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Matching Instruction to Need. Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing. “If you think you can, you can. And if you think you can’t you’re right.”. Henry Ford. Improved Student Outcomes: Matching Instruction to Need. Levels A-C. FEW

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Matching instruction to need

Matching Instruction to Need

Diagnostic Interventions Based on Results from the UBSCT, DWA, and Criterion-Referenced Testing


If you think you can you can and if you think you can t you re right

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

Henry Ford


Improved student outcomes matching instruction to need
Improved Student Outcomes: Matching Instruction to Need can’t you’re right.”

Levels A-C

FEW

Intensive Interventions

Levels C-G

SOME

Supplemental Targeted Intervention

ALL

Meet Performance Indicators


Dwa changes this year
DWA Changes This Year can’t you’re right.”

  • 5th and 8th graders will be tested

  • On-line testing and scoring

  • Assessment used to be announced


Ubsct reports
UBSCT Reports can’t you’re right.”

  • Reported by Individual Student

  • 1.2 Direct Writing Prompt Total Score

    • Total Possible 60

      • Ideas 10 points

      • Organization 10 points

      • Voice 10 points

      • Word Choice 10 points

      • Sentence Fluency 10 points

      • Conventions 10 points


Dwa reports
DWA Reports can’t you’re right.”

  • Reported by Teacher/ Class

  • 30 point total

    • Ideas and Content 5 points

    • Organization 5 points

    • Voice 5 points

    • Word Choice 5 points

    • Conventions 5 points


Dwa achievement levels
DWA Achievement Levels can’t you’re right.”


Criterion referenced tests
Criterion-Referenced Tests can’t you’re right.”

See handouts for Step Up Scoring Guides and Rubrics

(3rd tab in binder)


Six traits vs sutw
Six Traits vs SUTW can’t you’re right.”

  • See handout (1st tab in binder)


Decision making using the dwa and ubsct
Decision Making using the DWA and UBSCT can’t you’re right.”

  • See handout (“Interventions Based on Results from Writing Assessments)


Usoe 5 point rubric
USOE 5-Point Rubric- can’t you’re right.”

  • ( Found in 3rd tab of binder)

  • See 5-Point USOE Definition One-Pager

  • Other rubrics—see handouts

  • Create your own using the 6 Trait Principles

    • www.rubistar.com


  • Northwest regional educational laboratory rubric
    Northwest Regional Educational Laboratory Rubric can’t you’re right.”

    • See handout (2nd tab in binder)


    6 1 trait writing scoring continuum
    6+1 Trait Writing Scoring Continuum can’t you’re right.”

    WOW!

    Exceeds Expectations

    5 Strong

    • Shows control and skill in this trait; many strengths present

    • On balance, the strengths outweigh the weaknesses; a small amount of revision is needed

    4 Effective

    • Strengths and need for revision are about equal; about half-way home

    3 Developing

    2 Emerging

    • Need for revision outweighs strengths; isolated moments hint at what the writer has in mind

    1 Not Yet

    • A bare beginning; writer not yet showing any control


    Writing next report sutw
    Writing Next Report/ SUTW can’t you’re right.”

    • The Alliance for Excellent Education released the Writing Next report in October 2006.

    • The report identified 11 Elements of Success for effective writing instruction in middle and high school grades.


    1 writing strategies
    1 Writing Strategies can’t you’re right.”

    • Involves teaching students strategies for:

      • planning,

      • revising, and

      • editing


    2 summarization
    2 Summarization can’t you’re right.”

    • Involves explicitly and systematically teaching students how to summarize text


    3 collaborative writing
    3 Collaborative Writing can’t you’re right.”

    • Involves students working together to:

      • plan,

      • draft,

      • revise, and

      • edit their compositions


    4 specific product goal
    4 Specific Product Goal can’t you’re right.”

    • Involves assigning students specific, reachable goals for the writing they are to complete


    5 word processing
    5 Word Processing can’t you’re right.”

    • Involves using computers and word processors as instructional supports for writing assignments


    6 sentence combining
    6 Sentence Combining can’t you’re right.”

    • Involves teaching students to construct more complex, sophisticated sentences


    7 pre writing and planning
    7 Pre-writing and Planning can’t you’re right.”

    • Involves engaging students in activities designed to help them generate or organize ideas for their compositions

      • Informal Outlines

      • Organization folders

      • Templates for Organization

      • Modeling


    8 inquiry activities
    8 Inquiry Activities can’t you’re right.”

    • Involves engaging students in analyzing immediate, concrete data to help them develop ideas and content for a particular task

      • Investigation

      • Reading

      • Discussion


    9 process approach writing
    9 Process Approach Writing can’t you’re right.”

    • Involves interweaving a number of activities—stressing extended writing opportunities, writing for authentic audiences, personalized instruction—in a workshop environment


    10 study of models
    10 Study of Models can’t you’re right.”

    • Involves providing students with opportunities to read, analyze, and emulate models of good writing


    And lastly 11 writing for content learning
    And lastly…11 Writing for Content Learning can’t you’re right.”

    • Involves using writing as a tool for learning content material—i.e.teach writing in math, science, history


    Poet novelist vita sackville west

    “ 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”

    teachers

    Poet, Novelist—Vita Sackville West


    Teaching persuasive writing at the elementary and secondary level
    Teaching Persuasive Writing at the Elementary and Secondary Level

    • Lots of materials are available via the internet

      • www.readinglady.com

      • www.nwrel.org

      • www.rubistar.com

      • www.middleweb.com

      • www.worksheetplace.com

      • www.abcteach.com

      • www.canteach.ca

      • www.teach-nology.com

      • www.2scholastic.com

      • www.readwritethink.com


    Other materials
    Other Materials: Level

    • CUPS Writing Strategy

    • 4th 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


    Teaching persuasive writing using the sutw strategies
    Teaching Persuasive Writing Using the SUTW Strategies Level

    • A Persuasive Essay Lesson presented by Rebecca Becker, a resource teacher at Canyon View High School Unit.

    • Make and Take


    Your ticket out the door what s your plan
    Your “Ticket Out the Door”---- LevelWhat’s your plan?

    • How will you apply this information to your class?

    Thanks for your participation!

    ksedgwick@weber.k12.ut.usrbecker@weber.k12.ut.us


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