Vision

= **Our Vision:** = //**Updated**// **//2.17.10//**

Centennial Public Schools has a clearly defined, effective, and usable scope and sequence for writing through all grades. Teachers in all content areas have a solid understanding of proven, effective writing instruction and use materials aligned to the targets. They provide writing instruction and practice to most efficiently develop student writers who can successfully use strategies and skills independently in a variety of writing tasks across the curriculum. Teachers also have clear expectations, consistent evaluation tools, and time to discuss student writing instruction and progress.

 We believe this will translate into improved student perceptions about the value of writing in all disciplines and beyond the school context. We believe that if we accomplish this vision, students will have a more complete understanding of the writing process and can be successful with a variety of independent writing tasks.

**(Potential) Sources of Evidence**

** Teacher Self-Assessment: ** Teacher confidence regarding writing instruction might be measured through a survey or teacher self-assessment. Criteria for effective writing instruction must be clear, teachers must have quality training regarding the requisite knowledge and skills, and this training must be sustainable.

** Professional Development: ** The group suggested that clear criteria for effective instruction and a sustainable plan for professional development needs to be identified.

** Student Writing: ** Students should demonstrate independent use of writing strategies and skills in a variety of settings.
 * ** Common Rubrics: ** The district may develop or identify common rubrics/ or checklists specific to grade level and genre.
 * ** Student Writing Portfolios (secondary): ** A student’s portfolio might include select pieces from various content areas and/or genre. The portfolio would need to be a consistent part of data analysis rather than simply a scrapbook of student writing; thus, teachers would need to meet and review the portfolios at least annually. Again, clear criteria would need to be identified (for both student and program evaluation).
 *  **Writing Assessment Performance**: Over time, results from writing assessments should reflect progress toward the larger vision.
 * **Writing Samples:** Currently, secondary (7-12) teachers must submit two examples of student writing each quarter. If this is continued, it might be tied to the scope and sequence relevant to grade level.

**Resources:**

 * [|Writing Committee Vision Tool.doc]
 * [|Writing Committee Vision Summary.doc] (from 11.09.09 prior to revisions)
 * [|Present Reality.pdf] (includes a transcript and photo of ideas produced by the group)
 * [|Desired Future 11.10.09.pdf] (includes a transcript and photo of ideas produced by the group)
 * [|Writing Next] (Graham & Perin, 2007)
 * [|Effective Writing Instruction for all Students] (Graham, 2008)
 * [|RM & NE Correlations (K-5).pdf]
 * [|NE Language Arts Standards]
 * MMH Treasures, "Writing and Grammar Matrix" (Grades K-6)
 * [|Centennial Writing Summary 2.17.10.doc]