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WHS: I need to spend more time on the argument writing process.

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WHS: We were able to tailor lessons to specific details.

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WHS: It helped my students' growth immensely. there was a lot of improvement. Consistent writing helps the students grow.

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WHS: The new scoring process helped identify areas needed for growth. It also helped to pinpoint exact areas that students need for practice.

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WHS: I hope to use the smaller elements to strengthen the overall product.

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WHS: The TDW scoring analysis allowed me to target areas of weakness with greater specificity.

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CBECCHS: Continue work with the rubrics. Students like the consistency. Create a rubric for grading DBQ essays with the ELA domains.

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CBECCHS: Students could consistently see where issues were within their writing. They were familiar with the rubrics.

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GHS: Next year we will be better able to support students needs in their writing.

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GHS: It made the students more aware of how their paper was graded, so they attempted to do better in those areas.

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GHS: We were able to track student growth and determine strengths and weaknesses. We will understand how to further instruction based on the results of the initial TDW.

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GHS: I was able to focus on students' weaknesses and use strategies to implement remedial instruction.

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GHS: Moving forward I think we should build in the skills aspect prior to applying it to TEXT-dependent writing.

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GHS: I found that with my second semester English 1 students they struggled with TDW3. I think they were unfamiliar with the process of argument writing. I spent more time during the first semester on the process and they wrote to their interests outside of the text. This helped build their skills before they wrote based on text read in class.

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GHS: Next year's goal is to analyze student proficiencies and deficiencies before and after the TDW to ensure adequate support and optimum student growth throughout the process.

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GHS: Identifying and honing in on specific student weaknesses for intervention and in-depth support has shown results.

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GHS: Teaching writing as a process rather than product has been helpful.

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GHS: Implementing the new TDW scoring process makes both the teacher and the learner aware of the explicit goals. The "test" should be an expected outcome of the learning.

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AHS: Keeping up with the holistic rubric allowed more fluidity in conferencing and grading.

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AHS: The TDW Scoring allowed me to better track patterns of progress, remediate when necessary, and give specific feedback.

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AHS: The TDW process helped me focus on the standards. So, for example, I chose to cut Shakespeare and added a Honda commercial of Swift's Modest Proposal to understand satire in more depth, because according to the process, I noticed students were lacking in understanding rhetorical appeals and devices.

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AHS: This process helped familiarize me with the rubric so I can implement the verbiage in my lessons and assignments to help prepare students for their EOC exam.

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AHS: The TDW scoring process helped me target the instructional needs of my students and helped me pair them during peer feedback activities.