7/30/2019 Writing Paragraphs Instructional Program Reflection

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Jami Shlensky

Phase 2

Writing Paragraphs Instructional Program Reflection

Results

Despite the minimal amount of data points collected and displayed, the student

showed improvement in her writing. The student, in the first probe, received over half of

the possible points on the rubric. In the next collected writing sample her score decreased.

In her last writing sample, after further, and more expedited instruction, her progress

jumped. Although the data seems optimistic, many more writing samples are necessary to

truly grasp her progress in writing paragraphs.

Discussion

Overall, it is hard to tell how effective the program truly was. However, I do believe,

that as a result of instruction, CHs writing improved. Towards the end of the program, due

to the students frequent absences, I expedited instruction in order to be able to collect

0

6

12

18

24

Baseline (2/7) 16-Apr 30-Apr

Points Received for Writing a Paragraph

Points CH Scored on Rubric

7/30/2019 Writing Paragraphs Instructional Program Reflection

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some positive data. This more intensive and more frequent instruction gave way to

improvement due to the ease of retention for CH. The student, overall, is very cooperative.

She was always, when at school, willing to work on her writing. We built a stable

relationship which lead to her genuine interest in my instruction. The rapport between us

definitely contributed to her willingness to work and as a result her improvement in

writing. She also is quick to pick up information and can engage in all kinds of activities. CH,

as a whole, was invested in learning how to improve her writing. When present, she would

ask how she could improve or when we were going to work on it! However, she, due to

medical issues, was often absent from school, which prevented my ability to carry out

instruction and assessment consistently. Another environmental factor was the context for

instruction. Often there was not time available during English to complete lessons and as a

result, the program was pushed to the backburner. This limited CHs progress due to the

lack of instructional time.

In the future, if I were to implement this program again, I would shorten the session

time and have them occur more frequently throughout the week. As a result, I would hope

that I could instruct skills often during the week. I would also broaden the context for

instruction so that I could work with the student at other times than the specified one,

which I began to do at the end of instruction. Aside from that, I would leave components

the same! The program, I believe, would have been successful had we had time for more

instruction and assessment!