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update

Dec. 1, 2011

posted Dec 1, 2011, 12:41 PM by Stefanie Blouin   [ updated Dec 1, 2011, 12:44 PM ]

NEXT MEETING:  4/5/12 at CO.  8:30-3


The writing committee worked all day on the following items:

1.  Reviewed the feedback on prompts administered thus far.  Major themes emerged:  a)  We need stronger administration guidelines, b) We need to create a set of planning sheets that can be used as needed, c) We need to create student friendly rubrics or checklists.

2.  Feedback specific to rubrics was reviewed.  The decision was made to revamp the language in each trait proficiency band for Narrative rubrics.  The team completed grades 4 and 5-8.  Next step:  Vertically align K-2 to 4-8 rubrics.  These rubrics were fraught with issues and the team decided it was imperative to "fix" the rubrics.  We looked carefully at the Common Core State Standards and our FCSU Writing Curriculum to determine appropriate expectations.

3.  Feedback specific to prompts was reviewed.  The verbiage of certain prompts was clarified or altered to provide students with the clearest understanding.  The Grade 7 R-T-T prompt needs to be retired.  The team felt it was important to select a different passage that had more examples students could draw on as evidence of author's craft.  The prompt as written leads students to character analysis.  The writing committee is asking 7th grade teachers to submit passages they feel would be a better match for the following prompt:

How does the author use his/her skills or craft to help us know more about the character(s), setting, theme?  Use evidence from the passage/text to support your thinking.

4.  Discussion - Is it fair to only assess each text type once?  What happens when we assess in Nov., students score a 2?  The rubrics are built on grade level expectations based on the Common Core State Standards.   It would make sense that a student may not have mastered the use of each trait at the beginning of the year.  Ideas and Organization are somewhat more specific to the text type.  The other 5 traits are more consistent across text types, lending themselves to stronger comparisons of scores over time to show growth.  The CLAs are one component of a balanced writing assessment plan.  There should be rich opportunities within your classroom assessments to use pieces of the rubrics (or the complete rubric) to score most any type of writing.


5.  The writing committee will keep the pieces folks submitted as benchmarks.  These pieces were very useful in referring back to when questions surfaced about the rubrics or prompts.  As schools are giving pieces at different times, we feel that the selection of benchmark pieces is best done at the end of the year.  When you submit writing pieces after the March administration, we would ask you to highlight the traits that were strong in that piece as well as think holistically about whether the piece meets, doesn't meet, or exceed expectations.  Our rubrics have not been built to combine scores from each trait to determine proficiency.  However, when used to score pieces holistically - we will need to identify what a piece that is meeting the expectations, etc. looks like.


6.  The updated rubrics and prompts will be made available in VCAT as soon as possible.  The good news is:  SATEC and SACS have given the same prompts and therefore (with the exception of gr. 1 and 2), will not give these prompts again this year.  FFCS gave different prompts.  We will work to ensure that you have the most up to date materials before the March window. 


Members present:  Gretchen Maskell (SATEC), Liz Calcagni (SATEC), Andrew Evans (FFCS), Mary Larose (FFCS), Rita Kalsmith (FFCS), Susan Greenfield (SACS), Stacie Rouleau (SACS), Claire Draper (SACS), Stefanie Blouin (FCSU)



11/16/11

posted Nov 16, 2011, 11:08 AM by Stefanie Blouin

Writing Curriculum Committee Meeting

 

Date:12/1/11

 

Time and Location: 8:30-3:00 at Central Office, 45 min. break for lunch – please bring your own

 

Agenda:

1.     ODW prompts – What’s working; what’s not working?

2.     ODW rubrics – What’s working; what’s not working?

3.     Curriculum – Review how to access, questions, strengths, next steps (CCSS)

4.     Review collection of writing samples, make plan for summer work

 

Directions for Collection of ODW Prompts

For the first assessment period (November), the writing committee is asking folks to collect samples of students' On-Demand Writing (ODW) pieces that showcase evidence of each proficiency band (significantly below, partially proficient, proficient, proficient with distinction) for the traits:  IDEAS/ORGANIZATION and CONTENT. 

The committee asks that you focus on these two traits for the November window.  However, you may choose to submit examples of other traits if strong examples are evident in your students' work. 

