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Peters Elementary staff show writing gains, spotlight RACE rubric and classroom 'writing walls'
Summary
Teachers from Peters Elementary described a district-aligned writing initiative using the RACE strategy, kid-friendly rubrics and collaborative exemplars; presenters said student engagement and writing quality have improved and board members commended the work.
Miss Weese introduced a team from Peters Elementary that showcased the school's writing instruction work and classroom materials.
Jan McDonald explained the RACE strategy (prompt Response, cite the text as 'Evidence', and Explain) and how rubrics and exemplars were co-created with students so they understand proficiency. McDonald and a teammate described using classroom "writing walls" and a union-hosted hub during morning meetings to promote discussion and writing fluency.
Wendy Ruts described grade-level rubrics and exemplar texts used as models; teachers and students use the exemplars to self-assess and to calibrate what a given rubric score looks like. Gwen Hall showed a classroom "bump-it-up" board and side-by-side student writing samples, saying the classroom tool has helped students move toward higher-level writing and improved attitudes toward writing.
Presenters read a short student example and noted classroom practices such as grouping students to critique drafts, using transition words for evidence and explanation, and guiding students to aim for a level 3 or higher on a kid-friendly rubric.
Board members praised the presentation, saying the materials provided concrete evidence of instructional practice and countered negative system narratives. An audience member also linked the presentation to broader communication skills, citing a study that named communication as a top trait for doctors and applauding the early focus on communication skills.
The presentation concluded with thanks from the board and presenters and no formal vote was required.
