Writing

= Curriculum/Instruction = ===**__ Demonstrator 1. Student Access: __**** All students should have equitable access to high quality curriculum and instruction. **=== >> >> >>  >>  >> >> >>
 * School writing policy/plan
 * __Student__ journals/learning logs
 * //** McGowan Fourth Grade Social Studies Learning Log 1-4-13. Students were asked to agree or disagree to a response about the Boston Tea Party. **//
 * [[file:WritingCarpenterPrater.pdf]]
 * //**Thayer Fourth Grade Math Divisibility Letter 10-30-12 Students were asked to respond to a writing prompt about the divisibility of the number 7,128.**//
 * //**Brannon 2nd grade Math DPP 9-20-12**// [[file:brannnonmathsept.pdf]]
 * //** Thayer Fourth Grade Math Student Journal 10-18-12 Students rolled a pair of dice to reveal a number they had to write about, using characteristics of that number. **//
 * //** Thayer Fourth Grade Science Student Notebook 12-12-12 Students responded to an Agree/Disagree prompt, "Erosion is a beneficial process that changes the surface of the Earth." **//
 * **Thayer Fourth Grade Science Notebook Entry 2-12-14.** Students traveled through a sound carousel, documenting their response to each exploration station. Attached is one student's notebook entry after visiting the Long Gong station, an exploration of how vibrations cause sound.
 * ** Acevedo Fifth Grade Reading Interactive Notebook- **https://www.dropbox.com/sh/fy32u9h93dsmtgt/W_3jDnKxTP

[]
 * Acevedo Fifth Grade Social Studies Interactive Notebook-
 * __Curriculum__ documents with __student__ samples of
 * integrated literacy instruction across content areas
 * //** McG **//** owan Fourth Grade Language Arts Learning Log // 9-24-12. __Students__ responded to the story we read in class titled "The Stranger." [[file:McGowan 4th Grade Reading Learning Log.pdf]] //**
 * //** Thayer Fourth Grade __Science__ Quick Write 8-16-12 __Students__ responded to the focus question, "What __causes__ weather?" The responses were captured after working for about one week in this unit.[[file:ThayerScienceQuickWrite.pdf]] **//
 * //** Stanfield 3rd Grade ELA __Student__ Journals/Learning Logs 8-24-12 Students reflected on the week in Language Arts. They were to reflect on what they learned, what ways could they teach these skills or concepts to someone else, what helped them learn the new skills or content, and how the skills or concepts would help them in the future.[[file:Writing PR II Formative Assessment MARCH LA Reflection of Learning Comprehension.pdf]] **//
 * //** Litton 2nd grade Science OR 9-7-12 **// [[file:science sept.doc]]
 * **Ruggles 3rd Grade Science-Mind's Eye __Questionaire__ 9-24-12** [[file:Ruggles 3rd TES Science.pdf]]
 * ** Ruggles 3rd Grade Math OR 9-25-12 ** [[file:Ruggles 3rd Grade Math Sept .pdf]]
 * //**F.Reeder 6th Grade Science Learning Log Entry (Vocabulary/Learning Target)[[image:programreviewtes/Science Notebook PR.jpg width="210" height="229"]]**//
 * //**Christy/Kegley Read Books about First Thanksgiving and Holiday Traditions. Students responded to writing prompt[[image:programreviewtes/IMG_3451.jpg width="154" height="111"]]**//
 * //** Litton/2ndGrade/CommunityWorker/2-19-13 Students read a Scott Foresman Leveled Reader titled, __Community Workers__. After reading, students were asked to choose one worker from the book to write a paragraph about. [[file:LittonCommunityWorkers]] **//

