Agenda Program Evaluation Report Writing Progress Monitoring
Program Evaluation Report Approximately 7709 students are currently being serviced in 321 schools. 51% used MAP for their diagnostic assessment and 57% used the Observation Survey. Over 40% of the RTA teachers have 20 or more years of experience. Over 90% of our students were receiving instruction by the third week of school.
88% of the RTA schools have one full time teacher. 99% use the progress monitoring data to determine if the intervention is effective. On the average, over 72% of the day is spent instructing students one on one or in small groups. 75% of the current RTA teachers have RTA experience
The RTA grant is a legal binding document. Every school that applied for the grant must adhere to the requested research based program.
Where is the title? Where do I begin reading? Which page do I read first? Where do I go next? What is the first letter/word on the page? What is the last letter/word on the page? Can you point to the words as I read them?
Three aspects of memory Visual memory Auditory memory Proprioceptive (muscle) memory
56% of simple words contain one or more of the letters b, d, or p.
“You can read a word that starts like that.” “Look, you wrote that word.” “What do you know that might help?” “What can you hear that might help?” “You can read that word. You can write it.” “You can write that word. You can read it.”
Children rarely have to write more than a single word when completing worksheets.
In typical classrooms it is not unusual to find that kids read and write for as little as ten percent of the day.
If a childThen ScribblesAsk about the story Drawing a pictureHave the child tell the story Writes a string of random lettersPraise concepts about print Writes one or two wordsTape the telling of the story Is reluctant to spell wordsModel how you spell Writes too broadlyZoom in Writes like a listAsk questions about details
Sustained Writing Practice Improves reading Improves writing Makes students more fluent in the writing process Makes writers more comfortable with writing Promotes transfer between contexts Deepens thinking about content and helps students construct new knowledge
Key Characteristics of Writing Ideas – the meaning and development Organization – the structure Voice – the tone Word Choice – the vocabulary Sentence Fluency – the way the words flow Conventions – the correctness
Ideas Students bring prior knowledge to reading. They must bring prior knowledge to writing as well.
Books to Inspire Ideas Wilfrid Gordon McDonald Partridge by Mem Fox Edward and the Pirates by David McPhail What You Know First by Patricia MacLachlan 26 Fairmount Avenue by Tomie DePaola
The steps in the process should not dictate what writers do; the writing should. Writing is not a recipe.
Books to Inspire Organization Q is for Duck by Mary Elting Fortunately by Remy Charlip Charlie Anderson by Barbara Abercrombie The Napping House by Audrey Wood Any alphabet book
Tips for Well-constructed Sentences 1.Teach poetry lessons. 2.Play music as students write. 3.Read, read, read to students. 4.Encourage students to try dialogue. 5.Encourage talk in your classroom.
Books to Inspire Sentence Fluency My Dog is as Smelly as Dirty Socks by Hanoch Piven The Magic Hat by Mem Fox The Napping House by Audrey Wood Saturday Night at the Dinosaur Stomp by Carol Diggory Shields
Books to Inspire Word Choice Tough Boris by Mem Fox Halloween Hoots and Howls by Joan Horton Rattletrap Car by Phyllis Root Max’s Words by Kate Banks
Students who edit are students who have been taught to edit.
Why did you add a quotation mark here? Have you considered a different way to spell this word? Why have you capitalized this word but not that one? Would this sentence sound different if there was an exclamation point at the end?
Books to Inspire Conventions Punctuation Takes a Vacation by Robin Pulver Yo, Yes? by Christopher Raschka Grammar Tales by Pam Chanko
Books that Inspire Voice Diary of a Spider by Doreen Cronin Don’t Let the Pigeon Drive the Bus! by Mo Willems Lilly’s Purple Plastic Purse by Kevin Henkes Gila Monsters Meet You at the Airport by John Steptoe The Relatives Came by Cynthia Rylant
Seven Recommendations for Teaching Writing Dedicate time to writing. The more a man writes, the more he can write.
Use assessment to gauge students’ progress and needs.
Why Progress Monitor? Doesn’t the teacher do that in the classroom? I do not have time.
Three reasons to Progress Monitor To determine if student is being successful with the intervention To assess and refine the intervention programs for students who are continuing to struggle To estimate the rate of student progress
Characteristics of Universal Screeners Accessible to all students Assess critical skills and concepts Quick (under 10 minutes) easy to administer and score Quick turn-around time of data Reliable Valid
Characteristics of Diagnostic Assessment Given to selected students Reliable Valid
Progress monitoring is designed to Estimate rates of improvement Identify students who are not demonstrating adequate progress Be very sensitive to student learning Progress monitoring probes MUST address the instruction the student is receiving.
Students achieve most when: Progress is monitored frequently Progress data is displayed on graphs Ambitious goals are set from screening data
Measurement tasks for pre-reading Phoneme segmentation fluency Letter sound fluency
Measurement tasks within reading Word identification fluency Passage reading fluency Maze fluency The girl is (jumping, brushing, reading) a book.
If data shows that a student’s scores are below the aimline : Check what you are monitoring Check fidelity of instruction Increase pacing of instruction Change pace of intervention Ensure alignment of programs Adjust the instructional materials Move the student to a different group
Progress Monitoring Probes Read two books by the same author or about a similar topic. Ask the students to write which was their favorite and offer support. Read a book about a character who has a strong emotion. Ask the students to write about a time they felt that way. Read a book about how to do something. Have the students explain how to do something (i.e., make a sandwich, build a snowman, pull a tooth).
An Emergent Writer (Levels A-C) Uses known letter with correct formation Uses spaces between words Constructs single syllable words in left-to-right order Slowly articulates word with blended sounds Writes a few high frequency words Uses the first part of known words to write unknown words Includes new words from reading experiences in writing
An Early Writer (Levels D-G) Begins to notice common misspellings Circles words that do not look right; uses resources to check work Applies knowledge of onset and rime patterns for writing unknown words Notices similarities between word patterns Includes new words from reading experiences in writing
A Transitional Writer (Levels H-M) Extends writing vocabulary to include new and unusual words Shows flexibility with word choice Uses dictionaries and other resources to self-correct writing Uses syllable breaks to spell longer words Uses inflectional endings and contractions
A Fluent Writer (Levels N-Z) Writes longer texts with good word choice Uses figurative language and words from books Uses research materials Plans writing Is flexible with spelling patterns Knows when words do not look right
Lucy Calkins writes, “You need to honor your writing. Read it like it’s gold.”
Resources 6+1 Traits of Writing by Ruth Culham Readers and Writers with a Difference by Lynn K. Rhodes and Curt Dudley-Marling Scaffolding Young Writers A Writers’ Workshop Approach by Linda J. Dorn and Carla Soffos How Very Young Children Explore Writing by Marie M. Clay What a Writer Needs by Ralph Fletcher Projecting Possibilities for Writers by Matt Glover and Mary Alice Berry Research Base for Guided Reading as an Instructional Approach by Foutnas and Pinnell Using Picture Books to Teach Writing with the Traits by Ruth Culham and Raymond Coutu Resources for Primary Writing, Units of Study for Primary Writing: A Yearlong Curriculum by Lucy Calkins Interventions that Work by Linda J. Dorn and Carla Soffos www.youtube.com/watch?v=WO29k1-RvsA