writing to learn: instructional strategies for nonfiction...

Writing to Learn: Instructional Strategies for

Nonfiction Writing

Presented by:

Center for Performance Assessment www.MakingStandardsWork.com

(800) 844-6599

Writing to Learn: Instructional Strategies for Nonfiction Writing

Page P-1© 2006 by Center for Performance AssessmentAll rights reserved. Copy only with permission. (800) 844-6599

Writing to Learn: Instructional Strategies for

Nonfiction Writing

Presented by the Center for Performance Assessment

(800) 844-6599www.MakingStandardsWork.com

Optimal Learning Environment

Welcome! ☺Complete engagement and respectElectronic devices in silent modeMaterialsAgenda

Putting the Puzzle Together

What to teach

Monitor learning –Provide feedback

Meet individual student needs

How to teach it



Nonfiction Writing

Where Are You Now?

1 23 4

I know a few strategies for

NF writing but have

little experience using them

I use some strategies

for NF writing and get mixed

results

I use several different

strategies for NF

writing and get good results

I use many strategies

for NF writing and

get excellent results

LearningExperimenting

Getting Comfortable

Developing Expertise

Today’s ObjectivesReview the rationale for using more nonfiction writing as a strategyPractice specific nonfiction writing strategiesCreate plans for using the strategies immediately in the classroomConsider ways to track student achievement data related to the use of the strategies



Instructional Strategies

Knowing Doing Applying Monitoring

Why Write?

Writing can activate background knowledgeWriting can increase engagement, especially when used in conjunction with talking/sharing activitiesStudents can feel more in control of their learning when using writing regularly

“I Don’t Have the Time for More Writing” Hypothesis

Writing Assessment Time and Results

Mat

h, S

cien

ce,

Soci

al S

tudi

es, M

.C. T

ests “If we spend more time on

effective assessment, we won’t have time to cover all the curriculum and our test

scores will decline.”



Is the Hypothesis True?

Writing Assessment Time and Results

Mat

h, S

cien

ce,

Soci

al S

tudi

es, M

.C. T

ests

“As time devoted to writing increases, test

scores increase.”

Source: NASSP Bulletin, Dec. 2000, “Standards Are Not Enough”

More Writing Increases Test Scores

8th Grade Writing

CorrelationMath = .83

History = .79Science = .86

5th Grade Writing



3rd Grade English



Virginia Department of Education, 1998

Simply Stated...

Writing enhances content area learning!



Students Need to Improve Writing!

80% of 4th and 8th graders taking the 2002 National Assessment of

Educational Progress writing test scored in the basic range

The Reading-Writing Connection

Using strategies like journal writing, learning logs, entrance/exit slips, looping,

cinquains, and KWL assists students in learning reading through writing

Why Write?Writing, more than any other subject, can lead to personal breakthroughs in learning. Writing is a highly complex act that demands the analysis and synthesis of many levels of thinking. Writing develops initiative. In reading, everything is provided. In writing, the learner must supply everything...



Why Write?Writing develops courage. At no point is the learner more vulnerable than in writing. Writing can contribute to reading from the first day of school. Writing contributes strongly to reading comprehension as children grow older. The ability to revise writing for greater power and economy is one of the higher forms of reading.

Why Write?Writing contributes to a sense of connection and personal efficacy by participation in society.Writing, particularly with evaluation, editing, revision, and rewriting, will improve the ability of a student to communicate and succeed on state and local writing assessments.

Reason to Write, D. Reeves

Quick Write: Your Response

Think about the information presentedWrite for 2 minutes, silently and nonstop, about what you’re thinkingWe’ll debrief as a whole group after 2 minutes



Processing

DemonstratingUnderstanding

Engaging

Knowing the Strategies: Engaging

Entrance slipsQuick writesPrediction/hypothesis paragraphsKWL writing

Doing: Let’s Try It!



KWL: Volcanoes(Later)What I Learned about Them

What I Want to Learn about Them or What I Wonder

What I Know about Them

Prediction Paragraphs and KWL: Debriefing

Predicting/hypothesizing activities can result in percentile gains as high as 28 pointsWhat benefits do you see of these two activities?How could you use prediction paragraphs and KWL writing?What activities could be done AFTER these to extend the learning?



Applying: How Will I Use This?

Entrance slipsQuick writesPrediction/hypothesis paragraphsKWL writing

Knowing the Strategies: Processing

Summary paragraphsDouble-entry journalsCubing


Summary paragraphDebriefing



Why Summarize?

