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Orting School District teachers outline a universal informational-text task and daily self-assessments
Summary
Orting School District ELA and history teachers presented a plan to create a single informational-text task usable across texts, and described daily entry tasks that include posted learning targets, success criteria and a student self-assessment rubric ("4 is mastery"). Presentations also noted use of iReady and a student 'star chart' incentive.
Orting School District teachers described plans to develop a single, cross-disciplinary informational-text task and to use daily self-assessments to help students monitor progress toward learning targets. The proposals were presented during a staff meeting by members of the district's ELA and history departments.
A department presenter said the teams were "tasked as both ELA and history to come up with an informational task resource" that would work for any text type, not only traditional informational texts. The presenter said the goal is to give students a consistent set of expectations and entry tasks when they first see a text.
Miss Wright, an Orting School District English teacher, introduced the district's use of iReady and described classroom incentives tied to a star-chart competition. "Hello, everyone. I'm miss Wright. I teach straight ELA and also the English department here," she said before outlining the iReady mention and the star-chart recognition for top earners.
Presenters described daily entry tasks that keep learning targets and success criteria visible "all day" and show students what mastery looks like. One presenter said they include sentence starters and a simple performance scale; staff members said the scale uses the department's familiar language and that, on that scale, "4 is mastery." The presenters said those routines are intended to make student self-reflection on progress toward targets an explicit, daily habit.
The meeting also referenced the SOAR program and praised staff participation; presenters acknowledged colleagues and the school board for support. No formal votes or board actions were recorded in the provided transcript excerpts.
Discussion items documented in the transcript focused on: creating a universal informational-text task usable by ELA and history; embedding daily entry tasks with visible learning targets and success criteria; using sentence starters and a 4-point rubric to promote student self-assessment; and maintaining student incentives such as the iReady-linked star-chart competition.
Next steps were described orally as department work to produce the resource; the transcript excerpts do not specify deadlines, implementation timeline, or formal approval requirements.
