2c. Students will over time write,
independently, increasingly complex text with meaning, clarity,
purpose and application of standard conventions (as defined
below).
There will be an annual
increase in (a) the percentage of students whose writing quality
improves from year to year (while recognizing the District-wide
growth in writing quality may be slow), and (b) the percentage of
students make more than "average growth" (as defined in 3, below)
in their mastery of standard conventions in writing as they
progress from one grade to the next.
Data will be reported to
the Board, by each grade level for which it is available,
but only on a District-wide basis (not by schools or
classrooms).
It will be reported no less often
than annually.
"Average growth" is defined as the
numerical increase in national average test scores (on
whatever tests the Superintendent has selected) from one
grade level to the next.
To illustrate: The
Superintendent will have been provided by (or will
request from) the national testing service being used by
the District the median writing standard conventions
score from, say, the national scores of third graders and
fourth graders. The third
grade median score will be subtracted from the fourth
grade median score. The difference is "average growth" in
written language from third to fourth grade. "More than
average growth" for an ICCSD fourth grader is any
increase larger than this national "average
growth."
The quality of each student's
writing will be assessed annually by that student's teacher.
In addition, imporvement in writing quality of the district
as a whole will be assessed by such means as the
Superintendent may choose, such as a writing sample of
student responses to a standardized writing assessment. The
results of this assessment will be reported to the Board in
a manner that enables the Board to track trends in such
things ast he precentage of students whose writing quality
has improved, and the growth in writing quality of district
students compared with national norms.
There will be an annual increase in the
number of students (a) whose writing quality, as defined in
2c.III.5., below, improves over the course of a year, (b) whose
mastery of writing standard conventions is above the level of
"proficient" (as defined by the Superintendent) and (c) who make
"average growth," as defined in 2c.I.3, above.
The Superintendent will
utilize means of his or her choice to evaluate and identify
those students (a) whose writing quality does not improve, (b)
whose mastery of writing standards conventions is below the
level of "proficient," or (c) who are not making "average
growth".
Every student's writing quality and
mastery of writing standard conventions will be reviewed by
school staff with the student's parent/s or guardian/s. This
review shall include, among other things, whether the student
performs at a level of "proficient," the additional academic
support and interventions provided, if any, and recommendations
for parental participation.
The Superintendent is responsible for
selecting, or designing, the methods for measuring the achievement
of the Board's academic (literacy - writing) ends in accordance
with the following guidelines.
Quantifiable measures will
be used for both students' mastery of standard conventions and
writing quality, as both are defined, below.
The measurements will be multiple,
but at least one will be a national, standardized test such as
(but not limited to) the ITBS and ITED (which are tests
currently used by the District and measure standard
conventions).
Student achievement will be measured
at various grade levels.
The measurements will provide data
that enables the Board to evaluate trends.
"Writing quality" refers to such
elements of writing as clarity of purpose and expression,
organization, analysis, use of examples and
transitions.
"Writing standards conventions"
refers to such technical aspects of writing as spelling,
grammar, mechanics and usage.
