· Web viewTo increase consensus (buy-in) for an innovation/initiative by visually displaying how the effectiveness of its core components will be enhanced if used in conjunction with

Hastings District Effective Innovation (EI) Alignment Process

An Effective Innovation/Initiative is a set of defined practices used in schools to achieve outcomes that have been proven to produce desired results. These practices can be encompassed in a broad-based initiative such as, an integrated behavior and reading MTSS; a program (e.g., core reading basal program) or a set of practices to use an assessment and / or data system.

Guidelines for Completing an EI Alignment: The district would complete an EI alignment when:

● Completing a program or initiative review to inform either selection or de-selection of the innovation/initiative (See district’s Initiative or Assessment Review and Selection Process)

● Determining how to leverage components from multiple innovations/initiatives to strengthen the effectiveness of each (e.g., use of a evidence based core reading program could be strengthened if the school is also implementing the components of a School-Wide Reading Model)

● To increase consensus (buy-in) for an innovation/initiative by visually displaying how the effectiveness of its core components will be enhanced if used in conjunction with one another. It is important to demonstrate how use of both innovations will not over-extend resources (people’s time, attention, etc.) and instead, will make the use of the innovation easier and most importantly, more effective.

Directions: Conducting the Alignment:1. The core components have been defined for the three innovations that encompass

an integrated behavior and reading MTSS model (PBIS, School-Wide Reading Model for elementary settings, and School-Wide Content Area Reading Model for secondary settings.)

2. Determine where to begin the alignment process. For example, if the EI you seek to align has behavior components; start aligning it to the PBIS components. If the EI is focused at the secondary level and its components could impact students across core–subjects, start aligning it to the School-Wide Content Area Reading Model components.

3. Once you have determined where to begin the alignment, place the EI in the first empty column in the appropriate table.

4. As you compare one EI’s components to another, check the appropriate box indicating if the EI you are aligning (1) also includes that particular EI “component”; (2) the particular core component is “not a core component”; or (3) the EI you are aligning “discourages” the use of that particular core component.

1EI Alignment Process (July, 2016)

Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI), Funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education

5. If you do not know whether or not the EI requires or discourages the use of a particular core component, select the “unknown” box. Provide comments when needed; especially, if you selected “not a component;” however, the use of both EIs will strengthen each of their overall effectiveness.

6. Instances where you did not know the alignment, seek answers from a qualified person that has expert knowledge and use of the EI to be able to complete the alignment process.

Summarizing the Alignment Results: 1. Note the similar components and components that were discouraged in such a way

that does not require people to scroll through the alignment document to see areas of overlap and differences.

2. Create a summary by answering the following:

● Is there a recommendation for this innovation to be used in conjunction with the other innovations or are you recommending a decision be made to select one over another?

o If the recommendation is to stop implementing one innovation for another, does the district have the ability to make this decision without penalty?

● Does the innovation discourage implementation of other innovation components? If yes, attach the completed “Initiative Review and Selection Process” document for executive leaders to review.

● If you are recommending an innovation be selected or continue to be implemented in conjunction with others in the same area (e.g., behavior or reading), discuss how implementation will be easier on staff and will NOT compete for people’s time and attention.

Decision-Making Process:

o Send this information to Matt Goebel who has decision-making authority to make decisions regarding whether to add the use of an innovation or to provide permission for the district to stop using an innovation.

o If the district decides to select or continue use of an innovation whose core components have not been outlined in this document, copy / paste one of the tables to outline its core components. Add other innovation related to the content area (e.g., behavior or reading) to the columns at the top of the table and complete the alignment process



EI: School-Wide Reading Model



School-Wide Reading Model (elementary) Effective InnovationsReading Street 5D MAISA Units Café/Daily 5

School leadership team development and formation

Component☐ Not a component☒ Discourages☐ Don’t Know☐

Comments: The emphasis is on classroom teachers implementing. There is not a School Leadership Team component.

