Transcript Skills Iowa Webinar - ISFIS Iowa School Finance

For More Information
ISFIS Webinar
May 15, 2015
Skills Iowa
Susie Olesen
641-745-5284
[email protected]
[email protected]
or
Margaret Buckton
515-251-5970 x 1
515-201-3755 cell
[email protected]
Webinar Protocols
• PPT is available on ISFIS webinar site. Email
[email protected] for a copy if you need help
finding it
• Use the chat or question pane
– To express your thinking anytime or as we pose questions
(chat is confidential unless you select chat to all)
– To ask questions or provide examples of how things might
work in your school
– To let us know you are still there
– To let us know of technical difficulties
• We will get back to you soon if we don’t answer your
question during the webinar
2
Agenda
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Skills Iowa Announcement
Demo
Successful Skills Iowa Implementation
Data on writing in American schools
Writing to Read meta-analysis of writing practices that
enhance student’s reading
Research findings about the teaching of writing?
Can we do it all without help?
The Effectiveness of WritetoLearn®
Wrap Up and Questions
ELA
What will still be available?
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Benchmark tests
Link to Skills Tutor
Standards-based reports
Performance levels
16 hours of training and
support per license
What will be new next year?
• Item authoring
• More reports
• Ability to delete created tests
What will we have that we’ve
missed?
• Color coded standards
information in reports
• Cross assessment standards
reports
• Item response report (now called
Item Response Distribution )
• Individual student reports
• Teacher usage reports
• ELA test creation
More Information…
Science and Social Studies
Benchmarks
New usernames and
Passwords
• All benchmark assessments are
reading comprehension or math
• When a test is designated science
or social studies, it means it’s
using science or social studies
text, but assesses reading
comprehension.
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Training
• We’d like to spend our time with
you learning about reports, so we
may ask you, with good written
directions, to do some work
ahead of the training
• Back to 2 trips to the district,
unlimited calls, emails, and
Webinars
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Won’t be a problem but wanted to
alert you they will most likely change
Teacher’s should save their favorite
tests for their own item bank.
Save Data
• Please save any and all data you
want to preserve.
Demonstration of Edify Assess
SPECIAL GUEST: PHILLIP AUTREY
Hints for Success
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Highly involved principal
Plenty of staff development
Using the data constantly with various groups
High expectations
To a school, every highly involved
faculty has a principal leading the way
• Encouraging teachers to be sure students take
benchmark assessment.
• Finding time for trainers to work with staff.
• Looking at the data, sharing data with staff,
parents, school board
– Student learning
– Usage
• Asking teachers about the data
• Using data in PD work and faculty meetings –
modeling importance of data
Plenty of training and support
Teachers, Principals, Instructional Coaches, Teacher Leaders, etc.
Modeling the use of the data…
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Students
Teachers
Parents
School Board
Other administrators
High Expectations
• Expect all eligible students will take the
benchmarks
• Expect all collaborative teams will use the data
to analyze student performance and plan
lessons
• Expect data to be shared
• Expect Skills Tutor lessons to be used to
differentiate
Questions
Use the chat pane.
Please jot answers.
1. Is reading comprehension at the level we want
it to be?
2. Are students receiving the kind of instruction they
need to become proficient writers?
3. Are students writing enough in both language arts
and across the curriculum?
4. Are students receiving sufficient feedback to become
proficient writers?
5. Does our staff have the energy, capacity and time to
respond to all the writing assignments needed for
students to become proficient writers?
(Launch the poll)
Poll Results of Webinar Participants:
Data on Writing
Performance
• 70% of students in grades 4–12 are low-achieving
writers (Persky et al., 2003).
• 73% of 8th and 12th graders on 2011 NAEP
performed below proficient on writing. (NAEP
2011)
• Nearly 1/3 of high school graduates are not ready
for college-level English composition courses
(ACT, 2005).
More Data on
Writing Performance
• About half of private employers and more than
60% of state government employers say writing
skills impact promotion decisions (National
Commission on Writing, 2004, 2005).
• “Poorly written applications are likely to doom
candidates’ chances for employment” (National
Commission on Writing, 2005, p. 4).
• Writing remediation costs American businesses
as much as $3.1 billion annually (National
Commission on Writing, 2004).
Given this sobering data, do you
think we’re putting enough focus on
writing in Iowa schools?
Writing to Read
Carnegie Corporation of New York
Meta-Analysis
http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf
WRITING PRACTICES THAT
ENHANCE STUDENTS’ READING
Have students write about
the texts they read
• Respond to a Text in Writing
(Writing Personal Reactions,
Analyzing and Interpreting the
Text)
• Write Summaries of a Text
• Write Notes About a Text
• Answer Questions About a Text in
Writing, or Create and Answer
Written Questions About a Text
Teach students the writing skills and
processes that go into creating text
• Teach the Process of Writing, Text Structures
for Writing, Paragraph or Sentence
Construction Skills (Improves Reading
Comprehension)
• Teach Spelling and Sentence Construction
Skills (Improves Reading Fluency)
• Teach Spelling Skills (Improves Word
Reading Skills)
Increase how much students write
Students’ reading
comprehension is
improved by having
them increase how
often they produce
their own texts.
Doug Reeves, “High Performance in High
Poverty Schools: 90/90/90 and Beyond”
Range of Writing
Grades 4 and 11
Grades 4
• W.4.10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
Grades 11-12
• W.12.10 Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two)
for a range of tasks, purposes, and
audiences.
So what will need to happen to
meet these writing standards
and ensure kids are college and
career ready upon graduation?