**__ Demonstrator 2. Aligned and Rigorous Curiculum: __** **An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards.**
>> https://www.dropbox.com/sh/fy32u9h93dsmtgt/lTWp41ETDy/Photo%20Dec%2012%2C%2010%2016%2058%20AM.jpg > >> **Ruggles 3rd Science Student Reflection..Oct. 2012** **Ruggles 3rd Grade Math** Critical Thinking/Problem Solving Students completed a point graph related to job earnings and completed analysis questions
 * __Curriculum__ documents
 * School writing policy and/or plan
 * [[image:programreviewtes/writingpolicyprater.JPG width="178" height="213"]]
 * Student communication portfolio meeting characteristic
 * Curriculum planning documents, with student samples, that demonstrate students critical __thinking__, problem-solving
 * ** Acevedo 5th Grade Student Plot Reflection **
 * **//Thayer Fourth Grade Science Critical Thinking Notebook Entry 10-30-12 Students investigated how volume and weight are related. They conducted an experiment, then used data from that activity to construct a written response to the focus question, "When volumes are the same, how do the weights compare?"//**
 * //**Thayer Fourth Grade Science Notebook Entry 10-24-12 Students worked in groups to make observations of different earth materials, then recorded those observations in a format of their choice. This student used a two-column data table.**//
 * //**Thayer Fourth Grade Math/Science Integrated Unit Plan & Assessment Plan 11-1-12 Students worked through an integrated math and science unit, focusing on measurements and relative size of space objects. The attached documents are the unit plan, assessment plan, and a sample of daily lesson plans within this unit. [[file:CEO Instructional Unit, Document 1, Design Instructional Unit, How Big and How Far.doc]][[file:How Big and How Far Assessment.doc]][[file:CEO_Instructional_Unit__Lesson_Plan__Document_4_How Big and How Far Lesson 1.doc]][[file:CEO_Instructional_Unit__Lesson_Plan__Document_4_How Big and How Far Lesson 4.doc]][[file:CEO Instructional Unit, Document 2, Assessment Plan, How Big and How Far.doc]]**//




 * Student generated podcasts, videos, Media presentations, documentaries, oral histories
 * Acevedo 5th Grade- Student Podcast- Students were describing theme of a fable that corresponded to Theme Movie Poster https://www.dropbox.com/sh/pv9yj9z6t6pdppz/q1eKv3jAlV
 * = **Acevedo 5th Grade - Student Vodcast - student was reporting on weekly activities** https://www.dropbox.com/s/a32kq452p5fd7w2/Video%20Nov%2016%2C%2012%2059%2030%20PM.mov=
 * //** McGowan __4th Grade__ Reading Thank you letter 10-8-12 Students wrote a thank you letter to PTO thanking them for their hard work in helping develop a new basketball court. [[file:McGowan 4th Grade Reading Thank you letter.pdf]] **//
 * //** McGowan 4th Grade Social __Studies__ Journal entry 10-17-12 Students __completed__ an agree/disagree entry on the importance of a __fire evacuation__ plan [[file:McGowan 4th Grade Social Studies Journal Writing Fire Evacuatio.pdf]][[file:McGowan - Douglas Fire Prevention Safety Week with TVFD 2012.doc]][[image:programreviewtes/McGowan Fire Safety 2012.jpg width="173" height="107"]][[image:programreviewtes/McGowan Fire Safety 2012 2.jpg width="137" height="127"]] **//
 * //** Lucas 6th Grade Reading Pacing Guide 2012-2013 [[file:Lucas 6th Grade Reading Augusts Pacing Guide.doc]] **//
 * //** Lucas 6th Grade Social Studies Pacing Guide 2012-2013 [[file:Lucas 6th Grade Social Studies August Pacing Guide.doc]] **//
 * //** Gatherwright Fifth Grade Science Pacing Guide 2012-2013[[file:5th Grade Science Curriculum Map.doc]] **//
 * //** Gatherwright __Fifth Grade Math__ Pacing Guide 2012-2013[[file:Math Pacing Guide-5th Grade Dec. 2011[1].doc]] **//
 * //**Litton/Brannon 2nd Grade Math Pacing Guide 2012-2013 School Year**// [[file:2nd Grade Mathematics Pacing Guide.doc]]
 * //**Litton/Brannon 2nd Grade Reading Pacing Guide 2012-2013 School Year**// [[file:Reading Pacing Guides.doc]]
 * //**McGowan Fourth Grade Social Studies Pacing Guide 2012-2013 School Year**//[[file:4th Grade Social Studies Pacing Guide.xls]]
 * //**McGowan Fourth Grade Reading Pacing Guide 2012-2013 School Year**//[[file:4th Grade Reading August Pacing Guide.doc]]
 * //** Thayer Fourth Grade Math Pacing Guide 2012-2013 School Year[[file:4th Grade Pacing Guide Revised July 2012.pub]] **//
 * //** Acevedo Fifth Grade Reading Pacing Guide **//[[file:August Pacing Guide grade 5.doc]]
 * = Acevedo Fifth Grade Social Studies Pacing Guide [[file:5th Grade Social Studies Pacing Guide.xls]] =
 * ** Stanfield 3rd Grade ELA Pacing Guide- AUGUST ** [[file:Pacing Guide Stanfield 3rd Grade ELA AUGUST.pdf]]
 * ** Ruggles 3rd Grade Math Pacing Guide **[[file:2012 math pacing guide-ruggles.pub]]
 * **Christy/Kegley Illustrate to show character in story 9-24-12** [[image:programreviewtes/IMG_2820.jpg width="192" height="116"]]