47Raphael & Kirschner, 1985

31Rosenshine, et al., 199631Hattie, et al., 1996

35Rosenshine & Meister, 1994

27Crismore, 1985

25Pflaum, et al., 1980

Percentile GainStudy


Double-entry journalsCan be used with reading, listening, watching


CubingDescribeCompareAssociateAnalyzeArgue for/against



Processing Strategies:Debriefing

What thought processes did you go through?What writing processes did you go through?How could writing in these types of non-threatening situations increase learning?


Summary paragraphsDouble-entry journalsCubing

Knowing the Strategies: Demonstrating Understanding

Shared expectations among facultyDefine “essay”Prewriting strategiesRevision strategiesEditing strategies



The Academic EssayDefinition Characteristics

Examples Non-Examples

WordEssay

Doing: Prewriting Strategies

CubingABC lists/taxonomiesGraphic organizers

Helping hand (teach 5-paragraph essay) Flow chart (expository)Tree diagram (expository)Double cell diagram or compare/contrast web (expository and analytical)


ABC list/taxonomyDebriefing



Doing: Let’s Try It!Graphic organizers

The helping hand to teach essay structureOther organizers to help students generate and organize ideas


Importance of persuasive writingPEAS organizer


Table discussion, 6-7 minutesSelect one or two ideas to share with whole groupReporter will be designated and have 1 minute of preparation time



Doing: Drafting Strategies

Teach someone elseAssume a persona or take a perspective

An endangered mammal

Presentation at local government meeting

Local citizens

Biologist

Taking care of the animal properly

LetterFamily that owns the pet

Household pet

“Mammals You See in Everyday Life”

LectureKindergarten students

Kindergarten teacher

“All About Our Mammals”

BrochureVisitors to the zoo

Zookeeper

TopicFormAudienceRole

Doing: Let’s Try It!TopicFormAudienceRole




Having students write as if they are teaching someone elseHaving students write using different perspectivesThe RAFT framework

Knowing: Revising and Editing Strategies

SelfPeersTeacher

Research Writing

Completing a research paper is like assembling a puzzle. While the complexity of the puzzle grows as students get older, the essential steps to solving the puzzle remain the same.

Douglas Reeves, Reason to Write



Research Writing

The paper load—25 to 150 papers on one topic?Multigenre researchReal-world authenticityOutside audiences

Making the Old NewHave you assigned research papers about...

the Presidents of the United Statesfamous explorers, inventors, mathematiciansscientific discoveriesa country or state?

How can we ENLIVEN these assignments?

Monitoring: Did It Work?

The value of formative assessmentThe value of tracking student performance data



Monitoring: Did It Work?

CollaborativelyIndividually

Assess

Research

Reflect

Innovate

Verify

Evaluate

Evaluation and Feedback

Your ideas and reflections are important to us. Please take time to complete the short evaluation form that we reviewed at the beginning of this seminar.

Center for Performance Assessment(800) 844-6599

www.MakingStandardsWork.com



Center for Performance Assessment(800) 844-6599

www.MakingStandardsWork.com

© 2006 by Center for Performance Assessment Writing to Learn: Instructional Strategies support docs All rights reserved. Copy only with permission. (800) 844-6599 Page S-1

Writing to Learn: Instructional Strategies for Nonfiction Writing (Seminar 2)

Notes about the Agenda and Logistics

Notes about Materials

Learning Objectives

Review the rationale for using more nonfiction writing as a strategy Practice specific nonfiction writing strategies Create plans for using the strategies immediately in the classroom Consider ways to track student achievement data related to the use of the

strategies Strategies

Knowing Doing Applying Monitoring


Rationale: Why Write?

Information Personal Connections

Quick Write: Your Response Write silently and nonstop for 2 minutes in reaction to the information presented. Then we’ll debrief.


Strategies for Engaging Entrance slips Quick writes Prediction/hypothesis paragraphs KWL writing

Quick Writes Rules: Write as fast as possible. No censoring, editing, or talking. How and when could this strategy be used in your classes? QUICK WRITES can be done during a teacher’s lecture, instructional video, etc. Prediction Paragraph Frame (Example): My teacher has asked me to make predictions/form hypotheses about _____. The things I see in the photograph include _____. (Add a few sentences of description and/or tell what you think it is.) I think we are going to study this because _____. I would also like to learn about _____. These are my initial predictions/hypotheses. Your Prediction Paragraph:


KWL Chart

What I Know about Them

What I Want to Learn about Them or What I Wonder

(Later) What I Learned about Them

Prediction Paragraphs and KWL: Debriefing

What benefits do you see of these two activities?

