Why a writing plan?Consistency among k-12 writing instruction

Need to address state expectations for writing

Data indicated very few students were exceeding expectation on state writing tests

Concern for the lack of opportunities for writing practice

Getting StartedContacted RESA for assistance with developing a

writing plan

Formed a writing committee with teacher representatives from each school and grade

Writing committee consisted of ELA and Special Education teachers

RESA provided professional learning to help us develop the writing plan

Plan DevelopmentMock assessments were used to identify

strengths and weaknesses.

Teachers developed a timeline for administering the mock assessments.

Mock assessments will be scored using state provided writing rubrics- grades 6-8 used 8th grade rubrics and grades 9-11 used the GHSWT rubrics

Plan DevelopmentCollaborative analysis of mock assessments in

PLCs to get various perspectives, increase objectivity, and inter-rater reliability

ELA teachers score mock assessments

PLC time used to study rubrics and reach consensus on scoring and developing prompts

Teachers will swap student samples for scoring

Plan DevelopmentCommittee members analyzed data to zero in on

specific domains and pace out instructional plan. Developed writing checklists for all contents area

teachers

Gathered feedback from all ELA teachers about instructional plan and writing checklists

Committee members collaborated to create consensus across grade levels and schools

Professional LearningDuring PLC timeReview samples of writing and compile a

notebook of samples for each genre that illustrate specific strategies for each domain.

Practice scoring papers using the writing rubrics

Generate teaching strategies for each domainRedelivery of writing plan and process with

all content areas