>> = =
 * **STANFIELD 3rd Grade SEPT. After students took an summative assessment of their reading story, I analyzed the data from the assessment, realigned my instructional plans to address the needs of the students, and will reassess the concept(s) again at a later date.**
 * //**Lashbrooke, Boling, and Carpenter Writing __Fire Prevention Week__ 10-10-12 [[file:Lashbrooke 1st Grade Fire Prevention Week.pdf]]**//

>> https://www.dropbox.com/s/80c76pb4dd47xcg/Photo%20Dec%2012%2C%2010%2015%2056%20AM.jpg >>
 * __ Demonstrator 3. Instructional Strategies __**** : All teachers should implement instructional strategies that __provide__ quality, variety, and access for all students. **
 * Student journals/writer's notebooks
 * **//Christy/Kegley Writing Journal Write a sentence and illustrat 9-24-12//** [[image:programreviewtes/IMG_2818.jpg width="100" height="148"]]
 * =**Acevedo 5th Grade Reading Journal**=
 * Video clips of classroom practice
 * [|Evidence]Kindergarten writing skills through sentence correction. Christy/Kegley 1-17-13
 * = Acevedo- 5th Grade- Students participating in Author's Perspective Walk Around Groups https://www.dropbox.com/sh/0z2ju08c4v6kmvj/2v4yThHEoJ=
 * Student products that reflect choice and appropriate use of technology for communicating ideas
 * ** //Acevedo 5th Grade Social Studies: Students respond to video unit hook in their journal, then create a podcast of responses for class wiki// **
 * http://msmyersroom.wikispaces.com/Colonization
 * ** //McGowan 4th Grade Reading Ways to Have Fun on a Staycation/Technology November 2012. Students had a writing prompt and had to develop three ideas for a staycation and then use Word to type their response. [[file:McGowan - 4th Grade Reading Technology.pdf]]// **
 * //**McGowan 4th Grade Reading Letter to Mr. Douglas December 2012. Students wrote a letter to our principal discussing our field trip and explained why it was educational.**//
 * School web pages or publications where students have opportunities to publish communication products
 * =** Acevedo wiki space where students may communicate or publish work www.msmyersroom.wikispaces.com **=


 * Student products from clubs (journalism), writing and speech __contests__, publications
 * //** McGowan 2012 Conservation Writing Contest **//[[file:McGowan - 2012 Conservation Essay Contest.pdf]]
 * Master schedule of __courses__, events, avenues for advanced learning opportunities and interventions
 * ====//**Ruggles/RTI/10-30-12**// [[file:RTI lesson plan.doc]]====
 * Recordings of student presentations or student-led events
 * Acevedo 5th Grade Student's Fluency Reading/Self Reflection Recording https://www.dropbox.com/s/01koi0nsva6f5lw/brittany%201.wav
 * //** McGowan 4th Grade Journal Writing Agree/Disagree 10-25-12 Students watched a live webcast of Taylor Swift and learned about the importance of reading [[file:McGowan 4th Grade Reading Agree-Disagree Taylor Swift.pdf]][[image:programreviewtes/McGowan Taylor Swift Webcast.jpg width="218" height="140"]] **//
 * //** McGowan - Douglas 2012-2013 Calendar[[file:McGowan - Douglas School Calendar 2012-2013.pdf]] **//
 * //**McGowan - Douglas Master Schedule 2012-2013 [[file:McGowan - Douglas Master Schedule.pdf]]**//
 * //**McGowan Fourth Grade Social Studies Writer's Notebook 9-11-12. Stu**//**d//ents learned about the// tragedies of Sept. 11, 2001 and then drew __pictures__. [[file:McGowan 4th Grade Social Studies Journal Writing.pdf]]**
 * //** McGowan Fourth Grade Daily Schedule 2012-2013. This is my daily schedule for both reading and __social studies classes__. [[file:4th Grade Daily Schedule-McGowan.doc]] **//
 * //** Thayer Fourth Grade Daily Schedule 2012-2013 School Year This is my daily schedule, to include two science and two math __classes__. [[file:Schedule.doc]] **//
 * //** Thayer Fourth Grade Math Vodcast 1-9-13 Student created a vodcast to demonstrate her understanding of identifying and naming angles. This vodcast was then submitted to our virtual Edmodo classroom and a follow-up assignment was posted for all students to complete. media type="file" key="Naming Angles Bellwork.avi" width="198" height="198" [[file:Edmodo Naming Angles Assignment.pdf]] **//
 * //** Acevedo Fifth Grade Schedule 2012-2013 **// [[file:Acevedo 12 13 Schedule.doc]]
 * //** Ruggles Third Grade Daily Schedule 2012-2013 **// [[file:schedule 2012-2013.doc]]
 * //**Stanfield 3rd Grade Master Daily Schedule 2012-13**//[[file:2012-13 Master schedule.doc]]
 * Brannon/Litton 2nd grade reading venn diagram compare/contrast 11/1/2012 [[file:littonvenncompare.pdf]]