How could you use prediction paragraphs and KWL writing?

What activities could be done AFTER these to extend the learning? Calendar Template M T W Th F This week

Next week


Strategies for Processing

Summary paragraphs Double-entry journals Cubing

Create a Summary:

• Within three minutes, write a summary of your day so far. • Then there will be three minutes for you to pair-share. • We will then debrief the process as a whole group.

Your Summary:


Rules for Summarizing: Keep Delete Substitute

The “Safety Net” Curriculum

What is the Safety Net Curriculum? The Safety Net is a very limited set of learning objectives organized for each grade and for each subject. It is not the total curriculum – just the “safety net” that every teacher should ensure that every student knows.

What Is the Purpose of the Safety Net Curriculum? The purpose of the Safety Net is to empower teachers to make wise decisions about what is most important in the curriculum. The Safety Net is not a device to ignore everything else in the curriculum, but rather a mechanism to help teachers separate the critical elements of a curriculum from learning objectives that are less important. Different teachers will make different choices, depending on the needs of their students, about what they will cover outside of the safety net. But every teacher should ensure that every student understands the items inside of the Safety Net. The simple truth is this: few teachers ever cover the entire textbook or the entire curriculum. Often the decision about what to cover is based on sequence – we cover the items that are listed early in the curriculum document or textbook, and so we do not cover the items that are listed late in those documents. The Safety Net offers a better alternative: student learning of what is most important. The focus of the Safety Net is on learning, not on mere coverage. The Safety Net acknowledges that different teachers cover different curriculum in their classroom based on different interests and varying student needs. However, every student in the district deserves an equal opportunity for learning Safety Net standards. However different teaching approaches may be from one teacher to another, the Safety Net allows every student in the district an opportunity for learning what is most essential. From the teacher’s point of view, the Safety Net rejects the approach of some states that insist on micro-management of daily lesson plans and district-imposed daily learning objectives. Rather, the Safety Net provides teachers with broad discretion on teaching and curriculum provided that the students have achieved the Safety Net objectives.

What’s Wrong with the Standards and Curriculum We Already Have? Many teachers and administrators have complained that traditional standards, curricula, and textbooks are too voluminous to have practical value. Some analysts, such as Robert Marzano of the Mid-Continent Educational Research Lab, have concluded that most states would require school years almost double their present length in order to adequately cover existing standards. The Safety Net provides some focus so those teachers can have a common understanding


of what is necessary for all students. The Safety Net specifically provides an emphasis on student learning of a few objectives rather than student exposure to many objectives.

How Did You Choose the Learning Objectives in the Safety Net? Three questions guide the selection of Safety Net learning objectives:

(1) What endures? In other words, what skills and knowledge will students gain that last from one academic year to the next? For example, the skill of constructing an informative essay is something that students need throughout their academic career. It is a skill that endures over time. The same cannot be said, for example, of the requirement that a student memorize the formula for the area of a trapezoid.

(2) What is essential for progress to the next level of instruction? In a continuing dialog with teachers at all grade levels, we much determine what is essential for future success. For example, when 11th grade history teachers are asked what is essential for success in their classes, they rarely respond with items of historical knowledge that should have been memorized in middle school. Rather, they typically respond that students should have skills in reading and writing, knowledge of map reading, and an understanding of the difference between democracy and authoritarianism.

(3) What contributes to understanding of other standards? The safety net should comprise “power standards”– that is, those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives outside of the safety net. For example, in a middle school mathematics class, the properties of a triangle and rectangle might be in the safety net, because this understanding will allow students to comprehend information about other shapes – rhombus, trapezoid, parallelogram – that are outside of the safety net.

If Students Know the Safety Net Objectives, Can We Ignore All the Other Standards? No. The state standards and district curriculum remain important guides for teachers in planning their instruction. However, few if any teachers will actually cover every element of every portion of state standards and district curriculum. To the extent that a teacher, by virtue of a careful analysis of the needs of students, covers less than the entire curriculum and state standards, the Safety Net provides a guide on the essential core curriculum that must not only be covered, but that the students must learn.


