Progress Monitoring

Assessment Driven School-Wide Instructional Focus

Quarterly Writing Assessment

Antelope View School-Wide Writing Assessment Procedure

Why do we assess students?

• To improve student learning, identify standards-based learning needs of students, identify teaching targets for teachers, reflect upon and improve our professional practices, and identify professional development needs.

Why do we do school-wide assessments?

• To engage students in their own learning as evaluators of their own abilities, provide common instructional goals and practices, model high-stakes testing for student success, and measure school, department, teacher, and student success.

Why have we selected a writing assessment as our quarterly assessment?

• To model DWA, STAR, and CAHSEE, and to predict student success, to prepare students for academic writing, and to develop higher-level thinking skills.

What is our assessment process?

English teachers will:

1. Teach Bing, Bang, Bongo and MLA formats.
2. Review the rubric with students so that they know what will be assessed.
3. Teach students how to read the prompt by circling/highlighting key words on the prompt that guide focus of purpose and content of the assessment.
4. Have students complete the Bing, Bang, Bongo worksheet as a pre-write activity.
5. Have students write the first draft of their essay in their English class.
6. Have students proofread and edit their essays.
7. Read and do a first scoring of student essays on the appropriate rubric, but not make written corrections on the first draft.
8. Note what students know, and what students can and cannot do.
9. Identify teaching targets - what you need to re-teach before students re-write the essay.
10. Staple the rubric to the back of the essay, and complete the information on the rubric (name, grade, teacher name, etc.)
11. Staple the student's BBB documentation to the back of the first draft.
12. Submit essays for scoring on time.

Scoring - Staff Meetings Group Effort

1. Complete your teacher/student data form - assess yourself and your instruction - what patterns do you see? What students can you group together for re-teaching? How does the data align with the teaching targets you identified for yourself when you read your student's papers?
2. Plan and implement your re-teaching strategies (both class/group and individual).
3. Correct (write on) the student's first draft. Write on the papers so students know exactly what they need to do to improve their work.

Re-Teach

1. Review the rubric with students, both in class/groups, and individually.
2. Have students identify their strengths and improvements.
3. Have students identify areas they need to improve.
4. Have students re-read their own essays, along with your written corrections and comments.

Instruction

1. Have students re-write the essay in class, making improvements and corrections.
2. Have students proofread their essay.
3. Score the essays using the rubric, and attach to the back of the student's re-write.
4. Staple the first writing packet to the re-write packet, and submit on time!

Re-Write Scoring - Group Effort

1. Read and correct your student's essays - make corrections directly on each essay, noting student improvement on each paper.
2. Return papers to students and review rubric - have students read scored rubric - have students read your corrections and notes - have students re-read their essays. 3. Celebrate student improvement!
4. Note student performance from your class summary (Nanci will print and distribute after the final scores have been entered) and reflect on your instruction - what teaching targets did you improve? What do you need to re-teach? 5. All portions of the assessment should have a value (grades/points)

Quarterly Writing Assessment
(Example of Student Prompt)

Happy Day Charter School students must wear identification badges when they are at school. Many students do not comply with this rule. Other schools in their area have switched to school uniforms, with very positive results. The Happy Day School Site Council has voted that instead of ID badges, Happy Day students will wear a uniform t-shirt and khaki pants to school.

Your Task:
Write a five-paragraph persuasive essay stating whether the students at HDCS should be required to wear uniforms to school. Give at least three convincing reasons to support your position on this issue.

Remember:
Use BBB and MLA formats; write your essay in blue or black ink; use a clear organizational structure, including transitions, an introduction and a conclusion; use effective and appropriate vocabulary; write on only one side of the paper

Remember to attach BBB Documentation