Scoring Protocol

Writing Sample Collection
Expectations for Classroom Teachers

Why are we collecting papers and scores?
• The papers and writing scores collected will be used to: develop a dynamic set of benchmark papers for use instructionally and to support teachers in scoring papers; to monitor the growth of student writers across the district and across time; to ensure accurate scoring; and to determine the need for ongoing professional development and coaching support.

What Genres am I responsible for?
• All teachers are responsible for those genres assigned to their grade level (see Genre Expectations). There is an expectation that the narrative and non-narrative pieces collected in grades 1 through 12 be products of instructional units where students are give the opportunity to revise and edit their pieces. This does not mean that pieces submitted to portfolios will be perfect or teacher-corrected, by that the students will have had the opportunity to be exposed to appropriate mini lessons and conferring sessions to shape their pieces. Ultimately, the student needs to decide what changes and corrections will be made. Teachers need to allow a minimum of 2 to 4 weeks for in-depth genre study.
• Teachers working in multi-grade settings should not be expected to attempt to teach more that two sets of assigned genres annually. At the building level, teachers working in multi-grade settings should develop a looping curriculum (fourth grade genre assignment year A, fifth grade genre assignment year B and so on).

When do I collect the writing samples?
• K-8 administrators, coaches and/or building coordinators will collect samples during the first weeks of October, March and May.
• 9-12 administrators, coaches and/or building coordinators will collect samples during the first week of October and two week prior the end of first and second semester.

What should I be looking for in completed samples?
• All required pieces MUST BE scored using the rubrics provided in Craft and Convention. NO SAMPLES SHOULD BE MARKED UP BY THE TEACHER.
• Rubrics must be scored by elements, rather than by box. Teachers may circle bullets, underline elements OR highlight elements. When highlighting, use ONLY blue, pink or green.
• A single, holist score must be assigned a piece of writing. No half scores will be accepted.
• Special needs student for whom the physical task of writing is overwhelming may participate through dictation, with minimal prompts. When scoring dictate piece beyond grade one, teacher should not score conventions on dictated pieces.
• Photocopies must be clearly legible and the copies need to be of high quality. DO NOT USE COLORED PAPER FOR ANY DUPLICATION PURPOSES.

What paperwork am I responsible for?
• Photocopies of student work along with rubric score sheets must be handed in to the building level coordinator.
• Photocopy of student work along with rubric score sheet must be placed into Literacy Growth Folders (Red Folders).
• Fill in electronic data collection sheet and turn a hard copy into the building principal. Use codes to provided to explain any missing pieces for ALL students on your class list.

Who is assessed?
• All students K-8 and students in core and functional English classes grade 9-12.
• Students on IEP’s are allowed any modification or exemption determined to be appropriate by the Multi-Disciplinary Team (MDT).