Double-Entry Journals Quoted or Summarized

Information Reactions, Questions, and Connections

Cubing: The Six Sides of the Cube 1. Describe it (physically, using the 5 senses, if applicable)—How would you describe this issue/topic? If it’s a concept, think “out of the box” and give it a color, taste, smell, etc. 2. Compare it—What is this similar to? Different from? What does it remind you of? 3. Associate it—What does this make you think of? Does the topic connect to other issues/subjects? Do you have memories or experiences related to it that it makes you think of? 4. Analyze it—How is this made? Can it be broken down into subcomponents or smaller parts? How would you break the problem/issue down into parts? 5. Apply it—How is this used, in real life or metaphorically? How does it help you understand other topics/issues? Who uses it? Who doesn’t use it but should? Who needs to understand it well?


6. Argue for/against it—Why would you support this? Why would you argue against it? Who should be in favor of it? Who should be against it? Why? Describe

Analyze

Compare

Apply

Associate

Argue for/against


Describe

Analyze

Compare

Apply

Associate

Argue for/against

Double Entry Journals and Cubing: Debriefing

What thought processes did you go through?

What writing processes did you go through?


How could writing in these types of non-threatening situations increase learning?

Calendar Template M T W Th F This week

Next week

Strategies for Demonstrating Understanding

Shared expectations among faculty Define “essay” Prewriting strategies Revision strategies Editing strategies

The Academic EssayDefinition Characteristics

Examples Non-Examples

WordEssay


Definition of Essay:

ABC List

A

N

B

O

C

P

D

Q

E

R

F

S

G

T

H

U

I

V

J

W

K

X

L

Y

M

Z


ABC List

A

N

B

O

C

P

D

Q

E

R

F

S

G

T

H

U

I

V

J

W

K

X

L

Y

M

Z


A Helping Hand for Writing a Composition


Middle School Common Writing Rubric

Trait 4 3 2 1 Ideas -The writing is

focused on one clearly identified main idea. -The main idea is supported by relevant supporting details.

-The writing is focused on one main idea. -The main idea is supported by supporting details.

-The writing has an attempt at a main idea. -More supporting details are needed.

-A main idea cannot be identified. -Details are absent.

Organization -The writing has a clear beginning, middle, and end, appropriate for the writing task.-Details are presented in an interesting and logical order.

-The writing has a clear beginning, middle, and end. -Details are presented in a logical order.

-The writing is missing either a clear beginning, middle, or end, or is missing more than one of these parts. -Details are presented in a disorganized way.

-The writing has no clear organizational plan.

Conventions -The writing has no errors in capitalization of first words of sentences or in end marks (periods, exclamation points, question marks). -The writing is free of unintentional fragments and run-ons.

-The writing may have minimal errors in initial capitalization or end marks, but these do not detract from the overall meaning. -The writing may have minimal fragments and run-ons, but these do not detract from the overall meaning.

-The writing has several serious errors in initial capitalization and end marks. -The writing has several fragments and run-ons that detract from the overall meaning.

-The writing has many serious errors in initial capitalization and end marks. -The writing has many fragments and run-ons.


SECONDARY HOLISTIC SCORING GUIDE Reprinted from the Write to Know Series, Advanced Learning Press, with

permission

4 Demonstrates essential understanding(s) about the content and gives

supporting details that go beyond the predictable. Maintains a consistent point of view.

Uses an organizational structure that fits the purpose of the writing task. Constructs inviting introductions and satisfying conclusions. Consistently uses paragraph breaks that reinforce organization and meaning. Uses effective transitions and pacing that moves the reader easily through the text.

Demonstrates understanding of vocabulary related to content. Uses fresh and lively expressions that at times include figurative language or slang.

Demonstrates strong audience awareness; there is a sense of a person and a purpose behind the words. Consistently employs an appropriate voice or tone. Brings topic to life through conviction, excitement, or humour; there is a strong interaction with the reader.

Demonstrates stylistic control. The sentence structure strengthens the meaning of the text and draws attention to key ideas. Correct grammar and usage contribute to clarity and style. Little editing is needed.

3

Demonstrates essential understanding(s) about the content. Supporting details and ideas may at times be too general or out of balance with the main idea, but maintains a consistent point of view.

Uses an organizational structure that fits the purpose of the writing task. Creates clear introductions and conclusions. Employs paragraph breaks that generally reinforce organization and meaning. Uses adequate transitions. Pacing may be inconsistent.

Demonstrates understanding of vocabulary related to content. Uses words in an interesting, precise, and natural way appropriate to audience and purpose.

Demonstrates audience awareness; there is a sense of a person and purpose behind the words. Employs an appropriate voice or tone most of the time.

Demonstrates reasonable control of standard writing conventions. Some syntax, spelling, capitalization, and punctuation errors occur, but do not interfere with meaning.


