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Good writing skills are more critical today than they have ever been before for our students. Students need good writing skills to not only demonstrate their understanding of ideas but to be effective in the workplace and the community. According to a study by Writing Next (2004, 2005) writing proficiency has now become critical in the workplace and directly affects hiring and promotional decisions. Yet research shows that the time devoted to writing instruction in our nation's classrooms has decreased in the last ten years. This decline in writing instruction can be traced to a greater emphasis in classrooms on reading and math skills which are essential components to the state standardized tests. For most school districts scores on standardized tests in reading and math spell either success or failure of their educational system for that year so emphasis on learning in those areas becomes critical. Another reason why more time is not spent on writing is that writing is complex and difficult to define. It is also difficult to assess in a single sitting because it is process oriented (Writing Now, 2008). Since writing is learning and it improves the act of thinking, as many researchers have found, then the improvement of writing skills is important to helping our students succeed. So how can we increase the emphasis on writing in our schools today?
Although it is difficult for most educators to agree on which approach is most effective for teaching writing there is agreement on particular practices that can improve writing and increase its emphasis in schools. For example, it is important that students write every day. To get better at writing, just like reading, students need to write a lot, at least once a day. Providing dedicated time in school and at home is essential for students’ development as a writer. Another important practice is that students need opportunities to write across content areas. For example, writing should be practiced in subjects like math, social studies and science. Finally, since writing takes practice not every piece of writing has to have a grade. Students need the freedom to write without the expectation that everything they put down on paper will be evaluated. According to writing expert, Jeff Anderson, these writing practices can be condensed into four components that all teachers should use to emphasize and improve writing instruction in their classroom. Some of these components can also be practiced at home: Have students write every day; use mentor texts to instruct writing; use writer’s notebooks; and use assessment to give feedback and to better understand students’ strengths as writers:
Writing Everyday
The use of a writing workshop will help students write every day. This is dedicated time for students to write. During the workshop students will either be involved in getting ready to write activities such as observing the teacher model a piece of writing or in an actual writing activity. During the workshop teachers will use mentor texts to illustrate a particular kind of writing or students will draft ideas in their writers’ notebooks. At the end of the writer’s workshop students have the opportunity to share their writing with either a partner, in a small group or with the whole class. At home parents can share their writing experiences with their student so they can understand how they use writing in their daily lives. Creating lists for grocery shopping or creating a vacation plan are all ways you can involve your student in writing.
Mentor Texts
Mentor texts are used to teach students the writing techniques of other writers. For instance the teacher may share excerpts from the book, “Chester’s Way” by Kevin Henkes to illustrate the use of parentheses in writing. Many times passages from a particular book are used to illustrate the skill and provide students authentic examples of how writers craft their writing. Parents, as they are reading together with their student, can point out examples of writing techniques that enhance the story.
Writer’s Notebook
A writer’s notebook is essential to developing writing skills. All students should have a writer’s notebook to record their experiences, observations, thoughts, and reactions. Notebooks are also a place that is free of risk since they are never graded. Notebooks are not checked for grammar and spelling errors. The writer's notebook is also a place they can practice their writing strategies. Parents can model this by using their own notebook to create the daily memories of their child’s lives.
Assessment
Assessment is critical to helping students grow as writers. Specific feedback provides students with clear expectations on both their strengths and weaknesses as writers. Teachers do this through conferencing individually with their students and by asking questions that prompt students to think about their writing. Parents can use the same technique at home by asking their student to tell them about what they are writing.
We have adopted this writing philosophy recently in the Twin Valley School District. All of our students and teachers have writers’ notebooks and are engaged in the four components of writing. Already we have seen a new enthusiasm for writing from our students and teachers and it is having a positive impact on our students’ writing ability. Check the archive section of my blog for more information about reading and writing from our recent parent literacy workshop.
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| I encourage you to congratulate, support and salute our school directors throughout the month of January as we celebrate School Director Recognition Month. Such recognition can be a bright spot in an otherwise difficult year for board members who need to feel appreciated. On January 16th the nine members of our school board were presented with certificates and a big round of applause for everything they do for our students in the Twin Valley School District. So thanks Paul Oldham, Gary McEwen, Maureen Fusco, Christine Osborn, Kitty Goetz, Jeff Horrocks, Bob Sullivan, Tom Legel and Larry Beaver for your service to Twin Valley! Below I have listed some little know facts about school Boards:
- 4,500 school directors serve Pennsylvania's 500 public school districts; all boards have nine members.
- All board members are elected to four-year terms.
- 15% of those serving on school boards in 2011 are retirees
- More than 72% of Pennsylvania school directors have attained a college degree or beyond.
- During their meeting, most school boards, 54% allow for one public comments period; 45% allow two. Most, 68% impose time limits on those comment periods.
- 23% of Pennsylvania board members have more than 10 years' experience in 2011
- All serve as volunteers, without pay
Again, I would like to thank the Twin Valley School Board for their many hours of public service to school-related duties and responsibilities! |
| I'll be holding our first Community Forum on Thursday, January 19, 2012 starting at 7:00 p.m. and ending at 9:00 p.m. in the high school auditorium. The Forum will cover a range of topics including the budget, PSSA scores and curriculum. If you cannot make the January Community Forum similar ones will be held in February and March.
