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“Kid Writing Program Evaluation” PSDC Conference 2006. Mifflin County School District In collaboration with the Tuscarora Intermediate Unit 11. Project Inception. Requested by Mifflin County District Office Administration

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kid writing program evaluation psdc conference 2006

“Kid Writing Program Evaluation” PSDC Conference 2006

Mifflin County School District

In collaboration with the

Tuscarora Intermediate Unit 11

project inception
Project Inception
  • Requested by Mifflin County District Office Administration
  • Specifically, Mr. Runk and Dr. Czerniakowski expressed interest in the development of an IU Program Evaluation Model during the summer administrative retreat, 2004.
program background
Program Background
  • In late August, Dr. Czerniakowski met with Dr.Tracy Hinish from the TIU office to develop the timeline for implementation. At that time, Highland Park Elementary, because of its size and diversity, was identified as the school for the study. It was determined that “Kid Writing” should be the topic of discussion.
planning meeting
Planning Meeting
  • On October 20, 2004, an initial planning meeting of the core team members was held at Highland Park Elementary.
  • Goals for the project were determined.
  • Questions for exploration were listed.
core team members
Core Team Members
  • Dr. John Czerniakowski
  • Dr. Joe Maginnis
  • Dr. Linda Mohler
  • Robert Shinskie
  • Deb Coble
  • Amber Elsesser
  • Sharon Grassmyer
  • Dottie Peiffer
  • Rita Weber
  • Beth White
  • Tracy Hinish
additional members during 05 06
Additional Members during 05-06
  • Kristin Fisher, first grade teacher who replaced Sharon Grassmyer
  • Dr. Ken Albaugh, consultant for TIU 11
questions for exploration
Questions for Exploration
  • How has Kid Writing affected older students?
questions for exploration8
Questions for Exploration
  • What grade

specific guidelines/

benchmarks could serve as expectations?

questions for exploration9
Questions for Exploration
  • How should writing prompts for PSSA preparation be incorporated with Kid Writing?
questions for exploration10
Questions for Exploration
  • What role do literacy coaches play in Kid Writing?
questions for exploration11
Questions for Exploration
  • How should we report progress for Kid Writing?
questions for exploration12
Questions for Exploration
  • What reading benefits do students gain as a result of Kid Writing?
questions for exploration13
Questions for Exploration
  • How are other districts using Kid Writing?
questions for exploration14
Questions for Exploration
  • What are reasonable daily time expectations for Kid Writing?
questions for exploration15
Questions for Exploration
  • How has students’ writing skills and reading abilities improved as a result of Kid Writing?
data collected
Data Collected
  • Longitudinal PSSA data
  • Imagination Station
  • DIBELS
data collected17
Data Collected
  • Teacher perceptions as per team interview on March 22, 2005
  • Student artifacts/portfolios
title i reading literacy coaches
Title I Reading/Literacy Coaches
  • In December 2005, Title I Reading/Literacy Coaches were invited to participate.
    • Cynthia Smith
    • Jennifer Knode
perceptions data summary
Perceptions Data Summary
  • Reading impact
    • Many kindergarten children are reading by the end of K and most identify words.
    • Enjoy writing and reading
    • K – Guided Reading Level D
    • More connectedness between reading, writing, speaking, listening
reading impact
Reading Impact
  • Easier transfers of author’s purpose to writing (using all caps for loud speaking)
  • Confidence with writing
  • Clear applications to notes, letters, cards, notes to each other
  • Smoother grade level transition from kindergarten to second grade
perceptions data summary21
Perceptions Data Summary
  • Challenges
    • Helpers/parents volunteers are necessary for kindergarten classes. It would be helpful in other grades as well.
    • It is beneficial for the literacy coaches to be involved. This helps a lot.
    • Children with speech difficulties have trouble hearing initial sounds.
    • Children who have not had exposure to print or writing implements have extreme difficulty.
perceptions data summary22
Perceptions Data Summary
  • Curriculum Challenges:
    • All grade level curriculum is more rigorous as a result of Kid Writing.
    • There are more opportunities for extended activities at all grade levels due to higher level of sophistication.
additional challenges
Additional Challenges
  • Children who move into the district and have had no Kid Writing experience have difficulty.
  • Getting students to write to a more sophisticated level of detail presents challenges.
  • First year of implementation presented uncertainties for the teachers.
perceptions data summary24
Perceptions Data Summary
  • Second Grade – more rigor in spelling.
  • “Maintenance” issues for first grade are already covered.
perceptions data summary25
Perceptions Data Summary
  • Grading Issues:
    • Portfolios
    • Rubrics
    • Developmental Checklists
general classroom observations
General Classroom Observations
  • Helpers beneficial in all grade levels
  • Literacy coaches beneficial in all grades
  • Complete student engagement
  • One to one teacher/student contact
  • Peer tutors
  • Routines established
  • Learning centers/stations and other activities are required for classroom management issues once students finish assignments
classroom observations
Classroom Observations
  • Student enthusiasm
  • Text rich environment
  • Positive interactions
  • Vocabulary development
  • Peer models
  • Use of resources for writing
  • Problem solving – “What do you do when you get to a word you don’t know how to spell?
classroom observations28
Classroom Observations
  • Handwriting integrated
  • Co-teaching with Title I Reading/Literacy Coaches
  • Get to every child, every day
  • Portfolios allow to see growth
  • Better parent communication
  • Applications of decoding skills
  • Individuality
portfolio observations
Portfolio Observations
  • Teacher/adult editing
  • Interest surveys completed with parents
  • Word lists
  • Student writing
  • Evidence of the use of conventions as students progressed through the grade levels
  • Expanded vocabulary
portfolio observations30
Portfolio Observations
  • Combination of fiction and non-fiction writings
  • Evidence of mapping and Venn Diagrams
2005 06 school year
2005-06 School Year
  • Developed guidelines and benchmarks for Kid Writing at Kindergarten, first, and second grade
    • Benchmarks for beginning, middle, and end of school year by grade level. Includes skills and expectations for average achievement.
    • Guidelines include classroom management tips and student writing samples for K, 1st, and 2nd grades
  • Comparison of third grade PSSA data with control group and experimental group
2005 06 school year continued
2005-06 School Year continued

Networking of TIU member districts who are using Kid Writing

  • Continued Professional Development
    • District visits
    • Writer’s workshop
pssa reading data collection tool
PSSA Reading Data Collection Tool

PSSA Performance - Reading

pssa math data collection tool
PSSA MathData Collection Tool

PSSA Performance - Math

questions
Questions?
  • Comments
contact information
Contact Information
  • Dr. John Czneriakowski, Assistant Superintendent, Mifflin County SD
  • [email protected]
  • Dr. Tracy Hinish, Assistant Executive Director, Tuscarora Intermediate Unit 11
  • [email protected]
  • Dr. Joe Maginnis, Principal,Highland Park Elementary, Mifflin County SD
  • [email protected]
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