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D20 aims for 40 minutes of daily writing K–12; district details resources and classroom practices
Summary
District literacy staff told the board the district goal is for every D20 student to write 40 minutes a day, K–12. Presenters described grade‑level differences, core resources, how grammar instruction is embedded in context, and monitoring tools schools use to track implementation.
District literacy staff on Thursday told the Academy School District 20 Board of Education that the district has established a goal requiring students to write 40 minutes per school day across kindergarten through 12th grade, and described the approach and resources the district is using to support that goal.
Andy Ruskin and Carrie Evans, who led the presentation, told trustees that the form and purpose of writing instruction shifts as students move through the system: elementary instruction focuses on ‘‘learning to write’’ (letter formation, sentence and paragraph construction), middle school emphasizes teaching the writing process that can be applied across content areas, and high school focuses on writing to learn and content‑area application. Ruskin noted the district and several schools have used a districtwide book study (Results Now) and additional training such as The Writing Revolution to inform practice.
Carrie Evans described the district’s walk‑through form for literacy and the expectations leaders use to gauge implementation. The walk‑through tool asks observers to note evidence of writing tasks, rigor, modeling, and student work products so leaders can target coaching and professional development where it is needed.
Board members asked about grammar instruction and cursive. Presenters said grammar is taught in context and that elementary programs often include explicit practice that later transfers into the writing product. District staff noted research associating cursive instruction with benefits for some learners (including students receiving dyslexia interventions), but also said cursive is no longer a statewide standard following the 2010 standards adoption; some individual schools continue to provide instruction, and district staff agreed to collect more detail on current practices and report back.
The presenters emphasized that ‘‘resources are tools, not scripts’’; schools select and adapt curricula to meet grade‑level standards and student needs. The board did not take action on the presentation; trustees expressed appreciation and requested follow‑up details on grammar instruction and cursive offerings.
Attribution
Quotes and factual descriptions in this article are taken from the district presentation by Andy Ruskin and Carrie Evans and from superintendent remarks during the meeting.