2

Attempts to address the main idea, but does not demonstrate essential understanding(s) about the content.

Made an attempt to organize the text, but the overall structure may be inconsistent or not appropriate for the writing task. May use an introduction or conclusion. Sequence of ideas may not be effectively presented.

Attempts to use content vocabulary words, but does not apply them appropriately. Words used are generally imprecise and at times may not be appropriate to audience and purpose.

Demonstrates limited audience awareness; there is little sense of a person and purpose behind the words. Uses a voice that is overly informal or impersonal and flat. There is little sense of “writing to be read.”

Demonstrates limited control of standard conventions. The sentence structure may be mechanical rather than fluid. Frequent errors in syntax, spelling, capitalization, and punctuation detract from meaning.

1

Ideas are unclear and lack a central link to essential understanding(s). Organizational structure is not appropriate for the purpose. Weak

beginning and/or conclusion. No logical sequence of ideas. Words are limited, monotonous, and/or misused. Only the most

general kind of message is communicated. Shows no audience awareness; it is hard to sense a person and

purpose behind the words. Little control of standard conventions. Errors in syntax, spelling,

capitalization, and punctuation obscure meaning, making it difficult for the reader to focus on the message.


Flow Chart Typical Day for Me as a Teacher or Administrator

Double Cell Diagram


Persuasive Essays Problem Evidence Arguments Solution Example from science: Problem (stated in introduction paragraph)—Global warming Evidence (first body paragraph)—Melting of polar ice caps, rise in temperature of ocean water, rise in sea level, decrease in ozone layer Arguments (second body paragraph)—Argue for action to stop global warming. Must stop reliance on fossil fuels and stop this trend because animals, crops, and humans will be affected. Rising water will flood coastal areas. Hotter, dryer weather will make growing crops harder. Animals and humans will suffer physically. Solution (last paragraph)—The solution is for citizens to put pressure on elected officials to change. Everyone should write letters to their Congressmen and women and to the President himself.



Ideas for using the Helping Hand: With whom could I collaborate to use this? How could I use this with students? If not appropriate for my classes, how can I share this information? Ideas for using ABC lists: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for using flow charts: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for using double-cell diagrams: What have my students done already that is similar to this? How might this apply to current or future content I’m teaching? How could I introduce this tool to my students? Ideas for persuasive essays using the PEAS organizer: What topics that we are currently studying might lend themselves to persuasive writing? Doing: Drafting Strategies

Teach someone else Assume a persona or take a perspective

RAFT

Role-Audience-Form-Topic

R A F T Zookeeper Visitors to the zoo Brochure “All About Our

Mammals” Kindergarten teacher

Kindergarten students

Lecture “Mammals You See in Everyday Life”

Household pet Family that owns the pet

Letter Taking care of the animal properly

Biologist Local citizens Presentation at local government meeting

An endangered mammal


RAFT Writing: Mammals

RAFT Role-Audience-Form-Topic

R A F T


Revision/Editing Strategies 1. Self-revision A. Cut apart your paragraphs. Read each one as its own unit. Look for detail, transitions between sentences, etc. You can also do this with a peer and have him/her redo the paper in the correct order, using the cut-outs. See if it matches the writer’s original version. B. Take the original and write another version, from another perspective/point of view. For example, if you wrote a paper about the dangers of global warming and what we need to do to stop it, write a second draft that is the total opposite. This paper would claim that global warming is not serious, that we do not need to take serious actions to stem it, etc. Then read both versions to a partner or a small group and ask them which is more effective. Even if you stick with the original version, you may find things from the second version to weave into the first, or ways of wording ideas, etc. 2. Peer Revision Conferences: Pair students up or allow them to choose their own partners as they get more comfortable with the strategy. The writer begins the conference by saying what he feels he needs help with in the revision process. For ex., is the flow of events smooth if it’s a process essay? Are the arguments convincing if it’s a persuasive essay? The writer READS THE PAPER ALOUD to the partner. This is very important. In this way, the listener focuses on the message and not surface features like neatness, spelling, etc. As the writer reads aloud, the listener records these 3 things, which she later explains aloud to the writer: -Something that really stood out to me or caught my attention -A sincere question I have about the content of the writing -A suggestion directly related to the area the writer targeted Basically, I’ve told my students to remember this framework as “strength-question-suggestion.” 3. Self-editing A. Read your paper aloud to yourself, from end to beginning, one sentence at a time. This breaks up the flow of the writing and helps you focus on one sentence at a time, as a complete unit. It will help you find fragments and run-ons. B. Circle words which may be misspelled. Put a question mark out in the margin of any line that you think may have a sentence or idea that is not as clear as it could be. After doing these two things, work with a partner to check the spelling of all words you circled and to reword sentences/ideas as needed.