===**__ Demonstrator 4. Student Performance __**** : When all students are provided access to an aligned and rigorous curiculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level. **===
 * Student writing and communication products appropriate for content areas
 * //** McGowan 4th Grade Social Studies Letter 1/15/13. Students had to pretend to be Rosa parks and write a letter to Martin Luther King Jr. explaining the bus issue as well as thoughts and feelings about segregation. [[image:SAM_3182.JPG width="165" height="139"]] **//
 * **Gaherwright/5th Grade/Science/Descriptive Writing Piece/The Layers of Earth.[]**
 * **Gatherwright 5th Grade Science Comparison of Planets. Students chose two planets to compare**. []
 * //** McGowan 4th Grade Social Studies Acrostic Poem 1/5/13. Students had to create an Acrostic Poem using the Boston Tea Party. [[image:programreviewtes/SAM_3171.JPG width="197" height="181"]] [[image:programreviewtes/SAM_3172.JPG width="193" height="181"]] **//
 * //** McGowan 4th Grade Reading Point of View Skit 1/3/13. Students had to retell a story using a certain point of view and participate in a skit. [[image:programreviewtes/SAM_3140.JPG width="188" height="165"]][[image:programreviewtes/SAM_3144.JPG width="205" height="187"]][[image:programreviewtes/McGowan 2012 010.jpg width="203" height="138"]] **//
 * //** McGowan 4th Grade Social Studies Veterans Day Interview [[file:McGowan - 4th Grade Social Studies Veteran's Day 11-9-12.pdf]][[file:McGowan - Douglas Veterans Day Agenda - NOVEMBER 9, 2012.doc]] **//
 * //** Mc **////** McGowan 4th Grade Writing 11-26-12 [[file:McGowan - 4th Grade Writing Vacation to Mexico.pdf]][[image:programreviewtes/McGowan Mexico.jpg width="183" height="131"]] **//
 * //** McGowan 4th Grade KWL Chart 11-9-12 [[file:McGowan - 4th Grade Reading KWL chart Veterans Day.pdf]] **//
 * //** Lashbrooke 1st Grade Letter Writing 10-11-12 [[file:Lashbrooke 1st Grade Writing Letters.pdf]] **//
 * //** Lucas 6th Grade Language Arts Informative Children's Story 9-28-12 [[file:Lucas 6th Gade Children's Story.pdf]] **//
 * //** Lucas 6th Grade Language Arts Fire Prevention Week 10-11-12 [[file:Lucas 6th Grade Fire Prevention Week.pdf]] **//
 * ** Christy/Kegley Create Dot Book Match number to sets. 9-24-12 ** [[image:programreviewtes/IMG_2813.jpg width="145" height="147"]]
 * Christy/Kegley Write and practice using question mark and illustrating sentence. 3-7-13[[image:IMG_4342[1].JPG width="247" height="187"]]

> https://www.dropbox.com/s/ao3slf6jw32cyss/Photo%20Nov%2020%2C%2012%2033%2021%20PM.jpg >> https://www.dropbox.com/sh/uxqgap27g1qxms5/eFqfkovflG
 * Student developed models
 * //** McGowan 4th Grade Social Studies October 2012. Students were assigned a region of the United States and participated in groups to develop a poster of their region that contained both human and natural features. [[image:programreviewtes/McGowan - 4th Grade Social Studies U.S. Regions October.jpg width="152" height="109"]] **//
 * Unit/planning documents that reflect characteristics
 * Acevedo Unit Plan [[file:Informational Text CIITS unit.pdf]]
 * Digital media that reflects collaboration of students in problem-solving and generating products
 * **Gatherwright/5th Grade/Mah/Cooperative Linear Measurement Activity. Students worked in collaborative groups to measure objects in centimeters, then converted their measurements to millimeters and decimeters.**[|**https://www.dropbox**.com/sh/8y9qjxwpk339y2i/iclVpWr7rB?m]
 * ** Gatherwright/5th Grade/Math/Enhanced Podcast Project. Students collaborated to create scripts and images for an enhanced podcast to demonstrate their knowledge of how to multiply fractions by a whole number. [] **
 * =**Acevedo Student Work Group Project**=
 * Student products that reflect characteristics
 * //**McGowan Fourth Grade Reading Handwashing Activity 8- -12. Students participated in a handwashing activity with Sherill Bentley and completed a writing assignment consisted of the students writing a letter to a friend explaining what they learned from the demonstration.**// [[file:McGowanHandwashingLetters.pdf]]
 * **//Thayer Fourth Grade Math Notebook 11-12-12 Students were introduced to the concept of generating patterns. Students worked to extend number patterns, and used an input-output table to organize the data. This entry is one student's meaning making of three number pattern exercises. [[image:programreviewtes/SAM_3159.JPG width="240" height="180"]]//**
 * //** STANFIELD 3rd Grade Social Studies OPEN RESPONSE **// [[file:Program Program Review A. Stanfield 3rd Grade TES Open ResponseTaxes.pdf]]
 * ** Litton/Brannon 2nd grade social studies descriptive paragraph 9-27-12 ** [[file:Brannonfistlist.pdf]][[file:Brannonfistlistparagraph.pdf]]
 * **Litton/Brannon 2nd math button sort 10-11-12** [[file:brannon litton math button sort.pdf]]
 * =**Acevedo 5th Grade Social Studies- Students working in small groups to sort resources**=


