The following is examples illustrate ways teachers and students have used various School-wide Implementation STRATEGYsheets

Order Categories Details

Is about …

Things in our school that will enhance or impair our ability to implement MSS

So what? What is important to understand about this?

Planning TimeScheduling

Organization of Departments Faculty attitude @ change

StaffDevelopment

Faculty attitude @ collaborationCompetingActivities

OTHER

School-climate factors

Project how it can look in ______ months

Select something to change

Tell it like it is now

Express characteristics of the ideal situation

State actions to take Resources Point person Target date

Flexible grouping for process writing

Teachers group all students in the same level for writing

Assess to determine the MSS Writing level for each student. Use assessment information for grouping. Use MSS Lesson Plan format and developmental think-sheets to provide differentiated lessons and accommodations.

Learn assessment procedures & how to group students to appropriate MSS levels

MSS guide & Cindy Jones

Prepare think-sheet files, records, etc. Para-educator

Glen

Tom

Laminate posters of key think-sheets Resource Center Tom

Monthly MSS team meeting to share & problem-solve Sylvia

Students will work on an individual mastery level; individual progress is electronically recorded on record sheets

Mini-inservice on managing multiple Levels simultaneously Theresa

3

9/25

10/2

10/2

1st Tue ea. mo

10/9MSS LessonPlans & Records

I consulted with this teacher BEFORE I tried the MSS think-sheet / Instructional Routine

I consulted with this teacher AFTER I tried the MSS think-sheet / Instructional Routine

What were the suggestions?Another teacher in my school using MSS

AND / OR

Specific MSS think-sheet/instructional routine used? (attach completed sample)

Why did you select this particular think-sheet or instructional routine? What did you hope would happen when you used it?

How did you use the think-sheet/routine? How you evaluated it? How well did it work? Insights /Surprises / What did you learn?

Standard, objective, and/or topic addressed with MSS think-sheet/ instructional routine ?

;

Name

Today’s date

School

Date & location of most recent MSS Workshop

Quarter 1 Quarter 3Quarter 2 Quarter 4

Sample 1 Sample 2

The more I use MSS, the LESS I like it

The more I use MSS, the MORE I like it

Please check the circle that best describes how much you value MSS

MSS Implementation Report

I consulted with this teacher BEFORE I tried the MSS think-sheet / Instructional Routine

I consulted with this teacher AFTER I tried the MSS think-sheet / Instructional Routine

XMost core teachers, but all 4 Language Arts teachers

We made sure we included many different forms of text such as: informational, recreational, etc.

What were the suggestions?Another teacher in my school using MSS

AND / OR

Scaffolded as a Y’all do it activityGroups of two with a shared think-sheet (design 3 different 6x3)

Students reported info from their findings and we generated similar a list of common elements for detecting propaganda. Very Engaging

Next day activity: 2 sticky notes per student, Class generated ASN table, 2 of the 3 (ASN), list example/non- example of Propaganda

Specific MSS think-sheet/instructional routine used? (attach completed sample)

Why did you select this particular think-sheet or instructional routine? What did you hope would happen when you used it?

How did you use the think-sheet/routine? How you evaluated it? How well did it work? Insights /Surprises / What did you learn?

Standard, objective, and/or topic addressed with MSS think-sheet/ instructional routine ?

Compare/Contrast 6x3 Matrix with double conclusions

I selected this think-sheet because it gave me six features and three areas to note resources.I wanted my students to determine if the text was opinion based or fact based, and identify words or phrases used by the writer to persuade, and the approximate age of the intended audience.

Detecting Propaganda Standard 7.43, Objective 2.43

Name

Today’s date

School

12/05

Lakeview Middle School

Date & location of most recent MSS Workshop Fall of 2005

XQuarter 1 Quarter 3Quarter 2 Quarter 4

Sample 1 Sample 2

The more I use MSS, the LESS I like it

The more I use MSS, the MORE I like it

Please check the circle that best describes how much you value MSS

Beverly Weeks

Copyright 2004Edwin Ellis www.GraphicOrganizers.com

Total of Diligence scores

Total number of tools implemented(items in “Multiplicity” category)

Total number of curriculum areas(items in “Range” category)

Total of Integrity scores

ImplementationScore

Implementation score

Fidelity Implementation Matrix

How often is the tool used?1 = once2 = about once a week3 = 2-3 times per week4 = daily

Range Identify the different curriculum areas the tool is being applied

Multiplicity Identify a specific MSS Think-sheet or Instructional Routine

Integrity Rate the quality of tool use

Diligence Rate the frequency in which the tool is applied

MSS think-sheets and/or instructional routinesbeing employed

Number of different curriculum areas the tool is being applied

To what extent is the tool applied in a quality manner?1 = superficial4 = extremely well