Component☒ Not a component☐ Discourages☐ Don’t Know☐

Comments: CC1 Collaboration with peers, PCC4 Communication about learning progress, PCC5 Ethics and Advocacy


Comments:


Comments:

Scientifically Based Reading Research and the Big Ideas of Reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) are the underlying research supporting the use of a School-Wide Reading Model


Comments:


Comments: P1 Learning target connect to standards (foundational skills, comprehension, and “Language Acquisition and Use” is Vocabulary)


Comments: Does not contain phonics or phonemic awareness components. Focus is on mini-lesson structure for teaching comprehension. Repeated readings are a component that could provide fluency instruction. Currently materials are not available (books).


Comments: Daily 5/Café is a framework for structuring literacy time. Does not include instruction in the 5 big ideas.

Explicit instruction that appropriately infuses inquiry or problem-based learning approaches is promoted.

(Explicit instruction begins with teacher modeling, guiding students' understanding at each step,


Comments: The instructional routines for


Comments: SE1 Questioning; CP5


Comments: Modeling, guided reading, re-


Comments: Explicit instruction may only



monitoring for accuracy, re-teaching, ensures students can perform the task independently before engaging them in inquiry or problem-based learning activities)

teaching reading skills like Phonemic Awareness and Phonics use an explicit instructional routine.

Scaffolding; A4 Teacher Use of FA; P2 Broader Purpose; P3 Performance Task; CP1-CP5 Curriculum and Pedagogy

teaching, and independent task, but these components are not explicit (no specific questions or dialogue).

happen in guided reading groups. Other rotations do not provide opportunities for teacher modeling, monitoring, or reteaching.

A universal screener, such as a Curriculum Based Measure (e.g., DIBELS Next) is required to be administered three times per year for all students in the school


Comments:


Comments:


Comments:


Comments: School-wide assessment plan is developed that outlines important decisions such as; which universal screening assessments are used for particular grade levels; screening assessment windows, data-entry deadline, re-teaching the universal screening administration and scoring procedure timelines


Comments:


Comments:


Comments:


Comments:

90 minute (or more) reading block is implemented across all grade levels that includes: whole group instruction; small group (homogenous and heterogeneous) student groupings; writing activities that appropriately integrate writing for the purpose of students writing about what they have read and practice writing words and sentences that use the phonics pattern students are studying


Comments: To implement all the components will take well beyond 90 minutes. There are general timelines provided for teachers for each component (whole group, small group, etc.) The program itself does not require a 90 minutes reading block, but does require adequate time to


Comments: CEC3 Use of Learning TIme; CEC2 Routines for Collaboration; CP4 Differentiated Instruction


Comments: Components of whole group, small group, and writing activities are present, however guidance on the amount of time is not provided.


Comments: If the purpose of student writing was in response to their reading, Daily 5/Café would include all of these components.



teach the components of the reading program.

A School-Wide Reading Plan that has measurable goals and corresponding activities for achieving the goals is developed and used across the implementation process


Comments:


Comments: A school-wide reading plan is not a specific component of 5D but using the school-wide plan is addressed through PCC4 Support of initiatives


Comments: Not a component of MAISA units, but using a school-wide reading plan would enhance the use of MAISA units


Comments: Not a component, but using a school-wide reading plan would enhance the use of Daily 5/Cafe

The R-TFI which is a fidelity assessment that outlines the School-Wide Reading Model core components and outlines the school’s levels of use is administered at least once per year and is used for on-going action planning and improvements.


Comments: The only fidelity assessment provided is a principal walk-through or some form of a walk through, It does not articulate the various levels of use for the program components (e.g. fully implemented, developmental, unacceptable)


Comments:


Comments: MAISA units are being considered as a core reading curriculum for the R-TFI.


Comments:

School leadership teams review universal screening data, fidelity data and also integrate behavioral data into the analysis and use for on-going action planning and improvements


Comments:


Comments: PCC1 Collaboration; PCC3 Communication about student progress; PCC4 Support of initiatives;


Comments:


Comments:



Grade level teams analyze and use grade-level universal screening data to sort students based on need. Teams integrate the analysis of grade-level office discipline referral data and behavioral screening data into the data analysis process to enhance supports for all students.