 * //**Stanfield 3rd Grade Shared Writing: October 2012 (10-11-12): Students worked as cooperative groups to create sentences that were context clues to the spelling list for that week. RLV 3.4a.**//[[file:Stanfield 3rd Grade 2012 Shared Writing October.pdf]][[image:programreviewtes/shared writing photo.jpg width="184" height="213"]]
 * Brannon/Litton 2nd grade Science Magnet Agree/Disagree [[file:Brannon magnets.pdf]]
 * Brannon/Litton 2nd grade Math OR 11-29-12evidence
 * Brannon/Litton 2nd grade Math written explanation [[file:TB pg 231.pdf]]

=** Formative and Summative Assessment **=

__ Demonstrator 1. Assessment: __ Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.
>> >
 * Unit plans/planning documents that show alignment of assessments and instruction to standards
 * //**Thayer Fourth Grade Science Instructional Unit Plan November 2012. This unit/lesson plan addresses standards for the Earth and Sun Systems.**//
 * Unit plans/planning documents that reflect integration of formative and summative assessment practices
 * Professional learning community/meeting notes and documents developed that reflect collaborative efforts in designing assessments that meet characteristics
 * //**McGowan Fourth Grade Language Arts Instructional Unit 8-8-12 - 9-21-12.**//[[file:Instructional Unit - Schoolnet.mht]]
 * //**McGowan Fourth Grade Social Studies Compare and Contrast 9-24-12. Students compared and contrasted two regions of the United States.**//[[file:McGowan - 4th Grade Social Studies Comparing and Contrasting.pdf]]
 * //**Thayer Fourth Grade Math Common Assessment 8-24-12 This is a division fluency assessment given every week. Students have a 10 minute time period to answer all 54 facts with 100% accuracy to be considered fluent in division. This assessment is given to all 4th grade students in the county.[[file:ThayerMathCommonAssessment.pdf]]**//
 * //** Thayer Fourth Grade Science Formative Assessment 8-22-12‍‍‍‍‍‍‍‍‍‍‍‍‍â€ This is a formative assessment to check for understanding regarding student established "good rules for reading a thermometer." [[file:ThayerScienceFormativeAssessment.pdf]]‍‍‍‍‍‍‍‍‍‍‍‍‍ **//
 * //**Litton Second Grade Main Idea Assessment 9 - 20- 12**//[[file:littonreadingsept.pdf]]
 * Litton/Brannon Second Grade Math number line 11-15-12 [[file:Littonnumberline.pdf]]


 * Professional learning community/team meeting notes/documents that reflect discussions and work around formative/summative assessment, including identification of next steps in instruction.
 * Unit/lesson plans that reflect instructional decisions based on formative assessment results
 * Student work samples that include teacher and peer feedback and reflection
 * ** Christy/Kegley Teacher feedback on journal writing 3-7-13 **
 * [[image:IMG_4341[1].JPG width="190" height="143"]]
 * Students communications portfolio that includes process of feedback, revision before final products are produced
 * //** McGowan Fourth Grade Writing Samples Author's Purpose 11-12-12 and Reading Journal Entry 11-13-12[[file:McGowan - 4th Grade Reading Writing Sample Author's Purpose and.pdf]] **//
 * //** McGowan Fourth Grade Writing Sample 11-8-12. [[file:McGowan - 4th Grade Reading Writing Sample Staycations 11-8-12.pdf]] **//
 * //** McGowan Fourth Grade Reading Assessment Reflection 10-1-12. Students completed an open response that followed the reading story "The Stranger." [[file:McGowan 4th Grade Reading Open Response.pdf]] **//
 * ** Stanfield 3rd Grade Reading: October: Students completed a summative assessment on their reading story, __Prudy's Problem.__ I then analyzed the data to see what concepts students had problems with so that I can further adjust my instruction to their needs. **


