SCHOOL-BASED DECISION MAKING

School:

Bloom Elementary

Subject of the Policy:

Writing

Policy Statement:

STUDENTS’ WRITING EXPERIENCES

In order to provide multiple opportunities to develop complex and effective communication skills (as identified in the JCPS Graduate Profile) for a variety of purposes and use a variety of language resources, we will make sure students do the following:

• Engage in three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication
• Maintain a collection of student work that demonstrates student learning progression and is evidence for the Backpack of Success Skills
• Experience authentic, meaningful writing at all grade levels:

• Writing for a variety of purposes and audiences
• Experiences that reveal ownership and independent thinking
• Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks

• Experience the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting upon writing
• Experience writing in both on-demand and writing over time situations
• Write/Communicate as a natural outcome of learning across content areas that is integrated as a part of project-based learning experiences
• Read and analyze a variety of print and non-print materials (e.g., art work (2D and 3D), photographs, electronic text, graphics, illustrations, web images, maps, and multimedia) including persuasive, literary, personal, informational, and practical/workplace materials. Use readings as models for student writing.
• Learn about and use appropriate resources for writing (e.g., personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider

• Use high quality models that assist in achieving specific learning objectives.

INSTRUCTIONAL WRITING STRATEGIES GUIDELINES

To provide multiple opportunities for students to develop complex and effective communication skills (as identified in the JCPS Graduate Profile) for a variety of purposes, teachers will do the following:

• Teach higher-order thinking skills for deeper learning
• Support writing to learn, writing to demonstrate learning, and writing for an authentic audience as a part of learning experiences designed for authentic project-based learning experiences
• Provide authentic, meaningful writing at all grade levels:

• Writing for a variety of purposes and audiences
• Experiences that reveal ownership and independent thinking
• Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks

• Teach the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting on writing and provide consistent and timely feedback to guide and improve students’ writing skills
• Provide both on-demand and writing-over-time instructional experiences
• Incorporate writing as a natural outcome of the content being studied in all curriculum areas
• Assign students to read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3D, photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, personal, informational, and practical/workplace materials. Use readings as models for student writing
• Use diverse readings as models for student writing
• Provide appropriate resources for writing (e.g., personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider
• Allow student choice and exploration
• Provide opportunities for students to demonstrate new understanding through collaborating, creating, and making global connections using technological tools.
• Use instructional strategies and high quality models that assist in achieving specific learning objectives.

SCHOOLWIDE STRUCTURES AND MONITORING

To ensure every student has a Backpack of Success Skills that demonstrates student interests and the integration of literacy, writing, and communication skills across the content areas, the principal will:

• Ensure the district recommended curriculum frameworks (aligned to Kentucky Academic Standards) are implemented vertically and horizontally.
• Assign a literacy team to develop a written plan for implementing and monitoring  a literacy/writing/communication plan
• Ensure the plan includes guidelines for incorporating student and teacher use of technology tools
• Ensure the implementation of the writing plan
• Ensure that the literacy/writing/communication plan is reviewed annually and revised (if needed)
• Ensure administrators and all teachers receive job-embedded and after school professional learning opportunities related to literacy.
• Ensure vertical and horizontal alignment of writing curriculum

Policy Evaluation

We will evaluate the effectiveness of this policy through our School Improvement Planning Process. This shall be in alignment with systems for a strong instructional learning climate.

Date of First Reading: November 28, 2018

Date Adopted: December 19, 2018

Reviewed: September 12, 2019

Signature:________________________________________________

                               SBDM Council Chairperson