Comments: The program does not provide guidance for how grade level teachers should engage in data analysis for the purpose of making instructional plans for students. There are many assessments that can be administered but not a clear way to prioritize assessments or aggregate data for easy analysis and action planning.


Comments: PCC1 Collaboration; PCC3 Communication about student progress; PCC4 Support of initiatives;


Comments:


Comments:



School-Wide Reading Model (elementary) Effective InnovationsReading A to Z World of Words (WOW) Words Their Way HM Basal/Teachers Ed.



Comments:


Comments:


Comments:


Comments:

Scientifically Based Reading Research and the Big Ideas of Reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) are the underlying research supporting the use of a School-Wide Reading Model


Comments: All guided reading lessons have components related to each of the 5 big ideas and resources to support their use.


Comments: WOW instruction is infused with reading research components focused on vocabulary and comprehension. When used with the instructional routines provided by Anita Archer, it could include phonemic awareness instruction and phonics.


Comments: Words Their Way is a word study program focused primarily on phonics and advanced phonics instruction. Phonemic awareness, fluency, vocabulary, and comprehension or not the primary focus of this resource.


Comments: HM Basal and Teachers editions are being used primarily for fluency and comprehension instruction. There is not a phonemic awareness and phonics component being used.








(Explicit instruction begins with teacher modeling, guiding students' understanding at each step, monitoring for accuracy, re-teaching, ensures students can perform the task independently before engaging them in inquiry or problem-based learning activities)

Comments: Teacher model, checks for understanding and opportunities for independent practice are all components.

Comments: Teacher modeling, practice opportunities with groups, partners and independent work are all components. When used in conjunction with instructional routines from Anita Archer, many opportunities to monitor accuracy and understanding.

Comments: Focus is on teacher modeling and independent practice.

Comments: If being used with the Teachers Edition, the basal text provides opportunities for teacher modeling, guided practice and independent practice.



Comments:


Comments:


Comments:


Comments: School-wide assessment plan is developed that outlines important decisions such as; which universal screening assessments are used for particular grade levels; screening assessment windows, data-entry deadline, re-teaching the universal screening administration and scoring procedure timelines


Comments: Assessments used within the program could be included in a school-wide assessment plan.


Comments:







Comments: Components of whole group, small group, and writing activities are present,


Comments: Components of whole group, small group, and writing activities are present,


Comments: Components of whole group and independent activities, however guidance on the

Component☐ Not a component☐ Discourages☐ Don’t Know☒

Comments:



however guidance on the amount of time is not provided.

however guidance on the amount of time is not provided.

amount of time is not provided.



Comments: Not a component, using a school-wide reading plan would enhance the use of Reading A to Z


Comments: Not a component, using a school-wide reading plan would enhance the use of WOW


Comments: Not a component, using a school-wide reading plan would enhance the use of Words Their Way


Comments: Not a component, using a school-wide reading plan would enhance the use



Comments:


Comments:


Comments:


Comments:

School leadership teams review universal screening data, fidelity data and also integrate behavioral data into the analysis and use for on-going action planning and improvements


Comments:


Comments:


Comments:


Comments:Grade level teams analyze and use grade-level universal screening data to sort students based on need. Teams integrate the analysis of grade-level office discipline referral data and behavioral screening data into the data analysis process to enhance supports for all students.


Comments:


Comments:


Comments:


Comments:



EI: School-Wide Reading Model(Intervention Programs used for



Tier 1)



School-Wide Reading Model (elementary) Effective InnovationsTeaching Phonological Awareness for Young Children (Heggerty)

Phonics for Reading Teacher Directed PALS



Comments:


Comments:


Comments:

Component☐ Not a component☐ Discourages☐ Don’t Know☐

Comments: Scientifically Based Reading Research and the Big Ideas of Reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) are the underlying research supporting the use of a School-Wide Reading Model


Comments: Phonological Awareness is the only Big Idea covered


Comments: 3 of the 5 Big Ideas are present. There is no direct instruction in phonemic awareness or vocabulary.