 * ===Stanfield 3rd Grade Reading November: Compare/Contrast===
 * [[file:Writing Program Review Stanfield 3rd Grade TES NOV CompareContrast.pdf]]
 * [[file:Compare.doc]]


 * __ Demonstrator 2. Expectations for Student Learning: __ Teachers should have common and high standards for student learning in the content area. **
 * Student assessment results that reflect students' reflection on learning*[[image:programreviewtes/photo[1].JPG width="230" height="126"]]
 * Kegley/Christy Students practice creating upper and lower case letters and circle the letter that they think was written the best. 11-28-12

>>
 * Students' goal-setting samples
 * Acevedo 5th Grade/Beginning of the year goal setting []_-
 * __Lesson plans__ that describe strategies for involving students in identifying learning strengths and needs and goals for learningTeachers' reflections on student assessment dataSamples of co-developed scoring guides/rubrics
 * //** McGowan Fourth Grade Language Arts Assessment Reflection. 10-9-12 [[file:Reading Common Assessment Reflection.xls]] **//
 * // **Lucas Sixth Grade Language Arts Constitution Day 9-18-12.** [[file:Lucas 6th Grade Constitution Day.pdf]] //
 * //** McGowan Fourth Grade Reading Goal Setting 8-8-12. [[file:McGowanGoalSetting.pdf]] **//
 * //** Thayer Fourth Grade Math Teacher Reflection 8-9-12 This is an assessment given to beginning fourth graders, using the end of the year third grade MTB assessment. The data analysis and teacher reflection will guide my instruction in math this year. [[file:End of Year 3rd Grade Assessment Data Analysis.xlsx]] **//
 * //** Stanfield 3rd Grade Reading 9-28-12Students reflected on their week of learning in **////**ELA and determined what they saw as their strengths and their needs.**//

=** Professional Development and Support Services **=

===**__ Demonstrator 1.Opportunity: __**** Professional Development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning. **=== >> **Thayer KEDC Science Teacher Leadership Network 2-20-14. At this meeting, I worked with Tammy Ginn, Sara Poeppelman, and Jeanna Melton to understand how the TPGES aligns with Jan Chappuis' Seven Strategies of Assessment for Learning. We intend to share with district staff the necessity for focusing on these Seven Strategies to enhance the learning experiences for students, as well as to document effectiveness as an exemplary teacher.** >> https://www.dropbox.com/s/1cgizefuxoydk5i/2014-02-20%2010.12.42.jpg
 * Professional development action plan aligned with school vision for literacy
 * **//Action Plan for Nov. 5th K-Prep Data Analysis Day [[file:McGowan - Douglas PD Action Plan.pdf]]//**
 * Documentation of communication of the professional development action plan (e.g., emails, staff meeting agendas, PLC notes)
 * //** McGowan - Douglas Nov. 5th Notes and Teacher Sign-In Sheet [[file:McGowan - Douglas Nov 5th Notes and Teacher Sign-In Sheet.pdf]][[image:programreviewtes/Program Review 2012 Nov 5th 2.jpg width="140" height="125"]] [[image:programreviewtes/Program Review 2012 Nov 5th 1.jpg width="160" height="130"]] **//
 * [[file:Leadership email Writing Program Review.pdf]]
 * [[file:FW Training Schedule.htm]]
 * [[file:FW Math Meetings.htm]]
 * [[file:FW Erikson Big Ideas in Early Mathematics PD.htm]]
 * [[file:FW CIITS Release Day.htm]]
 * [[file:FW Pacing Guides email.txt]]
 * //** McGowan/Douglas August Agenda [[file:McGowan - Douglas Aug. 15th Staff Mtg..pdf]] **//
 * //** McGowan/Douglas August Agenda [[file:McGowan - Douglas Aug. 27th Staff Mtg..pdf]] **//
 * //** McGowan/Douglas Summer Professional development Schedule July 2012 [[file:McGowan-Douglas Summer 2012 PD.xls]] **//
 * //** McGowan/Douglas Open Day Agenda July 31, 2012 [[file:McGowan - Douglas Opening Day Agenda.pdf]] **//

