Principal’s Mid-Year Report 2009-2010

1. Principal’s Mid-Year Report2009-2010 Tony Hutchins, Principal Concord Elementary Writing

2. The Goal We, all the teaching staff at CES will provide consistent writing instruction and regular opportunities for independent practice to improve all students’ ability to achieve a score of a 2 on the MLPP 4 pt. writing rubric for students in grades K-2 and all students with disabilities and a score of 3 on the 6pt MEAP writing from knowledge and experience rubric on a narrative writing piece focusing on 6+1 traits of ideas and organization, while supporting topic development ,supporting details and examples, so that:

3. Goal Points: • 75% of non at-risk students in grades K-2 will score 2 or above on the MLPP 4 point rubric • 75% of non at-risk students in grades 3-5 will score 3 or above on the MEAP 6 point rubric • 55% of boys in grades K-2 will score 2 or above on the MLPP 4 point rubric • 55% of boys in grades 3-5 will score 3 or above on the MEAP 6 point rubric • 65% of student w/disabilities will score 2 or above on the MLPP 4 point rubric • 65% of student w/disabilities will score 3 or above on the MEAP 6-point rubric • All students will be assessed 3 times a year using the MLPP writing from knowledge and experience, and the CWCA writing prompt in May, 2010

4. Evidence of Action • Achievement Data with Analysis: Students writing samples are scored 3x/year using MEAP-like rubric; CWCA; MEAP. • Student Work : Six Trait binders contain student writing samples teachers will include to guide writing instruction. • Other Tangible Products: Student-teacher conferencing logs; Conferencing practices.

5. Objective #1 Strand 1: Teaching for Learning Teachers will model and generate effective 6-Trait (ideas, organization, voice, sentence fluency, word choice, and conventions) student-writing samples using kid-friendly rubrics to guide instruction. Tasks/Action Steps: • By the end of the school year, each grade level will compile a binder of student-writing samples to illustrate the 6+1 writing trait being taught during writing sessions. • Teachers will conference with individual/small groups during the writing process to monitor progress and provide additional strategies. • Teachers will provide instruction to students on how to revise/edit a written piece.

6. Evidence of Success • Group/Individual will score writing samples (3X a year)* • Conferencing logs show student progression* • Group/individual will demonstrate the revision/editing process through writing samples.*

7. Objective #2 Strand 4: School and Community Relations: Teachers will include parents as a valuable asset to provide support to their child/children in the writing process. Tasks/Action Steps: • Teachers will provide a copy of 6+1Ttraits for Writing brochure to all parents during Open House. • Teachers will plan and participate in Literacy Parent Workshops to share information about the writing process and how to help support child/children in writing. • Teachers will collectively display student samples of 6-Trait writing posted in the school.

8. Parent Survey Results

9. Parent Survey Comments • What would you like to hear, see or do at the next Family Writing Night? • “…showing examples of students’ work that properly used the program…” • “Prepared packets with clear goals, objectives and rationale…with examples.” • What would make it easier to help your child with writing at home? • “The handout I received will make it easier to help [my child].” • “Examples of writing expectations…”

10. Evidence of Success • Brochure will be included in Writing binder; distributed to parents at start of the year.* • Parent Survey Results* • Grade level student-writing samples will be posted throughout the school.*

11. Objective #3 Strand 5: Data and Information Management Teachers will use and monitor a watch list for at risk writing students. Tasks/Action Steps • Teachers will use the appropriate writing rubric to score student writing 3 times per year to gather scores for the “Watch List”. Any student scoring below a 2 on the 4pt. MEAP rubric (K-2), or a 3 on the MEAP 6 point rubric (3-5), will be posted on the “Watch List”. • Teachers will meet during the school improvement staff meeting to target the specific writers’ group and brainstorm D.I. teaching strategies to help improve the groups’ writing scores.

12. Rubrics

13. Evidence of Success • Writing scores collected, recorded and graphed 3x/year. Data will be presented and analyzed during S.I. Staff Meetings.* • Writing Wall depicting at-risk writers will be monitored.* • Teachers’ strategies and outcomes will be shared during grade-level meetings.*

14. Comparing Writing Scores

15. Comparing Writing Scores-Boys

17. Comparing Writing Scores

18. Comparing Writing Scores

19. Comparing Writing Scores

20. Comparing Writing Scores

21. Comparing Writing Scores

22. Comparing Writing Scores

23. External Monitors’ Input • Confirmed that the teams have done an effective job constructing the plan. Plans exemplified a focused on student success. • Evidence of success needs to represent student performance. • Six-Trait binders are not evidence of student success, but are simply instruments to implement the S.I. plan.

24. What’s Next? • Address consistent scoring, rubric use and data collection and comparison. • Address in-class data assessment and data collection. • Generate strategies for further assisting students who are excelling (scoring a 4 or 6). • Develop framework standard for personnel and professional learning.