You are here:
Aligned to the Common Core State Standards (CCSS) for Writing, the Writing Framework provides a roadmap for districts and schools to ensure students meet or exceed the CCSS for Writing ...at each grade level ...in each content area ...during each school year and graduate with an Oregon Diploma prepared as writers for college and career without need for writing remediation…because writing well matters.
Entire Writing Framework
A comprehensive writing assessment system for K-12 is explicitly linked to writing goals and uses multiple data sources to evaluate student writing.
A Comprehensive Writing Assessment System:
Writing goals that focus on students’ fluency, productivity, writing quality, and use of the writing process to write multiple forms of text across the content areas—anchor a school’s comprehensive writing plan.
High quality writing instruction involves the integration of six organizing principles.
School leaders strategically prioritize efforts to optimize the attainment of writing goals for all students.
School leaders ensure the alignment of writing instruction to the Common Core State Standards (CCSS) and
High-quality, effective professional development focuses on attaining school writing goals through the use of assessment data.
The implementation components of K-12 Writing, also located in the Oregon K-12 Literacy Framework—Writing, are designed to put the literacy planning schools and districts do into action. Two tools—the School Self Assessment and the School Implementation Guide—are intended to help districts and schools begin planning and then to move gradually from planning to high-quality writing implementation.
The first step of implementation is for schools and districts to determine what is currently in place in schools with respect to goals, assessment, instruction, leadership, professional development, and commitment. To obtain this information, they conduct an internal audit using the School Self-assessment. Not only does this process lead to the next step of implementation but the process of engaging in the audit is highly beneficial on its own. It is unifying and instructive for teachers and administrators to work together to take inventory of the school’s writing program (e.g., writing instruction, materials, assessments). The self assessment tool includes items related to (a) Goals, (b) Assessment, (c) Instruction, (d) Professional development, and (e) Leadership and Commitment.
In the next part of the process, a school and district prioritize a school’s needs (based on summary scores and other considerations) and prepare for implementation. The Implementation Guide is then used to guide and improve implementation efforts. The idea is that as implementation improves, a school moves from not in place to partially in place (Phase I) and from partially in place to fully in place (Phase II).
Your browser is out-of-date! It has known security flaws and may not display all features of this and other websites. Learn how