4. Peer-editing Partners swap papers and complete the following tasks. A. Circle every end mark or put them in an circle them. This helps the writer check for fragments and run-ons. B. Circle every word that may be misspelled. It’s the writer’s job to find out. C. Draw a square around every form of the verb to be and all passive voice verbs. The writer needs to make these more specific and active. D. Put a check mark in the margin of any line that contains a good example, image, word, or phrase—something that really catches the reader’s attention. Explain this to the writer. E. Put a question mark in the margin of any line that has something unclear. Explain this to the writer. F. Underline any “tired” or overused words and suggest alternates above them. 5. Teacher editing Students should learn the appropriate proofreading/copyediting symbols long before a draft is submitted for the final step prior to publishing. See http://www.ccc.commnet.edu/writing/symbols.htm for a good basic set that is appropriate even for elementary students. After students go through self- and peer-revision and editing processes, the teacher should be the final editor and do a strict copyediting. Then the papers are returned to the students for them to make final changes before submitting the draft for publication.


RAFT Role-Audience-Form-Topic

R A F T

Research

See http://www.angelfire.com/ok2/metu/multigenre.html for a teacher’s lesson plans and student examples of multigenre research writing. There is a chapter from a book on multigenre research online at http://www.heinemanndrama.com/shared/onlineresources/E00785/chapter1.pdf.


ARRIVE: My Personal Action Plan Assess What I need to pre-

assess regarding student writing in my classroom:

When I will do this: Collaboration possibilities:

Research What resources (other than materials provided today) I need to consult:

Where the resources are and when I will do this:

Collaboration possibilities:

Reflect Strategies (based on today) that I will enact: Innovate When I will do this:

Collaboration possibilities:

Verify How I will post-assess:

When I will do this: Collaboration possibilities:

Evaluate (To be completed later) Why I will or will not add this strategy to my repertoire:

(To be completed later) Next steps:

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For additional resources please visit MakingStandardsWork.com

Focus on Achievement (CPA's Newsletter) September 2005: Volume 7- No. 1 (PDF) Featuring: Recipe for Success: Putting it All Together; Questions from the Real World with Lynn Howard; ARRIVE: A Reflection Journal by Dr. Amy Whited and Patricia Trujillo; Norfolk Wins Broad Prize; and more . . . February 2005: Volume 6 - No. 3 (PDF) Featuring: Special Ed Practices Good for All Students; Questions from the Real World with Dr. Craig Drennon; Beyond the Numbers by Dr. Stephen White; Center for Performance Assessment releases first volumes in Write to Know series; and more . . November 2004: Volume 6 - No. 2 (PDF) Featuring: Effective Changes at Real Schools; Questions from the Real World with Dr. Angela Peery, Four Books by Dr. Douglas B. Reeves Now Available as Audio CDs; Standards-Based Checklists Offer Convenience, Economy; and more . . . September 2004: Volume 6 - No. 1 (PDF) Featuring: Keys for Transformational Schools; Introducing 101 More Questions & Answers about Standards, Assessment, and Accountability; Second edition of Accountability in Action released; Questions from the Real World with Lisa Carbón, and more . . . February 2004: Volume 5 - No. 3 (PDF) Featuring: Taking Data Analysis to the Next Level, Best Practices at Sevier School District, Accountability for Learning, Questions from the Real World with Peg Portscheller, and more . . . November 2003: Volume 5 - No. 2 (PDF) Featuring: The Data Quandary—Year-to-Year or Cohort?, Best Practices at Whittier Union, Assessing Educational Leaders, Questions from the Real World with Donna Anderson-Davis, and more . . . September 2003: Volume 5 - No. 1 (PDF) Featuring: Data Without Tears—Accountability As a Treasure Hunt, Best Practices at Foust Elementary, NSDC recognizes Learning Connection Online, Questions from the Real World with Stephen White, and more . . . February 2003 : Volume 4 - No. 3 (PDF) Featuring: The Leadership-Learning Connection: The Role of System Leadership, Best Practices, New Books from Larry Ainsworth, FAQ with Elaine Robbins Harris, and more . . . November 2002 : Volume 4 - No. 2 (PDF) Featuring: The Leadership-Learning Connection: Leadership in the Classroom, Best Practices, FAQ with Stacy Scott, and more . . . September 2002 : Volume 4 - No. 1 (PDF) Featuring: The Leadership-Learning Connection: Leadership in the School, Getting Parents Involved in Student Writing, Best Practices, FAQ with Tony Flach, and more . . . March 2002 : Volume 3 - No. 3 (PDF) Featuring: Putting It All Together - Part 4: Focused District Leadership: The Key to Unlocking Student Achievement, Best Practices, FAQ with Craig Ross, and more . . . January 2002 : Volume 3 - No. 2 (PDF) Featuring: Putting It All Together - Part 3: School Leadership: Time, Focus, Collaboration, and Risk, Best Practices, FAQ with Nan Woodson, and more . . . November 2001 : Volume 3 - No. 1 (PDF) Featuring: Putting It All Together - Part 2: The Key to Improved Student Achievement, Best Practices, FAQ with Nan Woodson, and more . . .