===**__ Demonstrator 2. Participation: __**** Teachers participate in program-specific professional development designed to meet their needs. Writing teachers participate in professional development focused on 21st Century Skills. **=== >> https://www.dropbox.com/s/45sv5ma2ppkuf9o/2014-03-17%2014.12.39.jpg >> https://www.dropbox.com/s/om2gx4x49n13zx9/2014-03-17%2014.13.01.jpg >> https://www.dropbox.com/s/kp3u92js9w7tirt/2014-03-17%2014.13.09.jpg >> >> https://www.dropbox.com/s/mh5119p3tziwssq/2014-03-17%2015.09.17.jpg >> >> https://www.dropbox.com/s/2vom0jq2xdnw1x6/2014-03-17%2014.27.23.jpg >>
 * Relative Professional Growth Plans
 * Relative Professional Learning Community (PLC) notes/documents that demonstrate professional learning targeted to improved writing/communication instruction and/or 21st century skills
 * //** McGowan - Douglas ESS Targets for Instruction 2012 [[file:McGowan - Douglas Extended School Services Plan for TES 2012-2013.doc]][[file:McGowan - Douglas Extended School Services-LESSON PLAN FORMAT.doc]] **//
 * //** McGowan - Douglas ESS Monthly Progress Report Dec. 2012 [[image:programreviewtes/SAM_3137.JPG width="154" height="160"]] **//
 * Relative professional development agendas/notesSchool writing policy or plan that communicates participation of all teachers in the writing program
 * Curriculum documents that reflect a school wide emphasis on writing/communication
 * Book study notes
 * Action research notes/outcomes
 * //** McGowan - Douglas Professional Development Lexia Training with Suzanna Smith. [[image:programreviewtes/SAM_3164.JPG width="152" height="134"]] [[image:programreviewtes/SAM_3165.JPG width="176" height="145"]] [[file:Program Review Lexia Reading.doc]] **//
 * //** McGowan - Douglas Professional Development Technology Training with Tiffaney Lavoie 12-11-12 [[file:McGowan - Douglas Tiffaney Lavoie Technology Training December 11, 2012.doc]] **//
 * //** McGowan - Douglas Professional Development Technology Training with Tiffaney Lavoie 11-29-12 Teachers participated in CIITS lesson planner (review) and assessment module. Then individual teacher needs were addressed.[[file:McGowan - Douglas Tiffaney Lavoie Technology Training Nov. 29.pdf]][[file:McGowan - Douglas Tiffaney Lavoie Technology Training Teacher N.pdf]] **//
 * //**McGowan/Douglas Professional Development Technology 10-24-12 Teachers participated in CIITS lesson planner training with Tiffaney Lavoie [[file:McGowan - Douglas Tiffaney Lavoie Training October 24, 2012.doc]][[file:McGowan - Douglas Tiffaney Lavoie Training Teacher Notes.pdf]][[image:programreviewtes/McGowan Tiffaney Lavoie PD Oct.jpg width="228" height="158"]]**//
 * **// McGowan - Douglas Professional Development District wide Reading Street 9-28[[file:McGowan-Douglas Professional Development Reading Street.pdf]][[image:programreviewtes/McGowan PD Teacher.jpg width="180" height="136"]] //**
 * Documentation of professional learning opportunities facilitated by teacher/teacher leaders
 * ** Thayer Fourth Grade KEDC Science Teacher Leadership Network 9-24-13. I serve as the elementary teacher leader for Lewis County in this KEDC organized cadre to determine how to effectively implement the Next Generation Science Standards into our schools. Attached is an agenda from our first meeting, as well as notes about what makes me a teacher leader. **
 * Professional Learning Community notes or developed documents/outcomes
 * Professional development action plan with record of implementation
 * ** Thayer Fourth Grade KEDC Instructional Technology Cadre 1-16-14. At this quarterly cadre meeting, KET Educational Consultant Helen Morrison introduced resources available through PBS Learning. During this meeting, I was able to establish individual student usernames and log-in criteria for each fourth grade student, as well as academic team members. The student access enables my students to work individually, or in small groups to access videos, images, enrichment and remediation resources through KET; additionally, students can take virtual field trips through this site. **
 * Documentation of professional development opportunities that support instructional practices regarding writing and communication skills
 * ** Thayer Fourth Grade KEDC Science Teacher Leadership Network 2-20-14. At this leadership network meeting, the focus was on teachers understanding and implementing connections between Chappuis' and Stiggins' work on Classroom Assessment for Student Learning and the PGES. Attached is my evidence/conclusion paragraph in response to reading/working through both resources at this meeting. **
 * __Teacher leader__ planning notes for mentoring, coaching, modeling, facilitating presentations
 * //** McGowan - Douglas Teacher Leadership Professional Development July 2012 [[file:McGowan - Douglas Program Review Evaluation Update.ppt]] **//