Evidence-based practices for teaching
writing include (Johns Hopkins):
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Teaching strategies for planning, revising, and editing
Having students write summaries of texts
Permitting students to write collaboratively with peers
Setting goals for student writing
Allowing students to use a word processor
Teaching sentence combining skills
Using the process writing approach
Having students participate in inquiry activities for writing
Involving students in prewriting activities
Providing models of good writing
http://education.jhu.edu/PD/newhorizons/Better/articles/Winter2011.html
So here’s the reality of teaching
writing. We talked to a teacher the
other day. She…
• teaches 7 of 8 periods
• coaches speech and drama each night after
school, sometimes before school, and in the
evenings. (You remember play practice, right?)
• says the Core demands more writing and she
agrees students should write more
• NEEDS HELP!
• Summary Writing to develop reading
comprehension and writing skills
• Vocabulary exercises to expand word
knowledge
• Essay Writing prompts to build writing skills
• Tools galore to support writing instruction
• Training and Support
Scoring for Essays
• Overall holistic essay score
• Scores and feedback on six traits
– ideas,
– organization,
– conventions,
– sentence fluency,
– word choice, and
– voice
• Feedback on spelling, grammar, and repeated
information
Scoring for Summaries
Section-by-section coverage and feedback on
• appropriate length,
• unimportant and redundant content,
• and copying from text, along with
revision hints
More…
• Over 1000 reading passages to read and
summarize from Pearson (cross curricular)
• Four-trait scoring and some translation for
English learners
• Automated scoring that saves teachers time in
scoring and provides students with immediate
feedback
• Adjustable scoring parameters and the ability to
turn support tools on or off based on student
needs
• Alignment to Common Core State Standards with
activities that develop key college and career
readiness skill
Students….
• write more
• increase reading skills
• enhance vocabulary
acquisition
• use technology to write
• expand writing skills
• engage in cross-curricular writing with
consistent feedback
Teachers….
• have more tools to teach reading and writing
• use well-written, cross-curricular prompts with
supporting reading materials
• become the recipients of the students’ best efforts and
focus on the important personalized human insights and
comments that bring students to a higher level of writing
performance
• use reports to drive instruction
• have flexibility to hone in on areas of focus or concern
• can have a life!
So instead of this. . .
Teachers Using WritetoLearn®
Could WritetoLearn® help you with
these issues?
1. Is reading comprehension at the level we want it
to be?
2. Are students receiving the kind of instruction
they need to become proficient writers?
3. Are students writing enough in both language
arts and across the curriculum?
4. Are students receiving sufficient feedback to
become proficient writers?
5. Does our staff have the energy, capacity and
time to respond to all the writing assignments
needed for students to become proficient
writers?
Most effective teaching strategies
for reading and writing
Best strategies for teaching reading
and writing from RN and WN…
• Teaching students strategies for planning,
revising, and editing their compositions (Writing
Next, effect size .82)
• Explicitly and systematically teaching students
how to summarize texts (Writing Next, effect size
.82)
• Direct, explicit comprehension instruction
(Reading Next)
• Effective instructional principles embedded in
content (Reading Next)
Study on WTL Summary Writing
(Caccamise, Snyder, Allen, DeHart, E. Kintsch, Wl, Kintsch, and Oliver)
• 2 year study with U of Colorado in 9 Colorado districts
with 2,851 students in grades 5-9
• Two groups: Write to Learn summary writing or
traditional summarization instruction from teacher
• WTL groups summarized 5-6 different texts throughout
the year
• Tested on both summary writing and reading
comprehension
• Write to Learn group superior in both
• Highly dependent on number of texts summarized and
amount on time spent using WTL
• Students using WTL spent twice as much time writing
Study on WriteToLearn Essay Writing
• Iredell-Statesville, NC School District, Troutman
MS, January 2009
• 85 students used WTL, 80 did not
• Of the students who used WTL, percentage that
performed at the proficient level or above went
from 67% in previous year to over 95% in 2009
• Control group remained relative stable from year
to year with 70% attaining proficient or above
Benefits Reported in
Iredell Statesville Study:
• Increase in sentence fluency
• Increase in length of written response
• Increase in judged quality of the writing
product adding details, organization, and style
• Immediate feedback, allowing students to
make instant revisions, instead of waiting
weeks for graded drafts
• Greater interest/motivation in writing process
Results in Cherokee County, Georgia,
6th Grade
Proven Results
Dean Rusk Middle School
Cherokee County School District;
Canton, GA
Teacher Perspective
7th Grade
English Language Arts Teacher
www.mrjpence.com
[email protected]
Mr. Jeff Pence
Student: How do I get to Carnegie Hall?
Teacher: Practice, practice, practice.
What have you seen today that you
are most excited about?
• Type in the chat or question pane. . . .
Pricing
Professional Development is $1,000 per onsite training
site (typically, per building or overall if the staff is small
and everyone trains together) plus the following individual
student or seat (shared) annual license rates:
Standard
19.95
195.00
ISFIS Subscriber Rate
17.95
179.50
Skills Iowa/Volume
16.95
169.50
Write to Learn Webinars
• Superintendents, principals, curriculum directors,
teachers
• Recording is posted on ISFIS public site and its OK
to share link and PPT with anyone in your district
• http://www.isfis.net/WritetoLearn
• Contact Susie Olesen for a demo or with
questions
For More Information
Susie Olesen
641-745-5284
[email protected] or
[email protected]
Margaret Buckton
515-251-5970 x 1
[email protected]
What additional
questions do you
have today?