Positive Reflections about the Texas Writing Pilot

1. We have the opportunity to be a part of the solution instead of complaining about what the legislature and TEA foist upon us.

2. Writing assessment does not currently match the domain of ELAR, instructional realities, student needs, and what we know works for teaching and learning. The STAAR prompts are not always culturally respectful to student backgrounds. And the constraints of 26 lines for expository writing are restrictive and lead to formulaic instruction that does not develop good writers.

3. Writing on one day a year does not give a good picture of what kids and teachers are able to do. The writing pilot helps collect data over time to help teachers and students measure growth over time. It also matches what the state is trying to do with TTESS and SLO's. This portfolio approach allows teachers to receive feedback about their instructional impact that helps them adjust their teaching practices.

4. Teachers can give assignments that match how they teach, their curriculum, their scope and sequence, and their district requirements. Assessment does not have to be something else that they add on to their program or something that totally disrupts the school schedule. The instruction and assessment can be woven together. This also reduces student stress. (It might also help issues with the community that complains about kids getting diarrhea and having nervous issues because of the pressure associated with the high stakes assessment regime.)

5. Students have a CHOICE about what they can write. This also allows teachers to use authentic instructional models like Reading and Writing Workshop that move us out of didactic and outdated modes of instruction best left in the Industrial Age that sought to prepare students for cog jobs. We are no longer in the business of building robots that can follow rules. We need people who can think and reason, using reading and writing as tools to do so. Choice also is connected to what we know about research on student engagement and motivation.

6. Anecdotal data from the field is: 1) Students think they are writers. 2) Students think they are helping the state of Texas improve writing instruction and assessment. 3) Students are shocked that they can write about what they know and care about and can use more than 26 lines to do so. 4) Students (even students with disabilities) are writing more than they ever have. And they are improving. 5) The writing is actually something interesting to read and worthwhile. 6) Teachers are enjoying reading their student papers.