Team or teacher implementing MSS Strategies

Attach additional pages as needed; include scores from other pages

Fidelity Implementation Matrix

How often is the tool used?1 = once2 = about once a week3 = 2-3 times per week4 = daily

Range Identify the different curriculum areas the tool is being applied

Multiplicity Identify a specific MSS Think-sheet or Instructional Routine

Integrity Rate the quality of tool use

Diligence Rate the frequency in which the tool is applied

MSS think-sheets and/or instructional routines being employed

Number of different curriculum areas the tool is being applied

To what extent is the tool applied in a quality manner?1 = superficial4 = extremely well

Total number of tools implemented(items in “Multiplicity” category)

Total number of curriculum areas(items in “Range” category)

Total of Integrity scores

Total of Diligence scores

+

+

+

ImplementationScore

Implementation score

Team or teacher implementing MSS Strategies

“Y’all Do It” scaffolding technique

Vocabulary Semantic Maps

Main-idea Frame

Lang Arts: Reading & Writing

Soc. Studies: Guided Note-taking

Science: Observation Notes

Soc. Studies: Guided Note-takingScience: . Guided Note-taking

Science: Review activity

Science: Experiment Observations

3

2

2

4

1

2

3

4

1

1

1

1

2

1

6th Grade Cowboy Team

4

3

17

11

35Priority-Share

Reflective Review

Research Question HOW and WHEN the data will be collected; HOW data will be analyzed

KIND of data needed to answer the question

How the MSS strategy will be implemented

Will implementing Makes Sense Developmental Process Writing Strategies increase the number of students meeting or exceeding standards on the State Direct Writing Assessment?

Student writing samples from specific prompts will be gathered in the fall and spring. Each classroom teacher will select and study 9 student profilesWhen possible teachers will profile 3 low, middle and high achievers to compare the fall and spring samples

Interpretation of the prompt-Fluency-Idea Elaboration-Mechanics- and Attitude will be assessed from the pre and post samples

Level 3 and 4 State Direct Writing Assessment Scores

State Direct Writing scores from year 2002-2003, which was before implementing MSS

Pre and post writing samples using expository, narrative, and descriptive prompts

State Direct Writing Assessment scores from year 2003-2004This was the first year of implementation

State Direct Writing Assessment scores from year 2004-2005This was the second year of implementation

All Teachers will implement MSS Process WritingFifth Grade Team will focus on three modes of writingQuarterly Goals with the STEPS Goal setting Instrument (Provide a copy to Admin.)Team Meeting Log think-sheets will document wkly meetings Provide copies to staff and administrators All Teachers will respond to the Fidelity Implementation Matrix

Meet and analyze end of the year writing samples using a rubric and State Direct Writing Assessment scores

Action research plan for evaluating: 5th Grade State Direct Writing Assessment

© 2006 Edwin Ellis

Standardized Test State Assessment Test Criterion Reference Test Teacher-generated Measure (rubrics, check-lists, teacher-made tests, etc.)

Makes Sense Action Research Report

Specific Student Outcomes Targeted for Improvement

Percentage of students meeting and/or exceeding standards on the Fifth Grade State Direct Writing Assessment

How Student Outcomes Were Assessed/Measured

Annual State Direct Writing Assessment administered in February of each academic school yearStudents making Level 3 or Level 4 scores

Summary Of Student Performance BEFORE the Makes Sense Strategies were implemented

In the academic year of 2002-2003, 28% of the fifth graders at Ocoee Elementary School met or exceeded standards on the State Writing Assessment

Presented to:

Mr. Joseph Newton, Superintendent of Ocoee Schools

Makes Sense Implementation Team

Fifth Grade Team consisting of 6 teachersTime Period Report Covers

Fall of 2002-Spring of 2005

Makes Sense Action Research Report pg 2Summary of Results AFTER Using the Makes Sense Strategies

After the first year of implementation 51.44 % of fifth graders at Ocoee Elementary met or exceeded standards on the State Writing Assessment. This was an increase of 23.35 % over the previous year.

Reasons Why We Think We Got These Results

Teachers set goals, met weekly to support one another and maintain focus of goals, as well as implementing with integrity and diligence

To Further Our Impact On Student Outcomes, We Plan To…

Continue to implement process writing strategies with fidelity, and integrate supplemental writing think-sheets, (descriptive, expository, and narrative,) in other content areas

Ways You Can Support These Efforts…

Set goals using STEPS goal setting, address areas of fidelity with the fidelity matrix, and continue to document meetings for administrators and the School Improvement Report. Continue to compare and contrast State Direct Writing Assessment scores for each additional year of implementation.Before MSS: 2002-2003 28% MSS: 2003-2004 51% MSS: 2004-2005 81%

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