Comments: 4 of 5 Big ideas are present. Need clarification for vocabulary.


Comments:


(Explicit instruction begins with teacher modeling, guiding students' understanding at each step, monitoring for accuracy, re-teaching, ensures students can perform the task independently before engaging them in inquiry or problem-based learning activities)


Comments: Provides many opportunities for practice and feedback in phonological awareness.


Comments: When teaching this method in a whole group, opportunities for independent practice and feedback are minimal.


Comments: When teaching this method in a whole group, opportunities for independent practice and feedback are minimal.


Comments:



Comments: The use of a screener would help


Comments: The use of a screener would help identify


Comments: The use of a screener would help identify


Comments:



identify which students would most benefit.

which students would most benefit.

which students would most benefit.

School-wide assessment plan is developed that outlines important decisions such as; which universal screening assessments are used for particular grade levels; screening assessment windows, data-entry deadline, re-teaching the universal screening administration and scoring procedure timelines


Comments: The development of a plan would help match the right students to the right level of support.






Comments:



Comments: There is not enough instructional material to fill a daily 90 minute reading block and does not include writing about reading.






Comments:



Comments: A school-wide reading plan will guide instructional decisions






Comments:



Comments:


Comments:


Comments:


Comments: School leadership teams review universal screening data, fidelity data and also integrate

Component☐ Not a component☒



Component☐ Not a component☐



behavioral data into the analysis and use for on-going action planning and improvements

Discourages☐ Don’t Know☐

Comments: The data review process will guide instructional decisions that best fit the needs of all students.






Comments:

Grade level teams analyze and use grade-level universal screening data to sort students based on need. Teams integrate the analysis of grade-level office discipline referral data and behavioral screening data into the data analysis process to enhance supports for all students.


Comments:


Comments:


Comments:


Comments:



EI: PBIS



PBIS Components Effective InnovationsSchool-Wide & Secondary Content Area Reading Models

5D CHAMPS Capturing Kids Hearts



Comments:


Comments: PCC1 Collaboration with peers, PCC4 Communication about learning progress, PCC5 Ethics and Advocacy


Comments:


Comments:

Positive and proactive behavioral expectations defined in classroom or non-classroom settings


Comments: Emphasis on classroom for common procedures


Comments: CEC 4 Student StatusCEC 2 Learning Routines


Comments: Classroom is the emphasis.


Comments: Classroom is the emphasis. Social contract outlines expectations reinforced through a variety of activities.

Teaching plans for all defined behavioral expectations in non-classroom or classroom settings


Comments: Lessons for procedures used in classroom settings


Comments: CEC2 Learning Routines, P2 Broader Purpose, P5 Criteria for Success


Comments: Classroom is the emphasis


Comments: Teaching lesson plans are not a component and would be specific to classrooms.

Student acknowledgement system that is aligned with students demonstrating the behavioral expectations

Component☐ Not a component☒ Discourages☐

Component☒ Not a component☐ Discourages☐





Don’t Know☐Comments:

Don’t Know☐Comments: P5 Criteria for Success

Don’t Know☐Comments:

Don’t Know☐Comments: Affirmations, 4:1 ration are components

SWIS: office discipline referral data system that requires schools to create an office discipline referral form that is SWIS compatible


Comments:


Comments: A2 Assessment over time, A5: Collection systems, A4: Teacher use of FA


Comments:


Comments:

Staff developed continuum of consequences that begins with the assumption students need more teaching of the expectations before more severe consequences. Suspensions and other consequences that remove kids from instruction / classroom are only used judiciously


Comments:


Comments: CEC3: Use of Learning Time, CEC5: Learning Norms


Comments: Teachers develop classroom management plan that includes the continuum of consequences. They should not be in conflict with the school-wide continuum.


Comments: 4 Questions, Behave In/Behave Out

Fidelity assessment (SWPBIS Tiered Fidelity Inventory) is required and administered at least once per year


Comments: The R-TFI is a required fidelity assessment taken by the School Leadership Team. It integrates behavior and reading; however, the behavior items are not redundant.


