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Throughout the first quarter, teachers at NWP will incorporate an AVID writing strategy within their classes at least once per week.

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By the end of Unit 1, SWBAT compose a complete expository paragraph (including components such as a topic sentence, conclusion, supporting details, target vocabulary and sound mechanics) that explains the contributions of an important historical figure of their choosing.

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All English I students will create a portfolio of their writing, track their own progress, and identify one area per essay that they would want to work on in subsequent assignments.

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Students will write a descriptive paragraph applying the writing moves learned from the mentor texts to "show, rather than tell" the details of their "exploded moment".

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Students will focus on the function of the writing process in order to apply it to topics that are relevant and of choice to them.

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I will ensure teachers have the training and support needed to provide opportunities for student writing each day as monitored via plans, class observations, and student work. Each quarter, I will introduce 2 strategies and have the expectation that teachers incorporate each strategy (in addition to the previously introduced strategies) at least once during the quarter as evidenced by lesson plans, class observations, and student work.

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Students will  begin the year by embracing the love of writing.  Modeling and providing students with engaging writing activities to become better writers. Students will be confident by sharing their thoughts with others.

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Utilizing interactive notebooks, students will engage in the writing process and critically think about their writing in order to become more confident and independent learners.

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I will help students strengthen their writing by enriching their vocabulary. I will do this by doing mini lessons teaching 4 new words each week, measuring their understanding through various oral or written assessments.  More descriptive words will lead to higher thinking, better communication, and more rigorous learning. I will highlight their stronger vocabulary in their writing samples so that they see their progress.

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By integrating more opportunities to practice organizing their thoughts through writing, my goal for my art appreciation students is to raise the number of SLO #2 (Critically interprets and evaluates works of art) to meet expectations by 20%.  I will be able to measure this using rubrics and assignments throughout the semester as well as the final SLO results in eLumen.  I hope to reach my goal by the end of next school year - May 2022.

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I will allow students time to write in a writer's notebook daily in Lang. Arts class for at least 5 minutes and allow time each day for sharing in order to promote a culture of writers. Students will select 2-3 pieces to place in a writing portfolio each MP and get feedback on from the teacher.

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Students will strengthen their prewriting abilities and understand the value of taking time to think about their thinking.

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Students will practice cross-disciplinary writing (English and History) at least three times per week. Through this writing, students will practice applying their learned reading and writing skills to reflect and respond to short-constructed response questions derived directly from our historical content and lessons. This process will give students more opportunity for writing beyond the designated ELA blocks. By the end of quarter one, students will have practiced this type of writing at the minimum of 3x per school week.

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Students will develop confidence in their writing abilities when given a choice as to which of the four modes of writing they will use when responding to literature. Students will complete this activity at least once a quarter and will be encouraged to try different modes of writing. This goal is relevant in ELA, because students must explore all modes of writing by the end of the school year.

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Students will develop confidence in their writing abilities when given a choice as to which of the four modes of writing they will use when responding to literature. Students will complete this activity at least once a quarter and will be encouraged to try different modes of writing. This goal is relevant in ELA, because students must explore all modes of writing by the end of the school year.

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Stefanie Pitts

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Use Critical Reads to foster growth in critical thinking skills via writing. This process will help show growth on Iready Reading Beginning, Middle and End of year diagnostics.-Tara Peterson (6th grade ELA/S.S)

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Students will approach writing with an open-mind and produce quality pieces.

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During the 2021-2022 school year, I will use materials and resources from Writing Schoolwide CoP to present staff development to both my site team and the entire faculty on a monthly basis with an expectation that they will utilize strategies learned in their own classrooms.

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Students will become risk free proficient writers for all content areas and audiences through daily writing in a learning log explicitly taught and consistent in a comfortable environment. Learning logs will be review in a 1:1 teacher conference biweekly throughout the school year.

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I will help teachers in all contents implement low stakes non-graded writing opportunities weekly to increase student com
fort and confidence with writing based on a self-reflection google form survey given to students in the beginning, middle, and end of the year

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By the end of the 2021-2022 school year, students will be able to clearly and concisely articulate their thinking through writing with the intentional use of scaffolds, writing strategies and actionable feedback.

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I will discuss with my instructional coach the implementation of the four writing modes by measuring student progress with low stakes writing and academic writing so that I can diagnose their metacognition to support student agency during the school year.

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By the end of the year all students will increase their AR scores by at least one grade level as measured by the STAR reading test. 75% of ELL’s will increase their AR score by 2 years as measured by the STAR reading test. 

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By the end of the year all students will increase their AR scores by at least one grade level as measured by the STAR reading test. 75% of ELL’s will increase their AR score by 2 years as measured by the STAR reading test. 