Our school scored a Proficient on characteristic 1a Curriculum

Instruction because we link our writing activities across

content areas. We respond to whole group and small group
literature, math topics, authors chair and science.
Our evidence for characteristic 1a includes: math response
journals, science response activities, and weekly guided
reading book responses. We are able to show proficiency.

Our school scored a Proficient on characteristic 1b Curriculum

and Instruction because we use equipment and materials
designed to meet their individual needs as determined by data.
We utilize rubrics and conference sheets.
Our evidence for characteristic 1b includes individual
conference sheets, word walls, individual Snap to Spell sheets
and various writing rubrics. We are able to show proficiency.
Our school scored a Proficient on characteristic 1c Curriculum
and Instruction because we use differentiated writing
strategies based on data and student work samples to meet the
needs of every student. We use differentiated graphic
organizers and writing papers to promote student success.
Our evidence for characteristic 1c includes: differentiated
graphic organizers and differentiated writing papers. We are
able to show proficiency.

Our school scored a Proficient on characteristic 2a Curriculum

and Instruction because we have adopted the Luck Caulkins
Writing Workshop district wide. By adopting Luck Caulkins,
we have aligned our writing program to the Kentucky Core
Academic Standards for Language Arts.
Our evidence for characteristic 2a includes: a writing
curriculum map and monthly writing PLCs. We are able to
show proficiency.

Our school scored a Proficient on characteristic 2b Curriculum

and Instruction because we link our writing activities across
content areas. We respond to whole group and small group
literature, math topics, authors chair and science.
Our evidence for characteristic 2b includes: math response
journals, science response activities, and weekly guided
reading book responses. We are able to show proficiency.
Our school scored a Proficient on characteristic 2c Curriculum
and Instruction because we use technology daily to organize,
evaluate and research information. We use ipevo cameras,
Elmos, iboards and ipads.
Our evidence for characteristic 2c includes: ipevo cameras,
Elmos, iboards and ipads in both small and large group
settings. We are able to show proficiency.
Our school scored Needs Improvement on characteristic 2d
Curriculum and Instruction because our student portfolios
only contain pieces aligned with our Lucy Caulkins writing

curriculum. We have individual student writing portfolios that

are limited to specific types of writing.
Our evidence for characteristic 2d is our individual student
writing portfolios. We show Needs Improvement.
Our school scored Proficient on characteristic 2e Curriculum
and Instruction because our students practice 21st Century
critical thinking, collaboration, creativity, problem-solving and
communication skills connecting these to real world
experiences. We use writing partners, peer editing, and
personal narratives.
Our evidence for characteristic 2e includes: writing partner
sheet, peer editing tool, and personal narrative sample. We
show Proficient.

Our school scored Proficient on characteristic 2f Curriculum

and Instruction because our students engage in discussions
with teachers and peers to inform the writing process and
share/publish their work. We use conferencing, peer editing,
and the authors chair.
Our evidence for characteristic 2f includes: peer editing and
partners, teacher conferencing, and the authors chair. We
show Proficient.

Our school scored Proficient on characteristic 3a Curriculum

and Instruction because our teachers and students provide
literacy strategies and models that assist in achieving specific
learning objectives. We use writing mini-lessons and student
and teacher models.
Our evidence for characteristic 3a includes: daily writing minilessons and student and teacher models that demonstrate
specific learning objectives. We show Proficient.

Our school scored Proficient on characteristic 3b Curriculum

and Instruction because our students research information to
seek a new or deeper understanding around a topic and
demonstrate new understanding through work products. We
create brochures or an All About book following our writing
curriculum map.
Our evidence for characteristic 3b includes our curriculum
map which dictates to create a brochure or an All About
book. We show Proficient.

Our school scored Limited/No Implementation on

characteristic 3c Curriculum and Instruction due to the age
appropriateness of this indicator. We utilize technology in our
classroom as enrichment, skill practice, and whole group
demonstration much more than as a tool to meet specific
communication goals.

Our school scored Limited/No Implementation on

characteristic 3d Curriculum and Instruction due to the age
appropriateness of this indicator. We utilize technology in our
classroom as enrichment, skill practice, and whole group
demonstration much more than as a tool to meet specific
communication goals.
Our school scored Proficient on 3e Curriculum and Instruction
due to the implementation of the Luck Caulkins writing
program. Students use varying strategies and demonstrate an
understanding of communicating to audiences in different
forms and for various purposes. They accomplish this through
the following units of study: personal narrative, how to,
opinion, persuasive, and informational.
Our evidence for this score includes our Lucy Caulkins
curriculum map allowing us to score Proficient.

