"The road from a novice to a competent writer is paved by changes in student's writing

"The road from a novice to a competent writer is paved by changes in student's writing knowledge, motivation for writing, strategic writing behaviors and basic writing skills." (Steven Graham, 2007)

Albany DemocratHerald Est. 1869 Tuesday August 30, 2011 Price $1.25 Writing Alert Albany Students Not Passing State Test

67%or more of 4th grade students in the United States are “below proficient”.(NAEP 2009) Unfortunately

66%or more of all 4th grade students in Oregon are “below proficient”. Unfortunately

66%or more of 4th grade students in GAPS are “below proficient”.WHY? Unfortunately

Today’s Agenda • Introduction Common Core State Standards • Presentation by the writing team of the Pacing Guide and its components • Whole Group Q & A(Write down as we present) • Gather into grade level teams • Whole Group concluding remarks

Oregon standards tend to be mechanical and subjective.

Often there are missing pieces.

Sometimes there are just enough pieces on which to build a career.

But often the missing pieces are so critical that building a career is impossible!

College Outcry NO MORE REMEDIATION!

Oregon’s Solution: Common Core State Standards (CCSS) Adopted on October 29, 2010. 48 other states have also adopted these same standards National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

CCSS -- 4 frames and 10 standards per grade. I. Text Type and Purposes Standard 1: Opinion Writing Standard 2: Informative/Explanatory Writing Standard 3: Narrative Writing II. Production and Distribution of Writing Standard 4: (Begins at 3rd Grade) Produce writing in which development and organization are appropriate to task, purpose, and audience. Standard 5: Develop and Strengthen writing by planning, revising, editing, rewriting.(Writing Process) Standard 6: Use technology to produce and publish writing. III. Research to Build and Present Knowledge Standard 7: Conduct short research projects that build knowledge about a topic. Standard 8: Recall information from experiences or gather information from print or digital sources; take brief notes on sources; sort evidence into categories. Standard 9: (Begins at 4th Grade) Draw evidence from literary or informational texts to support analysis, reflection, and research. IV. Range of Writing Standard 10: (Begins at 3rd Grade) Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (s single sitting) for a range of tasks, purposes, and audiences.

Oregon standards verses Common Core standards How do they compare?

Compared Standards

The Oregon Standards are like a picture-puzzle without a frame . . .

The Common Core Standards are like a picture-frame without a picture. Production and Distribution of Writing Text Type and Purpose Text Type and Purpose Range of Writing Research to Build and Present Knowledge

The two systems compliment each other like a picture in a frame . . . Production and Distribution of Writing Range of Writing Text Type and Purpose Research to Build and Present Knowledge

. . . with a new perspective. Standards—The essential learning skills that guide instruction Those resources that help reach the essential learning skills Vertical Alignment— A collaborative approach to educating the whole child. Best Practices—To ensure that evidence based instruction is “caught” by students

The end product, when all of these pieces are in place, will be a student that is ready for the rigors of college and beyond.

Picture Perfect

The BIG Writing Changes for 2011-2012 • The state has postponed the writing test. • All K-5 students will write to a school-wide prompt five times. • Teachers will be trained how to score student writing papers and will score trimester papers in PLC teams. • Classroom teachers 1st-5th will move towards teaching 1 hour of writing a day.

Pacing Guide Nuts and Bolts Experts Agree . . . A good Pacing Guide . . . • is the result of teacher collaboration. • provides curriculum guidance rather than prescriptive pacing. • provides links to rich material that teachers can include to fit their own teaching and learning styles. 4. is flexible and pliable; ever changing as students' needs change. 5. maps out topics that are on the state test.

Writing Folder Components Pacing Guide  Grade Level (Emily)  Scoring Rubrics/Record Sheets (Cheryl, Emily, Vallerri) • Writing Resource Packet

StandardsAcademic Vocabulary Teacher NotesS Drive and District Portal

Rubrics and Record Sheets • K-2/3-5 Rubrics (Cheryl) • Student Writing Performance Summary (Emily)  Class Record Sheet (Vallerri)

Common Editing Symbols-Vallerri Common Core State Standards--Martha Yearly Planning Template and Example—Emily Q & A—Emily Web Resources—Jody Three Year Plan—Martha Writing Big Picture-Susan Student Portfolio-Jody Graphic Organizers-Susan T-Chart-Cheryl (Martha ppt) Definition of Modes andTraits-Vallerri Writing Process Guide—Vallerri Writing Resources

