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Matching Instruction to Need Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing.

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Presentation on theme: "Matching Instruction to Need Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing."— Presentation transcript:

1 Matching Instruction to Need Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing

2 “If you think you can, you can. And if you think you can’t you’re right.” Henry Ford

3 Improved Student Outcomes: Matching Instruction to Need FEW Intensive Interventions SOME Supplemental Targeted Intervention ALL Meet Performance Indicators Levels A-C Levels C-G

4 DWA Changes This Year 5 th and 8 th graders will be tested On-line testing and scoring Assessment used to be announced

5 UBSCT Reports Reported by Individual Student 1.2 Direct Writing Prompt Total Score Total Possible 60  Ideas10 points  Organization10 points  Voice10 points  Word Choice10 points  Sentence Fluency10 points  Conventions10 points

6 DWA Reports Reported by Teacher/ Class 30 point total Ideas and Content 5 points Organization 5 points Voice5 points Word Choice5 points Conventions5 points

7 DWA Achievement Levels LevelTotal Possible Points Substantial24-30 points Sufficient18-23 points Partial13-17 points Minimal0-12 points

8 Criterion-Referenced Tests See handouts for Step Up Scoring Guides and Rubrics (3 rd tab in binder)

9 Six Traits vs SUTW See handout (1 st tab in binder)

10 Decision Making using the DWA and UBSCT See handout (“Interventions Based on Results from Writing Assessments)

11 USOE 5-Point Rubric- (Found in 3 rd tab of binder) See 5-Point USOE Definition One-Pager Other rubrics—see handouts Create your own using the 6 Trait Principles

12 Northwest Regional Educational Laboratory Rubric See handout (2 nd tab in binder)

13 6+1 Trait Writing Scoring Continuum 1 Not Yet 2 Emerging 3 Developing 4 Effective 5 Strong Shows control and skill in this trait; many strengths present WOW! Exceeds Expectations On balance, the strengths outweigh the weaknesses; a small amount of revision is needed Strengths and need for revision are about equal; about half-way home Need for revision outweighs strengths; isolated moments hint at what the writer has in mind A bare beginning; writer not yet showing any control

14 Writing Next Report/ SUTW The Alliance for Excellent Education released the Writing Next report in October The report identified 11 Elements of Success for effective writing instruction in middle and high school grades.

15 1 Writing Strategies Involves teaching students strategies for: planning, revising, and editing

16 2 Summarization Involves explicitly and systematically teaching students how to summarize text

17 3 Collaborative Writing Involves students working together to: plan, draft, revise, and edit their compositions

18 4 Specific Product Goal Involves assigning students specific, reachable goals for the writing they are to complete

19 5 Word Processing Involves using computers and word processors as instructional supports for writing assignments

20 6 Sentence Combining Involves teaching students to construct more complex, sophisticated sentences

21 7 Pre-writing and Planning Involves engaging students in activities designed to help them generate or organize ideas for their compositions Informal Outlines Organization folders Templates for Organization Modeling

22 8 Inquiry Activities Involves engaging students in analyzing immediate, concrete data to help them develop ideas and content for a particular task Investigation Reading Discussion

23 9 Process Approach Writing Involves interweaving a number of activities— stressing extended writing opportunities, writing for authentic audiences, personalized instruction—in a workshop environment

24 10 Study of Models Involves providing students with opportunities to read, analyze, and emulate models of good writing

25 And lastly…11 Writing for Content Learning Involves using writing as a tool for learning content material—i.e.teach writing in math, science, history

26 “ The most noteworthy thing about gardeners is that they are always optimistic, always enterprising, and never satisfied. They always look forward to doing something better than they ever done before” Poet, Novelist—Vita Sackville West teachers

27 Teaching Persuasive Writing at the Elementary and Secondary Level Lots of materials are available via the internet

28 Other Materials: CUPS Writing Strategy 4 th Tab in Binder Graphic Organizers and Templates for Persuasive Writing---remember to print these on white paper and color code with Step Up’s colors 5th Tab in Binder Secondary Persuasive Writing Prompts “Blowing Away the State Writing Assessments” Writing Prompts/ Journal Topics

29 Teaching Persuasive Writing Using the SUTW Strategies A Persuasive Essay Lesson presented by Rebecca Becker, a resource teacher at Canyon View High School Unit. Make and Take

30 Your “Ticket Out the Door”---- What’s your plan? How will you apply this information to your class?


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