E-Mail Newsletters December 2005 Featuring: Best Practices at Millennium Middle School; Questions and Answers from the Real World — How frequently should benchmark assessments should be given?; "The 90/90/90 Schools: A Case Study" from Accountability in Action; Denver Area Seminars October 2005 Featuring: Best Practices at Hazelwood School District; Questions and Answers from the Real World — Involving Community Members in Task Forces?; Norfolk Wins Broad Award; Denver Area Seminars; How to Work Smarter, not Harder March 2005 Featuring: Best Practices Update at Wright Elementary and Elkhart Community Schools; Douglas Reeves Keynote in Salem, MA; Questions and Answers from the Real World — Are All Lower Grade Reading/Writing Standards Actually Power Standards?; Participate in New Research Study — "Raising Leaders"; Time Saving Tip for Keeping Up with Research February 2005 Featuring: Best Practices at Nogales High School; Questions and Answers from the Real World — Don't All These Assessments Waste Too Much Time?; Write to Know Series; Special Certification Training/Douglas Reeves Keynote Presentation in Salem, MA January 2005 Featuring: Best Practices at Pleasant Valley Elementary; Questions and Answers from the Real World — What Lesson Plan Format Is Best?; Staff Developers Day with Dr. Douglas Reeves; Antecedents of Excellence December 2004 Featuring: Phi Delta Kappan and Educational Leadership Print Articles by Douglas B. Reeves, Ph.D.; Effective Changes at Real Schools; Questions and Answers from the Real World — Students Change Each Year; Why Create Pacing Guides?; Excerpt from "Unwrapping" the Standards—The Step-by-Step Process November 2004 Featuring: Best Practices at Lawson Elementary; Excerpt from Beyond the Numbers: Making Data Work for Teachers and School Leaders; Questions and Answers from the Real World — How Can You Do Collaborative Scoring Between Disciplines?; Making Standards Work and Others Now Available as CD Audio Books October 2004 Featuring: Best Practices at DuPage 88; Audio clip from The Leadership-Learning Connection; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — Should Zeros Be Assigned for Missed Work?; Center Introduces Standards-Based Observation Pads September 2004 Featuring: Best Practices at Crete-Monee; Excerpt from Accountability for Learning; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — Should Students Be Held to a One-Size-Fits-All Rubric?; Center Now Offering "Making Student Achievement Work" Posters August 2004 Featuring: Best Practices at Village Academy; Excerpt from Power Standards; Seminars Scheduled, Certification Training Dates Open; Q & A from the Real World — How Should We Set Up Our Disaggregated Data for Review?; Olympic Gold or a Standards Bar: Why Standards Make Success Possible for All Students July, 2004 Featuring: Why We Hate Standards; Excerpt from Making Standards Work; New Seminars Scheduled, Certification Training Dates Added; Q & A from the Real World — Holding Students Accountable When They Don't Do the Work June, 2004 Featuring: Best Practices at Gainesville City Schools; Excerpt from Five Easy Steps to a Balanced Math Program; New Seminars Scheduled, Q & A from the Real World — Is Teaching to the Test Wrong? May, 2004 Featuring: Best Practices at Rubidoux High School (CA); Excerpt from 101 More Questions & Answers about Standards, Assessment, and Accountability; New Seminars Scheduled, Q & A from the Real World April, 2004 Featuring: Best Practices in Wayne Township (IN); The White Way to Raise Student Achievement; Accountability in Action, an Excerpt; Q & A from the Real World March, 2004 Featuring: Wayne Township Receives Magna Award; Best Practices at Upland Unified (CA); The Missing Link in Staff Development; Accountability for Learning, an Excerpt; Q & A from the Real World February, 2004 Featuring: Best Practices at Elkhart Community Schools (IN); Peg Portscheller on No Child Left Behind, Why, What, and How; 101 More Questions About Standards, Assessment, and Accountability; Doug Reeves and Anne Fenske Available at Conferences; Center-Hosted Seminars in April; Q & A from the Real World January, 2004 Featuring: Best Practices in Orange County (CA); Center Reps Available at Conferences; Using Assessments to Improve Student Learning; Center-Hosted Seminars in April; Q & A from the Real World December, 2003 Featuring: Center Moving to New Quarters; Best Practices at Princeton City Schools; Report from the Field—Data Walls, A Success Story; Giving Children a Reason to Write; Q & A from the Real World November, 2003 Featuring: Center Moving to New Quarters; Best Practices at Wright Elementary; Standards vs. Norms—the Difference; Q & A from the Real World


