By: Kelly Cooper and Dr.Mary Ann Karriker

 The new writing instruction System encourages instruction to focus on the writing process, not just the preparation for a traditional single-day assessment. It is based on writing across the curriculum in each content area and involves all educators.

 To use assessment results to inform instruction throughout the year.  To encourage student writing in all content areas throughout the year.  To encourage all teachers to focus on the writing process.  To assess writing throughout the year, rather than a single-day traditional assessment.

 To be competitive in 21 st Century academic and/or occupational environments, a student must be able to communicate effectively through writing.  Every student can learn to write effectively  Principles of writing are known and can therefore guide instruction regarding how to write effectively  The SBE must promote instructional practices that will produce students who can write effectively.  The constructive drafting-and-revising writing process is an essential instructional practice.

 Writing instruction must be integrated into the content-based courses of instruction and be on- going throughout the school year.  All educators in a school building should be involved in crafting and implementing the building’s plan for a coherent, integrated approach to writing instruction.  Assignments and tasks should…. Be of instructional value. Be meaningful and interesting to the students. Be locally evaluated using the state rubric. Produce immediate feedback that can be used to adjust instructional goals and delivery.

The NCDPI recommends the following schedule for completion of the on-demand tasks and the content-specific assignments. On-Demand Task 1September/October 2010 Content Specific Assignment 1November/December 2010 Content-Specific Assignment 2January/February 2011 On-Demand Task 2March/April 2011 Iredell Statesville Schools Timeline On-Demand Task 109/30-10/15 Submit by: 11/05 Content Specific Assignment 111/01/11/23 Submit by: 01/22 Content-Specific Assignment 201/18-/2/18 Submit by: 04/08 On-Demand Task 203/14-04/14 Submit by: 06/01

 All students at grade 4 and 7  All students repeating grade 4 or 7  All NCEXTEND 2 Students at grades 4 and 7  All limited English proficient (LEP) students who meet the eligibility criteria specified in GCS-C021 (16 NCAC 6G.0312).  Students with disabilities should be given every opportunity to be engaged in and participate in the Writing Instruction System.  3,5,6, 8 should be assessed concurrently with the state assessment.

 Testing coordinators  will be given the user names and passwords for students and adults.  will work with the school principal to schedule the writing test in each school and provide the testing dept. with the date.  will work with the school principal to develop schedule within the school to ensure all students are assessed.  The principal will assign a person to coordinate scoring and ensure scores are entered by dates provided by ISS.

 The choice of the content specific prompt is a school level decision based upon gaps in each individual school.  One prompt for each semester should be chosen from “Write to Learn” – Middle School  Elementary will choose a prompt from those developed during curriculum review week.  These prompts should apply to the current curriculum from the course for which it is chosen.  The subject area chosen for the content prompt is a school based decision.

 NCDPI will provide on-demand tasks (These are found in the writing moodle.  Students will complete two on-demand tasks during the school year.  On-demand tasks should be completed in the classroom or the computer lab using technology tools  On demand will be stored on-line in the Moodle.  If using word processing tools, there are no restrictions on help features such as spell check, grammar check, and online thesaurus.

 Results of the Writing Instruction System will not be used for any level of accountability, including ABCs and AYP.  Scores will be assigned to students using only the NCDPI provided Content, Features and Conventions rubrics.  Scores will be used at the school level to address student and school wide gaps.

If………….Then………… Reading Scores - 90% - aboveFocus on Individual student writing plans (student level PDSA) Reading Scores - 80% - 90%Focus on class gaps to create a writing plan for use across curriculum areas. Reading Scores -70% - 80%Focus on grade level gaps to create a writing plan for use across curriculum areas. Reading scores below 70%Focus on school wide gaps. Use non- fictional writing plan to address writing and reading gaps.