BHS Writing Project: How we got here...
The impetus for this rally around the teaching of writing started with two major events—the implementation of the CCSS and Bell's FPM audit. As stakeholders, we had the responsibility of ensuring that our students meet the demands of the CCSS...most importantly, the writing demands, to which are students were not necessarily accustomed. Teachers began to reflect on their practice around the teaching of writing. At the same time, in 2012-13, our school's EL Program was under review by the FPM auditors. As stakeholders, we were looking for ways to ensure that our LTELs move towards English proficiency while also moving towards meeting the demands of the CCSS. That same year, Bell's leadership sent selected teachers of LTELs across the core subjects to CABE 2013. Some teachers attended the WRITE Institute's 2-Day Training and took WRITE's approach to the teaching of writing back to Bell to implement in their classes. After observing students engaged in the writing process, Bell's leadership pushed for PD for ELA teachers in May 2013. In August 2013, the trainings became more solidified when all SLC Leads were trained around our first genre, summary. Enter WAC, Writing Across the Curriculum. In November 2013, WAC facilitated PD around our second genre, compare and contrast. We ended that school year with argument genre. Bell's instructional initiatives provided teachers with key strategies from the Core Six. Many teacher implemented these strategies with positive results. In 2014-15, WAC continued to support the foundational genres of summary, compare and contrast, and argument. Narrative was introduced to all teachers and Problem/Solution was presented to some lead teachers. Along with the PD around these new genres came local district instructional initiatives in the form of PDs around the CCSS and writing, for example, Kelly Gallagher, Vicky Vinton, and the Question Formulation Technique. These PD opportunities provided teachers with more strategies, which our teachers implemented as well with success. With so many strategies and ideas, we felt the need to bring all of these great ideas together. Once again, the WRITE Institute provided that cohesion we needed. Their Writing Framework resonated with our work, because many of our teacher were already practicing some WRITE's Six High-Leverage Practices without necessarily calling it out. This year's WAC professional development was driven by the results from a needs assessment. The data revealed the need for unpacking the genre, be it through the use of mentor text or teacher models. But this work requires time for teachers to meet and to engage in discussion around writing. Enter the BHS Writing Project. Teachers from across contents were invited to attend the first meeting and be part of this transformational change around the teaching of writing at Bell High School. With almost all departments represented, the BHS Writing Project members work diligently to develop curriculum for the teaching of writing. This year has been an exciting year full of wonderful professional learning experiences around academic literacy. We have moved our school forward with so many wonderful ideas from outside Bell High School, and even more importantly, from our own colleagues. None of this work could be possible without the hard work of our teaching colleagues, our supportive administrators, especially Mrs. Torres Ring, and OUR STUDENTS! Thank you all for your hard work and dedication to improving our students' academic experience at Bell High School! Tanya Avelleyra CCSS Instructional Coach Bell High School |
2014-2015 BHS Writing Project Members:
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