The number of pieces you submit is up to you.  However, as guidance the committee suggests that you submit the minimum number of pieces (perhaps as few as 4) that showcase the range of writing across proficiency bands for each trait.

The writing committee is collecting samples of ODW pieces to 1)Begin to calibrate expectations and scoring, 2)Determine strengths and weaknesses in the scoring rubrics to inform the revision process, and 3)Create a bank of ODW benchmarks with narratives to serve as a resource for scoring and instructional implications.

The writing committee asks that you submit your samples of ODW pieces directly to the Google site by clicking the following link and uploading as an attachment:  https://sites.google.com/a/fcsuvt.org/fcsu-curriculum-instruction-and-assessment/home/writing/student-writing-samples.  You may also give hard copies to the writing committee representative at your school (Gretchen Maskell, Rita Kalsmith, Andrew Evans, Mary Larose, Susan Greenfield, Stacie Rouleau).  Please be sure that your document name includes the grade level, text type, trait and the proficiency level is clearly indicated.  Ex.  gr4narrativeideasproficient

 

 

 

 

Collecting student work samples

posted Sep 19, 2011, 5:32 AM by Stefanie Blouin

For the first assessment period (November), the writing committee is asking folks to collect samples of students' On-Demand Writing (ODW) pieces that showcase evidence of each proficiency band (significantly below, partially proficient, proficient, proficient with distinction) for the traits:  IDEAS/ORGANIZATION and CONTENT. 

The committee asks that you focus on these two traits for the November window.  However, you may choose to submit examples of other traits if strong examples are evident in your students' work. 

The number of pieces you submit is up to you.  However, as guidance the committee suggests that you submit the minimum number of pieces (perhaps as few as 4) that showcase the range of writing across proficiency bands for each trait.

The writing committee is collecting samples of ODW pieces to 1)Begin to calibrate expectations and scoring, 2)Determine strengths and weaknesses in the scoring rubrics to inform the revision process, and 3)Create a bank of ODW benchmarks with narratives to serve as a resource for scoring and instructional implications.

The writing committee asks that you submit your samples of ODW pieces directly to the Google site by clicking the following link and uploading as an attachment:  https://sites.google.com/a/fcsuvt.org/fcsu-curriculum-instruction-and-assessment/home/writing/student-writing-samples.  You may also give hard copies to the writing committee representative at your school (Gretchen Maskell, Rita Kalsmith, Andrew Evans, Mary Larose, Susan Greenfield, Stacie Rouleau).  Please be sure that your document name includes the grade level, text type, trait and the proficiency level is clearly indicated.  Ex.  gr4narrativeideasproficient

Writing 9/1/11

posted Aug 31, 2011, 6:36 AM by Stefanie Blouin

The writing committee worked in June of 2011 to articulate the writing curriculum.  The Common Core State Standards were accessed and our FCSU Writing Curriculum is built to reflect the expectations articulated in the CCSS.  The curriculum is being built in VCAT and should be accessible within a couple of weeks.  The FCSU Writing Curriculum is a dynamic document.  Therefore, we will be refining the articulated outcomes as we move through implementation.  The curriculum is focused in the follow areas:  Text Types and Purposes, Writing Conventions, and Writing Process. 

In the meantime, if you'd like access to the K-8 writing curriculum, PDF copies have been given to each building Principal at SACS and SATEC.  Folks at SACS can ask Katie L. or Roland for a PDF copy.  As soon as the curriculum is available in VCAT, I will post an update.  At that time you may access the curriculum at www.vcat.us/fcsu.  From the curriculum tab, select writing and the grade level you wish to review. 

These on-demand prompts will be administered starting 2011-2012.  As we implement the curriculum and prototype the on-demand writing prompts and scoring rubrics, our main goal will be to collect feedback.  The writing committee would like to collect samples of student responses for each text type as well as your feedback about the prompts, student work, and scoring rubrics.  Please photocopy and email or scan and place in the file on this google site any student pieces.  The writing committee will be meeting on 12/1, 4/5 and 6/25-6/28.  Please be sure to submit any samples of student work and feedback before each of these meeting dates.  The writing committee will strongly consider your feedback as we revise the rubrics to strongly align with the outcomes articulated in the curriculum. 

If you would like to participate as a member of this committee, our first meeting is 9/7/11 at Central Office from 3:30-5.  We welcome new members!

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