=** Administrative/Leadership Support and Monitoring **=

**__ Demonstrator 1. Policies and Monitoring: __**** The SBDM Council and school leadership shall establish and monitor implementation of policies concerning a school's writing program. **

 * Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic
 * //**McGowan - Douglas May Site Base Council Agenda Approval of Program Review [[file:McGowan - Douglas SBDM MAY 14 REGULAR MEETING 2012.doc]][[file:McGowan - Douglas May SBDM Email.pdf]][[file:McGowan - Douglas SBDM MINUTES May 2012.doc]]**//
 * //**McGowan - Douglas July Site Base Council Minutes [[file:McGowan - Douglas SBDM MINUTES JULY 2012.doc]]**//
 * //**McGowan - Douglas October Site Base Council Agenda [[file:McGowan - Douglas SBDM OCTOBER 2012.doc]][[file:McGowan - Douglas SBDM October Minutes.pdf]]**//
 * //**McGowan - Douglas November Site Base Council Agenda and Minutes**//
 * [[file:McGowan SBDM NOVEMBER 2012.doc]][[file:McGowan - Douglas SBDM MINUTES November 2012.doc]]
 * [[file:administrator writing matrix for monitoring prater.xlsx]][[file:administrator writing matrix for monitoring.xlsx]]
 * sbdm may 14 regular meeting 2012
 * Revised writing policy
 * [[image:programreviewtes/writingpolicyprater.JPG width="178" height="220"]]
 * Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic
 * sbdm may14 regular meeting 2012
 * Program expectations within the writing policy, writing plan, and/or professional development action plan
 * School's vision/mission regarding the writing program with record of staff involvementSchool publications, blogs, bulletin boards that include student and staff participation in communication
 * observationtoolwritingprater
 * Induction process and documentation of new staff acclimation to their role in the writing program
 * Documentation of events, opportunities, displays that represent a culture of critical thinking, problem solving, and communicating
 * [[file:McGowan - Douglas Writing opportunity Trip to Europe 2012.pdf]][[file:McGowan - Douglas Discover the Pinta and the Nina Nov. 28 2012.pdf]][[file:McGowan - Douglas 2013 MLK State Essay Contest Criteria.doc]]
 * [[file:McGowan - Douglas Letters About Literature Writing Opportunity Jan. 2013.doc]]
 * [[file:McGowan - Douglas Writing opportunity Trip to Europe 2012.pdf]][[file:McGowan - Douglas Discover the Pinta and the Nina Nov. 28 2012.pdf]][[file:McGowan - Douglas 2013 MLK State Essay Contest Criteria.doc]]
 * [[file:McGowan - Douglas Letters About Literature Writing Opportunity Jan. 2013.doc]]

===**__ Demonstrator 2. Principal Leadership: __**** Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership strategies and actions. **===
 * Principal communications with staff
 * [[file:GRADE LEVEL MEETING AGENDA-August 27 2012.doc]][[file:GRADE LEVEL MEETING AGENDA-August 20 2012.doc]][[file:GRADE LEVEL MEETING AGENDA-September 17 2012.doc]][[file:GRADE LEVEL MEETING AGENDA-September 18 2012.doc]][[file:GRADE LEVEL MEETING AGENDA-September 24 2012.doc]][[file:McGowan - Douglas Grade Level Meeting - November 2.pdf]]


 * [[file:Grade Level Mtg..doc]]


 * [[file:Leadership email Writing Program Review.pdf]]
 * //**McGowan - Douglas Summer Administration PD July 2012**//[[file:McGowan - Douglas Leadership Retreat 2012.doc]][[image:programreviewtes/photo (1)Administrators Meeting.jpg width="159" height="148"]][[image:programreviewtes/McGowan - Picture PD.jpg width="200" height="174"]]


 * Professional Learning Community (PLC) or staff meeting notes/minutes that document principal's leadership regarding the writing program
 * //** McGowan-Douglas Program Review Oct. 31 Agenda [[file:McGowan-Douglas Program Review October 31st Agenda.doc]][[image:programreviewtes/McGowan -Douglas Program Review Oct. 31st Sign-in Sheet.jpg width="140" height="118"]] **//
 * PLC/meeting notes or outcomes that demonstrate collaborative evaluation of the writing program
 * [[file:writing prog rev august admprater.xlsx]]
 * [[file:Writing prog rev sept adm.xlsx]]
 * Revised professional development action plan-
 * //** McGowan - Douglas Teacher Individual Action Plan [[file:McGowan - Douglas Nov. 9th Teacher Questions for Grade Level Mt.pdf]] **//