Articles – Accountability – Accountability at a Crossroads. (LNK) Dr. Douglas Reeves, February 2005, Virginia Journal of Education The 90/90/90 Schools: A Case Study. (PDF) Dr. Douglas Reeves, from Accountability in Action, 2nd edition Book Review: Holistic Accountability by Dr. Douglas Reeves. (PDF) Reviewed by Cecilia M. Di Bella, Ed.D., October 2002, School Business Affairs. Reprinted by permission of the Association of School Business Officials. Accountability-Based Reforms Should Lead to Better Teaching and Learning - Period. (LNK) Dr. Douglas Reeves, March/April 2002; Harvard Education Letter Clear Answers to Common-sense Questions about Accountability. (LNK) Dr. Douglas Reeves, March/April 2000; Thrust for Educational Leadership How some MPS schools win an 'A' for achievement. (LNK) Alan J. Borsuk, February 14, 1999; Milwaukee Journal Sentinel Accountability Is More Than Test Scores. (LNK) Dr. Douglas Reeves, 1998. – Assessment – Book Review: 101 More Questions & Answers about Standards, Assessment, and Accountability by Dr. Douglas Reeves. (LNK) Reviewed by Ronald S. Thomas, February 2005, The School Administrator. Evaluating Administrators. (LNK) Dr. Douglas Reeves, April 2004, Educational Leadership. Book Review: The Leader's Guide to Standards by Dr. Douglas Reeves. (LNK) Reviewed by Tom Narak, April 2004, The School Administrator. Straw Men and Performance Assessment. (LNK) Dr. Douglas Reeves, 1998. Defending Performance Assessments Without Being Defensive. (LNK) Dr. Douglas Reeves, June 1997; The School Administrator – Classroom (Instruction) – The Case Against the Zero. (PDF) Dr. Douglas Reeves, December 2004, Phi Delta Kappan "If I Said Something Wrong, I Was Afraid." Dr. Douglas Reeves, December 2004/January 2005; Educational Leadership Ideas for Improving High School Reading and Academic Success. (PDF) Research Abstract - Dr. Douglas Reeves, February 2002 Making Standards Work. (LNK) Rebecca Jones, September 2000; American School Board Journal Finishing the Race. (LNK) Dr. Douglas Reeves, May/June 2000; Educational Leadership Putting Cooperative Learning to the Test. (LNK) Laurel Shaper Walters, May/June 2000; Harvard Education Letter Holding Principals Accountable. (LNK) Dr. Douglas Reeves, October 1998; The School Administrator – School Improvement – Beating the Odds. (PDF) John O. Simpson, January 2003; American School Board Journal No Child Left Behind: New Federal Education Reform. (PDF) Dr. Michael White, Winter 2002; Ohio School Psychologist Three Keys to Professional Development. (LNK) Dr. Douglas Reeves, February 2000; California Curriculum News Report Responding to the Rhetoric of the Radical Right. (LNK) Dr. Douglas Reeves, March 1998; The School Administrator – Standards – Point Counterpoint: Take Back the Standards. (PDF - 6MB download) (Word doc - 50KB download) Dr. Douglas Reeves and Ron Brandt, January/February 2003; Leadership Galileo's Dilemma: The Illusion of Scientific Certainty in Educational Research. (PDF) Dr. Douglas Reeves, May 8, 2002; Education Week Standards Make A Difference: The Influence of Standards on Classroom Assessment. (LNK) Dr. Douglas Reeves, January 2001; NASSP Bulletin

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