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2016 Fall Forum

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About the Forum
Schedule of the Day

Session Information and Descriptions
Keynote 1: Framing the Issue
Session 1 Workshops
Keynote 2: A Discussion
Student Panel
Session 2 Workshops
Ongoing Questions


About the Forum:

As teachers we grapple with how to effectively assess student writing and manage the paper load created by our students writing. It’s no wonder we find ourselves asking: How do we effectively respond to student writing? How do we grade? How much do we assign per semester? How do we manage the paper load? 

The Bay Area Writing Project is vitally interested in exploring these questions and look forward to engaging Bay Area teachers in our learnings about assessing student writing, managing the paper work load, and the student learning that does and does not accompany evaluation.

Join us for this one-day conference at University of California, Berkeley.
Location: UC Berkeley, Tolman Hall Education Library (2nd Floor)
Directional signs will be posted the day of the workshops

Schedule of the Day

8:30 a.m. – 9:00 a.m.
Coffee and Registration
9:00 a.m. – 9:30 a.m.
9:30 a.m. – 10:00 a.m.
Keynote Address
10:10 a.m. – 11:40 a.m.
Session 1 Workshops
11:45 a.m. – 12:25 p.m.
Lunch and Keynote Address 
12:30 p.m. – 1:15 p.m.
Student Panel
1:25 p.m. – 2:55 p.m.
Session 2 Workshops
3:05 p.m. – 3:30 p.m.
Ongoing Questions and Next Steps

Session Information and Descriptions

Keynote 1: Framing the Issue and Challenges 

Session 1:

Supporting Young Writers Through a Conference Approach (Elem)
Without feedback our young writers cannot progress. How can we support them to assure growth? In this presentation we’ll explore conditions for effective writing instruction.  We’ll address conferencing strategies that can help identify what a young writer can do and determine the next steps toward making progress in writing.
Marion Wallach taught elementary grades in Oakland for 38 years. She has been with the Bay Area Writing Project for 26 years as an instructor, coordinator of workshops, and classroom coach.


Full! No longer accepting registrations for Best Writing Assessment Practices: What Does Research Tell Us? (MS/HS)
Do you feel pressure to grade it all? According to Carol Jago, past president of National Council of Teachers of English, “Students need to write more than you can read and read more than they can write about.” Dr. Mike Schmoker, says, “Write more, grade less.” Participants will look at what award-winning educators and the research conclude about writing assessment. What works? What doesn’t? And how does this translate to our classrooms?
Tina Ichord Johansson has taught middle and high school for twenty-three years and has been a Teacher Consultant for the Great Valley Writing Project and now the Bay Area Writing Project. She teaches English at Castro Valley High School.


Full! No longer accepting registrations for The Single Point Rubric: A Tool for Student Agency and Self-Determination (MS/HS)
In this workshop, participants will be introduced to a relatively new phenomenon in assessment, the Single Point Rubric. The Single Point Rubric combines elements and properties of analytic and holistic rubrics to provide what evaluative feedback is intended to do—encourage and engender student growth and learning. The Single Point Rubric is a tool that empowers the student’s evolving identity as writer, so they become more confident and thoughtful practitioners of the craft.
Mark Ali is a high school teacher in Hayward Unified School District, teaches English Language Arts, has served as Department Chair, AVID Program Coordinator, and is entering his 17th year in education.


Note to Self: Student Voice in the Evaluation Process (HS/Coll)
What are the most effective ways to respond to student work? In this workshop, participants will explore classroom activities that help teachers recognize how students are internalizing and applying our feedback. Participants will examine how we can make the best use of the time we spend responding to students’ papers while progressively increasing their ability to guide the assessment process.
Marisa Traylor has taught in Bay Area schools for nearly a decade, primarily at the high school level. She currently teaches English at Chabot College.


Abracadabra: The Magical Transition from High School Writing to College Writing (HS/Coll)
If only there were some magic words to help students navigate the rocky path from the essays they write in high school to the essays expected of them in college. But does that transition have to be so challenging? Join us as we discuss strategies for responding to student writing and ways we can work together to link high school and college writing assignments.
John Levine teaches composition, research, public speaking, and creative writing in UC Berkeley’s College Writing Programs.


Using Digital Tools to Understand Revision (Elem/MS/HS/Coll)
Oftentimes we as teachers direct students to the choices that they can make as writers from one draft to the next.  Digital platforms such as Google Docs allows us to take a different approach: let’s learn to combine the special features of digital platforms with collaborative writing strategies to more effectively teach students how to talk, think and communicate as writers for continuous drafting and revision and stronger writing.  In this workshop, we’ll engage in collaborative writing activities on Google Docs that will build students’ knowledge base and capacity for deep revision.
Ari Dolid is currently an ELA instructional coach in San Leandro Unified School District, and previously taught ELA in middle and high school for 14 years.  He has been a Bay Area Writing Project (BAWP) Teacher Consultant since 2014, and the Technology Coordinator for BAWP since 2015.  