Please RSVP to Rhonda Farmer at rfarmer@tvsd.org or 610-286-8611, if you will be attending on Jan. 19th. |
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We are currently developing the preliminary budget for the 2012-2013 school year. You can stay up-to-date on the development of the budget by going to our website at www.tvsd.org and clicking Budget Information. |
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I would like to welcome two new Board members to the Twin Valley School Board, Christine Osborn and Maureen Fusco. Check our January e-newsletter to learn more about these new incoming directors in our special Board Profile section. I would like to extend a heartfelt thanks to departing Board members, John Prinzo and Stephanie Colantuno, for their time and dedication to the Twin Valley School District. I would also like to congratulate returning Board members, Tom Legel, Paul Oldham, and Catherine Goetz who were reelected to their positions. For more information about the Twin Valley School Board go to www.tvsd.org and click on School Board. |
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The following article is provided by PenSPRA (Pennsylvania School Public Relations Assoc.)
School choice? Vouchers? Charters and Cybers? Who can keep track of all this new buzz about schools? I don't know about you, but I feel a bit lost! Can someone please rewind and help me catch up?
You are not the only one asking this question. This is a great time to do some catching up on these important issues in education. Let's define a few of the players first. A charter school is an independent public school established and operated under a charter. The charter is granted from the local school board of the school district in which the charter school is located. Sometimes charter schools are referred to as "brick and mortar" charters because they have an actual building, unlike a cyber charter.
That brings us to our next player. A cyber charter school is an independent public school established and operated under a charter from the Pennsylvania Department of Education. A cyber charter school uses technology to teach students through the Internet or other electronic means. Since cyber charters work through technology, they do not have actual school buildings like a charter.
There are 135 brick and mortar charter schools operating in Pennsylvania and 12 cyber charter schools. Currently there are over 90,000 students in Pennsylvania enrolled in charter and cyber charter schools. Although both charters and cyber charters must be organized as public nonprofit corporations, charters are established at the local level and cybers are established at the state level. This distinction will become important to know in regards to pending legislation.
Charter and cyber charter schools obtain their funding from the local school districts where the student who is attending the charter school lives. When a student leaves his/her local public school to attend a charter or cyber charter, the local school district pays the charter school the per pupil cost of the home district. For example, if ABC district spends $10,500 per student, then ABC district must pay the charter school $10,500 for that student. By law, the amount paid by the local district to the charter is not based on the actual instructional costs of the charter school to educate the student. It may only cost the charter $6,500 for that student but the local public school must pay their per student cost.
Maybe now you are saying, "But I thought a voucher paid for a charter school?" No...A voucher is a taxpayer-funded subsidy that a parent may use to pay to send their child to the public, private or parochial school of their choice. It is something like a gift certificate. The money leaves the public school and goes to the "choice" school. There is another one of those buzz words. A choice school is a private or parochial school a parent chooses to send their child to. A choice school can also be a public school outside of the regular attendance area that a parent chooses for their child to attend. In most cases only low income families are eligible for vouchers.
To recap, any student can choose to enroll in a charter or cyber charter and funding will follow from the home district. Vouchers make it possible for low income students to attend the public, private or parochial schools of their choice.
This is the first of three articles provided by PenSPRA; to read the additional articles and learn more about these issues, click here
Dr. Robert F. Pleis, Superintendent |
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Dear Parents,
Welcome to the 2011-2012 school year! We got off to a great start last week and are looking forward to another exciting year. As you acclimate to the new year, keep in mind there are some terrific community events in the works that you don't want to miss. Here are a few in the coming months:
- September 24th - AlumniFest 2011 at the high school from 2:00 p.m. to 7:00 p.m.
- October 21st - Homecoming at the high school football stadium
- November 18th - Twin Valley Community Education Foundation Annual Gala at the Holiday Inn, Morgantown starting at 6:00 p.m.
We are looking forward to a variety of new programs and activities for our students this year. For example, the high school will be encouraging more students to bring their own laptops to school this fall after a successful pilot program in the spring. Teachers at the high school will also begin the program "Reading Apprenticeship" that helps students learn the skills and strategies they need to become powerful readers. The program is being sponsored by the Investing in Innovation (i3) grant developed by the U.S. Department of Education. The middle school not only welcomes new principal, Dr. Lori Sakoian, but will also continue their work on developing a new writing curriculum, as well as, continued development on improving their assessment system. The elementary schools will be receiving an improved wireless network sytem this year and have been busy with the middle school on creating a new writing curriculum.
As you can see we are in for a very exciting year, so again, welcome to the 2011-2012 school year!
Sincerely,
Bob Pleis, Superintendent
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The Twin Valley School Board approved a proposed budget on Monday, May 16th. The budget will be posted for 30 days so that the public may scrutinize and provide feedback about the information. You will be able to find a hard copy of the proposed budget at all school buildings, the Morgantown Library and the Honey Brook Library. An electronic version can be seen on the district website at www.tvsd.org by clicking the budget button on the left hand side of the main page. Please contact Alan Lontz, our Business Manager, at 610-286-8652 if you would like to have a hard copy of the budget sent to you. I would like to thank all of our Twin Valley employees for their contributions and support during these fiscally challenging times. Please take time to read the press release to learn more about their contributions to the budget and the district in the Archived Section of the Blog. |
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We have two Twin Valley teachers that have been nominated for teaching awards this past month. The first, Nancy Schneider, is a middle school language arts teacher who is a school district finalist for the Citadel Heart of Learning Awards presented by Citadel Bank. She will be one of 15 Chester County teachers honored at a special banquet in May where an overall winner will be chosen from the school level categories of elementary, middle school and high school. Our second teacher, Heather Olsen, has been nominated for the Annie Sullivan Award given to an outstanding special education teacher. Heather is currently a special edcuation teacher at the high school. The Annie Sullivan Award winner will be chosen on Thursday, April 14th at a special meeting at the Berks County Intermediate Unit. I would like to extend our congratulations to both of these outstanding teachers and wish them the best of luck as finalists for their respective awards! |
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