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District Writing Assessment System

Protocol for GR 1-8 Students/Teachers to Follow to Produce Writing and Record District Scores

The final writing product should adhere to these standards:

Writing Process:

1. Final copy is legible
2. Final copy is completed within a reasonable time (establish through school agreement) during instructional hours depending upon the genre being assessed.
3. Students writing should be accompanied by a SUTW cover sheet. Student writing product should include a school heading that contains student name, date and title in a format consistent with school expectations for written products.
4. During writing time, students can
   1. With school agreement, use writing tools such as a folder, dictionary, thesaurus, classroom references that support successful writing including word walls, a graphic organizer either student generated or teacher provided
   2. Write independently without peer, adult or technology assistance, unless prescribed by an IEP
   3. Be provided time to organize their ideas and write a rough draft, revise and edit, completing a final draft copy for assessment
5. Alternative bilingual students are assessed in the language of their current writing instruction program. A score for at least one language is submitted to CSD.

Scoring Advisories:

1. Teachers have an opportunity to calibrate their scoring using anchor papers and student samples prior to scoring student work.
2. Writing assessments should be scored as teacher teams, not independently
3. Discussion of writing issues should be promoted during and after the scoring process to inform the school’s writing program
4. Restructured, collaboration or release times are options for these scoring events. Note: This activity is a legitimate purpose for follow up AB466 hours or other professional development designed to promote effective implementation of standards based instruction and use of appropriate materials.
5. Reading First teachers should score district writing assessments twice yearly with the  SUTW rubric rather than SCOE rubric.
6. Analysis of student results should occur following the entry of student scores into the district database. These can be compared with other writing assessments which are summative such as state writing assessments. This information can be shared with parents during reporting periods.
7. Steps for recording scores are distributed by State and Federal and Program Evaluation offices.  .
8. Retain similar genres for some years in order to gain understanding of writing improvement.
9. Adjust system when evaluation evidence suggests changes are needed.