional learning
communities and through
professional learning
opportunities.
Evidence:
Rationale:
KDE:
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Next Steps:
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Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers participate and implement content-specific professional learning based on school, student and teacher data?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) Teachers do not
participate in contentspecific professional
learning opportunities
based on analysis of
school and student data.
Needs Improvement
a) Teachers participate in
content-specific
professional learning
opportunities based on
analysis of school and
student data; but there is
no evidence of
implementation or a
change in practice as a
result of the professional
learning.
Proficient
a) Implementation of
content-specific
professional learning
based on school, student
and teacher data results in
change in current practice
and supports appropriate
instruction.
Distinguished
a) Teachers consistently
participate in on-going
content-specific
professional learning
opportunities based on
analysis of school and
student data. Necessary
adjustment to the
professional learning
result in increased teacher
effectiveness and student
learning.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and
increased student learning?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) Teachers are not members
of professional learning
communities.
Needs Improvement
b) Teachers are members of
professional learning
communities but do not
actively participate to
address issues related to
instructional practices,
data analysis and
improving student
achievement.
Proficient
b) Teachers are members of
professional learning
communities within the
school/district and
participate actively to
address issues related to
instructional practices,
data analysis and
increased student
learning.
Distinguished
b) Teachers are members
and leaders within their
professional learning
organizations ,actively
participate to address
issues related to
instructional practices,
data analysis and
improving student
achievement As a result
contribute to school and
community life.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are teachers participating members of professional organizations?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) Teachers are not members
of professional
organizations.
Needs Improvement
c) Teachers are members of
professional organizations
but do not participate in
them.
Proficient
c) Teachers are members of
professional organizations
and actively participate in
them.
Distinguished
c) Teachers are members and
leaders within their
professional learning
organizations, actively
participate in them and as a
result contribute to school
and community life.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Participation
Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do teachers have contact and collaborate with community, business and postsecondary partners?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d)
Teachers have no contact
with external partners.
Needs Improvement
d)
Teachers have limited contact
with external partners.
Proficient
d)
Teachers have contact and
collaborate with external
partners (community, business
and postsecondary) through
advisory committees, work
exchange programs and/or
community groups.
Distinguished
d)
Teachers contact and
collaborate consistently with
external partners (community,
business and postsecondary)
through advisory committees,
work exchange programs
and/or community groups.
Opportunities within the
school schedule are provided
for this collaboration, with a
stipend or professional
development credit, for
engagement in such practices.
Evidence:
Rationale:
KDE: ONGL: DPS: Writing PR
Next Steps:
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WRITING: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING
Demonstrator 1. Policies and Monitoring
School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school council/leadership ensure that writing concepts are taught throughout the school and across the curriculum as
established in policy?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
a) School council/leadership does
not have policies in place to
ensure that writing concepts are
taught throughout the school
and across the curriculum.
Needs Improvement
a) School council/leadership
establishes policies to ensure
that writing concepts are
taught throughout the school
and across the curriculum.
Proficient
a) School council/leadership
ensures that writing concepts
are taught throughout the
school and across the
curriculum as established in
policy.
Distinguished
a) School council/leadership
monitors and evaluates
the teaching of writing
concepts throughout the
school and across the
curriculum as established
in policy.
Evidence:
Rationale:
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Next Steps:
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Demonstrator 1. Policies and Monitoring
School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school council/leadership and teachers participate in the planning of the annual school budget with clear consideration and
allocation of resources for writing?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
b) School council/leadership plans
the annual school budget with
little consideration for
allocation of writing resources.
b) School council/leadership and
select teachers are included in
the planning of the annual
school budget with some
consideration of allocation of
resources for writing.
b) School council/leadership and
teachers participate in the
planning of the annual school
budget with clear
consideration of allocation of
resources for writing.
b) School council/leadership and
teachers across contents
actively participate in the
planning of the annual school
budget to ensure adequate and
quality materials, equipment,
space and technology are
available to implement school
wide writing program.
Evidence:
Rationale:
Next
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Demonstrator 1. Policies and Monitoring
School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school council/leadership allocate equitable time and resources to implement the writing program?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) School council/leadership
never or rarely allocates time
and resources to implement
the writing program.
Needs Improvement
c) School council/leadership
allocates time and resources to
implement the writing
program, but these are not
equitable to other content
areas.
Proficient
c) School council/leadership
allocates equitable time and
resources to implement the
writing program.
Distinguished
c) The school council/leadership
meets with teacher leaders
when planning for the
allocation of time and
resources to implement the
writing program.
Evidence:
Rationale:
Next Steps:
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Demonstrator 1. Policies and Monitoring
School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are decisions related to staff assignment based on the established policies that include student literacy needs and teacher
certification?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
d) There are no policies in
place to assess assignment
of staff to meet literacy
needs.
Needs Improvement
d) School councils establish
policies for the
assignment of staff.
Proficient
d) Decisions related to staff
assignment are based on
the established policies
that include student
literacy needs and
teacher certification.
Distinguished
d) Decisions related to
assignment of staff are made
based on needs of students,
teacher certification and other
data (e.g., ILP) and teacher
professional development
experience (e.g., participation
in National Writing Project ).
Evidence:
Rationale:
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Next Steps:
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Demonstrator 2. Principal Leadership
Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and
actions.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the principal enlist teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on
overall student achievement in the school?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
Needs Improvement
Proficient
Distinguished
a) The principal does not
evaluate nor reflect on the
impact of writing instructional
practices.
a) The principal individually
evaluates and reflects on the
impact of writing instructional
practices on overall student
achievement in the school.
a) The principal enlists teacher
leaders to collaborate,
evaluate and reflect on the
impact of the writing
instructional practices on
overall student achievement in
the school.
a) The principal and staff
collaboratively evaluate and
reflect on the impact of the
writing instructional practices
on overall student
achievement.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Principal Leadership
Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and
actions.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the principal initiate and participate in professional learning related to the school’s writing program?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
b) The principal does not
participate in professional
learning regarding the
school’s writing program.
Needs Improvement
Proficient
Distinguished
b) The principal initiates
professional learning
regarding the school’s writing
program.
b) The principal initiates and
participates in professional
learning related to the school’s
writing program.
b) The principal participates in,
models and leads professional
learning regarding the
school’s writing program
through collaboration with
staff and shared selfreflection.
Evidence:
Rationale:
Next Steps:
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Demonstrator 2. Principal Leadership
Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and
actions.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the principal communicate with parents and the community about the writing program?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation
c) The principal does not
communicate with parents
about the writing program.
Needs Improvement
c) The principal communicates
with parents about the writing
program.
Proficient
Distinguished
c) The principal communicates
with parents and the
community frequently about
the writing program.
c) A variety of sources, including
technology and media
resources, are regularly used to
communicate current
information about writing
programs with parents and
community.
Evidence:
Rationale:
Next Steps:
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