Research Writing Rubric

Research Writing Rubric

From the Commissioner

FRIDAY, NOVEMBER 8, 2013

What's Next for Program Reviews

Recently, the Kentucky Department of Education (KDE) released the first report on Program Reviews for arts and humanities, practical living/career studies and writing programs. These Program Reviews were required by Senate Bill 1 (2009) to be included as a part of the Unbridled Learning accountability system. For more information about the results from the Program Reviews, please see the news release.  I thought readers might want to know a little more about Program Reviews and what comes next.

Why do we have Program Reviews? Senate Bill 1 wanted to ensure that Kentucky children have access to a balanced education. A balanced education includes core academic areas (math, language arts, social studies and science) and areas such as arts/humanities, practical living (health and physical education), career studies, writing, world language and K-3 programs. Kentucky has had a vision of a balanced education since the 1990 Kentucky Education Reform Act and Senate Bill 1 continued that vision. Children are much more than test scores and test scores do not tell the entire story about a class, school or district. As a former high school band director, I am very proud that Kentucky includes an emphasis on the arts in the state accountability system.

What are Program Reviews? Program Reviews are systemic reviews of a program area that includes components such as curriculum, instruction, student assessment/performance, student opportunities and access, professional development and resources. In Kentucky, we worked with many education groups and educators to develop scoring rubrics for each of the components.

How valid and reliable are Program Reviews? Any component of an accountability system must be able to answer this question. All Program Reviews go through an extensive process of piloting and field testing before becoming part of the accountability system. Extensive research is done to address questions about validity and reliability. However, now that the “real world” results are in for the first year of inclusion in the accountability system, we are taking several steps to continue to address validity and reliability issues.

     1. KDE will initiate an audit process that was developed during the 
         last two years. This audit process will include a number of 
         random schools as well as “purposeful” schools. Purposeful 
         schools will be chosen by comparing other school data to 
         the Program Reviews scores for outliers.

     2. KDE will start a research project to determine connections 
         between quality programs and their impact on student 
         achievement. Writing tends to work best since there is a    
         writing achievement score and a program review score, 
         however, we have to be cautious in this approach since 
         the writing scores are derived from either on-demand 
         writing or language mechanics. A successful writing program 
         addresses more than these two areas. In arts/humanities and 
         practical living, KDE will make some connections between 
         overall scores and Program Review scores.

     3. KDE will work to find model programs that school staff 
         can use to assist their local scoring. Schools and districts 
         would use these exemplars just like examiners use
         exemplar writing papers in training and calibrating scores. 

     4. KDE will continue to upgrade training on the rubric 
         and the scoring process.

     5. Districts will receive support and training on how to 
         conduct local audits of Program Reviews.

Within the next few weeks, KDE will update the Unbridled Learning accountability scores for schools and districts to include the results from the 2013 Program Review results. KDE will then reset the 90th percentile and 70th percentile scores for schools and districts which will serve as the baseline for comparing accountability results in 2014. Readers can find the results of their school and district Program Reviews in KDE Open House.  The revised accountability scores and targets for schools and districts will be posted in theSchool Report Card later this month. 

Take Two

Revised Draft 2

Melissa's Brainstorm on the Way to Her Mom's - Yes.

Learning targets - what's the purpose of the plan, what will our kids be able to do (college/career/citizenship), what will we assess

Effective Communication - digital lit portfolio, platforms through which to write and communicate, 21st century skills

Authenticity - real life write for real life purpose, performance statistics, plethora of resources and examples, tnhs content writing map

Design - how to plan for teaching writing

Evaluation - common rubrics, yearly conferencing with student, how student will be evaluated, how leaders will be evaluated

Results - data used to measure growth (eoc, odw, anything else), goal setting. 

9.23.13 Writing Team Meeting

Authentic Literacy

Intended Outcomes: 

-Team members will identify the SBDM committee charge outcomes.

-Team members will evaluate the current writing vision. 

-Establish action planning next steps. 

1. Welcome - Courage - Gratitude (5 min.)
2. Review Committee Charge Outcomes (3 min.)
3. Review Visioning Rubric (4 min.)
4. First Read of Writing Policy (25 min.)
• In the current state:
• What feels good? What makes sense?  
• Where are gaps? Where will we need more supports in place?
• In its current state will the vision/policy inspire us to further action?
5. Program Review Action Planning (5 min.)
6. Love thy Neighbor

Authentic Literacy Prezi

Authentic Literacy Prezi

5.14.13

Agenda

1. Love
2. What needs to be done?
1. Assist
2. Inputting Evidence
3. Evaluating the Document
4. Gratitude

5.7.13 Agenda

1. Inputting the Indicators
2. Evaluating Evidence
3. Entering into Assist

Writing Team Meeting 4.30.13

Agenda
-Review of Policy Updates (10 min.)
-Assist Login Information and Modeling (10 min.)
https://cas.advanc-ed.org/cas/login?service=http%3A%2F%2Fwww.advanc-ed.org%2Fassist%2Fs%2Fhome
-PD Planning Considerations (5 min.)
-Next Steps (5 min.)

4.23.13

Next Steps - Complete Sections by Tuesday 4.30.13

Melissa - Component 1

Robin - Component 2 

Paul - Component 3

Wes - Component 4

SBDM Discussion 4.9.13

Guiding Discussion 

1. Review Indicators on Program Review Writing Evidence
-Administrative/ Leadership Support and Monitoring 
-Annual evaluation process on SBDM agenda. 
2. Allocation of Resources for Writing.
3. Data Review - 32% proficient and distinguished in 2012. 
4. Program Review Entered by June 1st. 

District Writing Plan

https://docs.google.com/a/nelson.kyschools.us/document/d/1BizMuZpz3ZdjlUwI_T5alrwToPgw9u9RLx2TdmFbi0E/edit

PD Ideas

Professional Development for New Teachers

KET Program Review Assistance

http://www.teachersdomain.org/resource/sbo10.prmodule4/

KDE Extended Response and On-Demand Resources

http://education.ky.gov/aa/items/pages/k-prepitems.aspx


http://www.kellyphilbeck.com/

Program Review Document

Collaborative Document with Notes

History PLC AP Writing Exam Analysis

AP Writing Exam Trends


Strengths - What are strong responses showing evidence of?



Weaknesses - What negative trends do we see that can be addressed through strategic instruction? 


Where's Dave?

Write Like This

Mrs. Holbert read "Write Like This"

Practical Takeaways

1. To provide students with an opportunity to see real-world value in writing, locate applications (career and college) that contain elements of thoughtfully writing on demand.

2. To mentor texts as models, emphasizing writing is never finished, model the writing process for the students. Show them the struggles accomplished writers experience during the writing process and the ways to improve.

3. To help students see real-world examples of writing, while improving prior knowledge and background about the world, introduce the Article of the Week (AoW) task. News stories, essay, editorials, blogs, and speeches to read then consider the importance of this information to their lives.

4. To expand upon cause and effect relationships, sharpen their thinking by  "A Leads to B". This strategy provides a way for students to organize their thoughts with connections of events.

5. To move students into analysis and interpretation, utilize interpretation of charts such as the artist Phillip Niemeyer's chart, symbolically capturing American life in the first decade of the twenty-first century.

6.Emphasize the revision process with RADaR: Replace(words/sentences), Add (new descriptive information), Delete (unrelated, unnecessary, repetition), and Reorder (for better flow)

Writing Matters in Every Classroom

We are reading Writing Matters in Every Classroom!