Ensure the curriculum is vertically and horizontally aligned to the Kentucky Academic Standards.
Utilize the three categories of writing (to learn, to demonstrate learning and for publication) and intentionally schedule time within the instructional day for writing instruction and experiences in all content areas.
Incorporate a variety of genres including literary, opinion (elementary)/argumentative (secondary), informational/explanatory text, and narrative (to develop real or imagined experiences or events).
Provide experiences that reveal ownership, independent thinking and higher order thinking skills where students draw on their own experiences, learning, reading and inquiry to complete writing tasks.
Provide opportunities for students to experience the writing process at all grade levels: planning, drafting, revising, editing, publishing and reflecting upon writing.
Assign students to read and analyze a variety of print and non-print materials including persuasive, literary, informational and practical/workplace materials using these readings and materials as models for student writing.
Provide opportunities for students to apply technology as a tool throughout the writing process to engage in critical thinking, inquiry around a topic for deeper understanding, collaboration, creative thinking to evaluate and communicate and to make global connections when developing writing pieces.
Incorporate appropriate resources such as print materials, technology, personal interviews and multimodal text (e.g., artwork, photographs, electronic text, graphics, illustrations, web images, maps, multimedia, etc.)
Provide opportunities for students to publish written work within and outside of school.
Follow the state Writing Standards Progression Document at each grade level.
Provide authentic, meaningful writing opportunities at all grades to create a collection of work that flows naturally from all content areas.
Model and practice on-demand prompts: identify purpose, audience, and form and develop ideas according to the writing format in grades K-12 on a regular basis.
Model and practice constructed response. Constructed response includes the use of extended response and short answer in grades K-12 on a regular basis in all content areas (e.g., When designing regular classroom assessments, include the same style of questions that students will encounter on the state assessment.)
Provide students with ongoing descriptive feedback and allow students opportunities for self-assessment, peer assessment and goal setting.
Utilize formative and summative analysis of student writing to drive instruction.
Provide and utilize the Kentucky Writing Scoring Rubric as well as teacher and student-generated rubrics to establish criteria and assess student work.

Muhlenberg County High

Muhlenberg County High School SBDM

​Attendance Policy

Classroom Assessment Policy

College-Level Courses (Secondary)

Committee Policy

Consultation Policy

Curriculum Policy

Emergency Plan Policy

Extracurricular Programs Policy

Homework Policy

Instructional & Non-Instructional Staff Time Assignment Policy

SBDM Bylaws and Policies

​​SBDM Parent Representative Election Procedure

Enhancing Student Achievement Policy

School Day and Week Schedule Policy

School Space Use Policy

Student Assignment Policy

Technology Use Policy

Wellness Policy

Writing Policy (Feb. 2019)