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 Started Contacted 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 Development Mock 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 8 th grade rubrics and grades 9-11 used the GHSWT rubrics

Plan Development Collaborative 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 Development Committee 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 Learning During PLC time Review 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 domain Redelivery of writing plan and process with all content areas