Keynote 2: A Conversation with Authors who Teach about Revision and Offering Feedback

Student PanelA Conversation About Evaluation: The Student Perspective

A panel of high school and college students share their thoughts on writing evaluation

Session 2:

Inviting Students Into Conversations About Revision (Elem)
Revision can be a challenge with young writers who often claim, “It’s done!” when they come to the end of a piece of writing. By engaging in conversation with students during writing conferences, we can begin the revision process collaboratively. In this workshop we will clarify the differences between revising and editing, learn to narrow the focus of revision, and use student writing to practice revision-focused writing conferences.
Page Hersey has been teaching in the San Francisco Bay Area for 17 years as a classroom teacher, literacy specialist, and teacher educator. She participated in the Bay Area Writing Project’s Summer Institute at Sonoma State in 2007.


Full! No longer accepting registrations for Response & Revision through Academic Conversation and Peer Coaching (Elem/MS/HS)
How can we empower students to carry more of the load when it comes to response, revision, and writing with deeper analysis? Training students as peer coaches focused on the skill of elaboration results in students who are better listeners, analytical thinkers, and writers. In this workshop we will explore how academic discussion that is specifically focused on the skill of elaboration can lead students to deeper analytical thinking in peer response. We will also investigate how peer coaches can influence the quality of academic conversations.
Amy Stauffer taught elementary and middle school in San Diego, Honduras, and Oakland. Currently she is a Language and Literacy Specialist with Oakland Unified School District. She participated in the Bay Area Writing Project’s Institute this past summer.
Viet-Ly Nguyen taught sixth grade in Oakland for eight years. She attended the Bay Area Writing Project’s Summer Institute in 2013 and it significantly inspired her work as an educator and writer. Currently, she works in the English Language Learner Office as a Newcomer Specialist with the Oakland Unified School District.


Full! No longer accepting registrations for The Short Piece: Exercises to Work the Core (MS/HS)
Those who have studied art, music, dance, drama, or sports know the value of daily practice. Sometimes our master instructors give us their most influential feedback during the time we do our exercises because they understand the important relationship between practice and successful performance.
This workshop will demonstrate how to use short pieces routinely on a pathway to writing longer essays. Short pieces afford teachers the time to coach and students the time to absorb what quality revision might entail.
Rebekah Caplan taught high school for 20 years, then served as ELA Coordinator for the Oakland Public Schools. She served as Secondary Literacy Consultant for the National Center on Education and the Economy, and now serves as Associate Director for Professional Development for the Bay Area Writing Project.


Evaluation Transparency: Designing Rubrics that Support Instruction (HS)
In this workshop, teachers will link writing assignments to specific evaluation criteria and connect steps in the writing process to those same categories, allowing students to keenly focus their revision efforts as well as understand how their work will be graded. Teachers will have the opportunity to look at different kinds of rubrics and to explore their effectiveness in guiding students’ writing processes.
M. Clare LePell has embarked upon her 31st year teaching English at Castro Valley High School and 24th year working as a Bay Area Writing Project Teacher Consultant.


Reading, Writing, and History:  Supporting Students’ Historical Inquiries (MS/HS/Coll)
Participants in this session will work with an argumentative rubric to explore how to support students’ historical writing and thinking. Teachers will examine the ways the rubric, in conjunction with close reads of students’ historical writing, can be used to support students as they grapple with historical content and evidence as well as how the rubric can be used to evaluate the student writing that emerges from that work. Teachers will also analyze the examples of students’ historical writing with an eye on what makes a history writing prompt engaging and thought-provoking.
Stan Pesick taught history in the Oakland Unified School District for twenty years and then helped coordinate the district’s history/social studies program for another twelve. He currently works with the National Writing Project, the Mills College Lesson Study Group, and the Bay Area Writing Project.

Evaluation, Ongoing questions and next steps:


Register Online for credit card payments —-> Sold Out!
Registration Form for checks and School purchase orders —-> Sold out! 
  • Early Bird Registration (Before October 1, 2016): $125
  • Registration: $150
  • Light Breakfast and Lunch included with registration
  • .5 CEU Credits available to participants on day of conference (additional fee)
Groups of 3 or more teachers from one school get a 20% discount! Email the bawp office (bawp@berkeley.edu) with questions on school discounts or registration.
Free street parking on Arch, LeConte and Spruce
Campus ($ Fee) parking options (lot recommendation: Lower Hearst parking structure)
Requests for cancellations must be made in writing. Those made before 11:59 pm on 10/26/16 will be reimbursed minus a $50 cancellation fee.
Any requests received after October 26, 2016 do not qualify for a reimbursement.