Interventions

=**Interventions and Activities**=

==In the fall of 2009, I rejoined the Upstate fellows of Communities for Learning, and we began exploring the ARCS framework with greater depth. The framework provided me varied lenses through which I could better examine the work of the WNY Young Writers' Studio and define better pathways toward improvement.==


 * ==Dimension==

of Framework
|| ==Self==

|| ==Young Writers==

|| ==Teachers== || ==**Next Steps**== || Alignment || [|I’ve established a vision and goals for the organization.]

. || [|Have]established [|passion-driven writing goals] and [|goals around the Dispositions.] || Have established and aligned vision and goals with Studio vision and goals.

|| Student visioning work Defining standards of quality to align to: Representation || Gained perspective from teachers that I knewwho shared my values and my vision.
 * [|Dispositions]
 * [|Writer’s Process]
 * [|Writer’s Craft] ||

Sought feedback on the program from teachers and young writers.

Used feedback to attend to needs/interests. || Students shared their experience, expertise, and passion.



They identified those in the community who could help them pursue their goals best, based upon this information.

|| Teachers began reflecting on how they might seek representation better within and beyond their classrooms.

|| [|I need to seek the perspectives, expertise,] critical eye of [|those I do not know,] [|those who may not share my values], and those who may not understand my vision.

Teachers can be given time to plan for and share their efforts to consider representation.

[|Students and teachers can gain exposure to the framework, which can be used to help them plan, assess, and problem-solve around their goals.]

|| Culture || [|All fellows introduced to dispositions]

[|Use of protocols: text, engaging in discourse, peer review] || Young writers began to define and demonstrate knowledge of the Dispositions.

Some were able to reflect and goal set around the Dispositions.



[|Writers began engaging in collaborative writing, assessing their cooperative skills and level of collegiality.]

[|Instruction was largely student-centered and directed.]

[|Young writers reflected at the end of each session on their role in the creation of our community's culture.] || Teachers began to define and demonstrate knowledge of the Dispositions.

They began engaging in collaborative planning and work.

|| Opportunities for young writers and teachers to reflect on their evolving understandings about what it means to teach and learn within a community [|can be created.]

[|Deeper reflection around the Dispositions, goal setting, and progress could happen.]

[|Relying on the Dispositions to frame our work and problem solve.] || Sustainability || [|Identifying potential leaders and teachers, internship program, positioning all fellows as leaders within the program]

[|Attending to sustainable skills and designing learning experiences that aligned with life-long learning] ||  ||   || [|Structuring sessions that are facilitated by young writers]

Training facilitators

[|Identifying those interested in teaching writing and providing them training and an internship]

Intentional study of [|how writers and teachers are influencing school culture] ||