Comments:


Comments: There are CHAMPS fidelity assessments that are used (e.g. CHAMPS vs. Daily Reality). The TFI is for School Leadership Teams.


Comments: If this initiative is continued, a fidelity assessment could be created.

School leadership teams review behavior fidelity Component☒ Component☐ Component☐ Component☐



data office disciplinary referral data, and behavioral screening data at least three times per year (fall, winter, spring)

Not a component☐ Discourages☐ Don’t Know☐

Comments: Integrates behavior/reading data analysis

Not a component☒ Discourages☐ Don’t Know☐

Comments:


Comments: Does not focus on school leadership teams.


Comments:

Grade level teams review grade-level office discipline referral data, behavioral screening data in conjunction with academic data to develop grade-level instructional plans


Comments: Integrates behavior and reading data analysis


Comments: A5: Assessment System,


Comments:


Comments:



EI: School-Wide Content Area Reading Model



School-Wide Content Area Reading Model

(secondary)

Effective InnovationsActive Engagement Strategies

Explicit Vocabulary Writing Frames Summarization Strategy

5D



Comments:


Comments:


Comments:


Comments:

Component☒ Not a ☐

component Discourages☐ Don’t Know☐

Comments: CC1 Collaboration with peers, PCC4 Communication about learning progress, PCC5 Ethics and Advocacy



Big Ideas of Adolescent Reading (advanced decoding, fluency, vocabulary, comprehension, motivation) and IES Recommendations for Improving Adolescent Reading (explicit vocabulary, explicit comprehension strategy instruction, opportunities for extended discussion and text meaning / interpretation, increase student motivation and engagement in literacy learning, make available intensive and individualized interventions for struggling readers) are the underlying research supporting the use of a School-Wide Content Area Reading Model


Comments: The use of active engagement strategies aligns with the recommendations in the IES Guide for improving Adolescent Reading, specifically related to “increasing student motivation and engagement in literacy learning.”


Comments: Explicit vocabulary is the first recommendation in the IES Guide for Improviding Adolescent Reading. Vocabulary is also one of the Big Ideas of Adolescent Reading.


Comments: Text Summarization would align with the IES recommendation for "provdiing direct and explicit comprehension strategy instruction." It also aligns with "comprehension" for the Big Ideas of Adolescent Reading.


Comments: Text Summarization would align with the IES recommendation for providing direct and explicit comprehension strategy instruction. It also aligns with comprehension for the Big Ideas of Adolescent Reading.



Comments: P1 Learning target connect to standards (foundational skills, comprehension, and “Language Acquisition and Use” is Vocabulary)


(Explicit instruction begins with teacher modeling, guiding students' understanding at each step, monitoring for accuracy, re-teaching, ensures students can


Comments: The use of active engagement strategies supports the process of explicit instruction within the routines of teacher modeling, guided practice, monitoring for accuracy, and


Comments: The vocuablary strategy aligns with the steps outlined in providing explicit instruction.


Comments: The text summarization strategy MIBLSI teaches does require the use of an explicit routine that aligns with the components of explicit instruction.


Comments: The text summarization strategy MIBLSI teaches does require the use of an explicit routine that aligns with the components of explicit instruction.



Comments: SE1 Questioning; CP5 Scaffolding; A4 Teacher Use of FA; P2 Broader Purpose; P3 Performance Task; CP1-CP5



perform the task independently before engaging them in inquiry or problem-based learning activities)

independent practice. Curriculum and Pedagogy

A universal screener that includes the use of Early Warning Indicators (Attendance, behavior, course proficiency data) and a Curriculum Based Measure (e.g., DIBELS Next) for struggling readers is required to be administered


Comments:


Comments:


Comments:


Comments:

Component☐ Not a ☒


Comments:

Early Warning Indicator assessment plan is developed that outlines important decisions such as; who will ensure EWI data are accessible to school teams and they know how to analyze the data, time frames for gathering data and analysis, and decision rules for Curriculum Based Measures (CBMs) to administer for students with intensive reading needs.