Our school scored Proficient on 3f Curriculum and Instruction

due the to implementation of our writing program which
includes teacher conferences, authors chair, peer editing, and
the creation of books. Students engage in discussion with
teachers and peers to inform the writing process and are
provided with a means to publish/share work.
Our evidence for this score includes peer editing sheets and
teacher conference reports allowing us to score Proficient.

Our school scored Proficient on 4a Curriculum and Instruction

because our writing program includes non-fiction
informational books and brochures. Students create
communications distinctive to specific disciplines and
purposes.
Our evidence for this score includes a brochure and a non
fiction informational book template.
Our school scored Needs Improvement on 4b Curriculum and
Instruction because our current writing program does not
include students working effectively with people from a range
of social and cultural backgrounds (face to face or virtually) to
build on and articulate their own ideas.
Our school scored Needs Improvement on 4c Curriculum and
Instruction because our current writing program does not have
students working either face to face or virtually to problemsolve and generate products /outcomes tied to curriculum and
learning goals.
Our school scored Proficient on 4d Curriculum and Instruction
because our students refer to works of quality and substance
as models to inform their work. We scored Proficient because
our writing program includes a cd of student writing samples
that our teachers share with students during writing mini
lessons as models to inform their work.
Our evidence includes printed student work samples from the
Lucy Caulkins Writing cd.

Our school scored a Needs Improvement on 1a Formative and

Summative Assessment because this year we adopted a writing
curriculum. Teachers have only had the opportunity to meet
once this year to discuss the writing curriculum.
Our school scored a Proficient on 1b Formative and Summative
Assessment because teachers develop and implement a plan to
monitor student progress in writing and communication skills
consistent with grade-level writing standards and formative
assessments.
We save writing samples from each student and keep them in a
portfolio to monitor student progress in writing and
communication skills. These portfolios follow them to every
grade. Our evidence includes the student writing portfolio and
our report card writing rubric.
Our school scored a Proficient on 1c Formative and Summative
Assessment because we provide 1:1 conferencing, peer
conferencing, and regular feedback on students writing.
Students are then given the opportunity to apply the feedback
to their pieces of writing.
Our evidence includes a peer/student checklist for writing and
a writing conference form.
Our school scored a Proficient on 1d Formative and Summative
Assessment because teachers provide regular opportunities for
students to revise and apply new learning before summative
products are assessed.
In Kindergarten we focus on capitalization, punctuation,
spacing, and the use of popcorn words in our writing. We also
encourage students to add more details to their writing. Our
evidence includes writing paper with an editing checklist for
students to revise their work.

Our school scored Proficient on 2a Formative and Summative

Assessment because students know and understand
expectations for their work and receive/provide feedback
using standards specific language.
Our evidence is our conferencing sheet and writing anchor
charts.
Our school scored a Needs Improvement on 2b Formative and
Summative Assessment because we set writing and
communication goals for students that are standards-based.
Our school scored a Proficient on 2c Formative and Summative
Assessment because teachers and students engage in selfassessment to monitor progress toward meeting writing and
communication goals.
Our evidence is our self-assessment checklist and our selfassessment writing paper.
Our school scored a Needs Improvement on 2d Formative and
Summative Assessment because teachers and students use
only external scoring guides and rubrics to assess writing and
communication.
Our school scored a Proficient on 1a Professional Development
and Support Services because our professional development
action plan links to the Comprehensive School Improvement
Plan (CSIP) and supports grade level appropriate instruction in
writing.
Our evidence is our CSIP writing.
Our school scored a Limited/No Implementation on 1b
Professional Development and Support Services because
teachers lack access to job-embedded specific writing
professional development opportunities.

Our school scored a Needs Improvement on 1c Professional

Development and Support Services because we do not have the
professional development opportunities in the area of writing.
Our school scored a Proficient on 1d Professional Development
and Support Services because our school schedule allows for
teachers to collaborate and exchange ideas about literacy best
practices.
Our evidence is a schedule of our Professional Learning
Communities. We meet with other teachers every Tuesday to
collaborate and plan.