Common Editing Symbols-Vallerri Common Core State Standards--Martha Yearly Planning Template and Example—Emily Q & A—Emily Web Resources—Jody Three Year Plan—Martha Writing Big Picture-Susan Student Portfolio-Jody Graphic Organizers-Susan T-Chart- Cheryl/Martha (ppt) Definition of Modes andTraits-Vallerri Writing Process Guide—Vallerri Writing Resources

Common Editing Symbols-Vallerri Common Core State Standards--Martha Yearly Planning Template and Example—Emily Q & A—Emily Web Resources—Jody Three Year Plan—Martha Writing Big Picture-Susan Student Portfolio-Jody Graphic Organizers-Susan T-Chart- Cheryl/Martha (ppt) Definition of Modes and Traits-Vallerri Writing Process Guide—Vallerri Writing Resources

Common Editing Symbols- Vallerri Common Core State Standards--Martha Yearly Planning Template and Example—Emily Q & A—Emily Web Resources—Jody Three Year Plan—Martha Writing Big Picture-Susan Student Portfolio-Jody Graphic Organizers-Susan T-Chart- Cheryl/Martha (ppt) Definition of Modes andTraits-Vallerri Writing Process Guide—Vallerri Writing Resources

Common Editing Symbols-Vallerri Common Core State Standards-Martha Yearly Planning Template and Example—Emily Q & A—Emily Web Resources—Jody Three Year Plan—Martha Writing Big Picture-Susan Student Portfolio-Jody Graphic Organizers-Susan T-Chart- Cheryl/Martha (ppt) Definition of Modes andTraits-Vallerri Writing Process Guide—Vallerri Writing Resources

Three Year Writing Plan 2011-2014 Year  What is it we want students to learn? • Be kind to ourselves. We need to give ourselves permission to not be perfect! • Get familiar with the pacing guide and the new standards. • Check out some of the websites listed on the Web Resource sheet. • Try to spend 60 minutes a day teaching writing (handwriting not included). • Begin the "best practices" journey. Become familiar with such research as"90/90/90 and Beyond" by Doug Reeves, and "Writing Next" by Steven Graham. • Students will write to FIVE prompts of varying modes: Staff will be trained by writing team members to score writing papers. • The writing team will collect teacher feedback, and be an integral part of writing support to staff at the building level. • *Early Adopters: Develop a year-long plan that incorporates the modes and traits, as well as writing across the curriculum. Share with the writing team 

Year  • How will we know • that they have learned it? • Give permission to not be perfect, but stretch ourselves. • Spend 60 minutes a day teaching writing. Learn to write across the curriculum. • Engage in discussions on instructional practices. What lessons have • you found to be especially effective? What resources do you turn to the most? • Looking for teachers to model writing lessons that might be video taped and placed on "S" Drive. • Results of the five prompts will be recorded, and data from all assessments will be viewed at the District level. The writing team will look for patterns in the data, in order to guide them in follow-up support for teachers. As we see common points of weakness, we can get staff the training needed to improve instruction. • Building PLC teams will begin unwrapping the new standards. • Writing team will review and revise pacing guide/"S" Drive/team created documents based on feedback.

Year  • What kind of interventions/enrichments will • we offer students? • Begin to use prompts in other subject areas. • Learn how to integrate writing across the curriculum (Learning Log Example). • Analyze data from previous year's scores. Make a plan based on the analysis. • Implement strategic interventions and enrichment. • Ensure 60 minutes per day is spent on writing.

Group Discussion

Group Discussion • Discuss how you will embed this into your current classroom. Is there a way to reframe what you are already doing to support writing instruction? • What are some of the hurdles you face for your particular grade level? • Is there anything you need from the team that will make your writing year easier? • Other? (On going feedback please)

Any Other Questions?

Albany Democrat Herald Est. 1869 Wednesday, May 25, 2015 Price $1.25 Writing Alert Albany Teachers Win An All Expense Paid Trip To The Aloha State For Their Commitment to Students. Way To Go Albany Educators! Albany Students 90% Pass State Test Albany Teachers Win Congressional Honors For Outstanding Leadership in Writing Instruction

Exit Ticket • What did you find most useful about today’s writing presentation? • What would you still like to know more about? • How do you think we could improve the presentation?

"The road from a novice to a competent writer is paved by changes in student's writing