Comments:


Comments:


Comments:


Comments:



Comments:



A School-Wide Content Area Reading Plan that has measurable goals and corresponding activities for achieving the goals is developed and used across the implementation process. This is predicated on secondary staff having a common focus to implement a consistent content area reading strategies whose instructional routine can be applied regardless of the core subject area.


Comments: While the active engagement strategies themselves are not required to be embedded into a School-Wide Content Area Reading Plan, it would be recommended to be included along with others in a multi-year implementation approach.


Comments: While the explicit vocabulary strategy itself is not required to be embedded into a School-Wide Content Area Reading Plan, it would recommended to be included along with others in a multi-year implementation approach.


Comments: While the text summarization strategy itself is not required to be embedded into a School-Wide Content Area Reading Plan, it would recommended to be included along with others in a multi-year implementation approach.


Comments: While text summarization strategy itself is not required to be embedded into a School-wide Content Area Reading Plan, it would be recommended to be included along with others in a multi-year implementation approach.



Comments: A school-wide reading plan is not a specific component of 5D but using the school-wide plan is addressed through PCC4 Support of initiatives PCC4 Support of Policies and Initiatives; PCC1 Collaboration;

The R-TFI (secondary edition) which is a fidelity assessment that outlines the School-Wide Content Area Reading Model core components and outlines the school’s levels of use is administered at least once per year and is used for on-going action planning and


Comments: The R-TFI has an item specifically related to the selection of school-wide content area reading strategies.


Comments: The R-TFI has an item specificically related to the selection of school-wide content area reading strategies and lists


Comments: The R-TFI has an item specificically related to the selection of school-wide content area reading strategies and lists


Comments: The R-TFI has an item specifically related to the selection of school-wide content area reading strategies and lists



Comments:



improvements. "explicit vocabulary" as one of the strategies.

"text summarization" as one of the strategies.

“text summarization” as one of the strategies.

School leadership teams review student engagement data, fidelity data (R-TFI and content area reading implementation fidelity data), student’s access to Tier 2 and Tier 3 interventions and their progress in said interventions. The school leadership team data analysis process also integrates behavioral data into the analysis and use for on-going action planning and improvements


Comments: If a School Leadership Team had staff focusing on the implementation of Active Engagement Strategies, the fidelity/level of use of this strategy would be a data source analyzed by the School Leadership Team.


Comments: If a School Leadership Team had staff focusing on the implementation of Explicit Vocabulary, the fidelity / level of use of this strategy would be a data sources analyzed by the School Leadership Team.


Comments: If a School Leadership Team had staff focusing on the implementation of text summarization, the fidelity / level of use of this strategy would be a data sources analyzed by the School Leadership Team.


Comments: If a School Leadership Team had staff focusing on the implementation of text summarization, the fidelity/level of use of this strategy would be a data sources analyzed by the School Leadership Team.



Comments:

Department and cross-department teams analyze and use a combination of content reading strategy implementation fidelity data and EWI data make decisions about curriculum planning and how to address student needs. Teams integrate the analysis of grade-level office discipline referral data and behavioral


Comments: If a school were implementing a School-Wide Content Area Reading Model and this strategy was one of the strategies the team was helping support staff to use, then department and


Comments: If a school were implementing a School-Wide Content Area Reading Model and this strategy was one of the strategies the team was helping support staff to use,







Comments: A school-wide reading plan is not a specific component of 5D but using the school-wide plan is addressed



screening data into the data analysis process to enhance supports for all students.

cross-department teams would be analyzing active engagement fidelity data to make decisions on how to further enhance their core curriculum as well as gauge the effectiveness of the strategy when reviewing course proficiency data for the subject and grade level(s) they teach. There would be other strategies in addition to this one that would be included in a School-wide Content Area Reading Model.

then department and cross-department teams would be analyzing vocabulary fideltiy data to make decisions on how to further enhance their core curriculum as well as, gauge the effectiveness of the strategy when reviewing course proficency data for the subject and grade level(s) they teach. There would be other strategies in addition to this one that would be included in a School-Wide Contet Area Reading Model.

cross-department teams would be analyzing text summarization fideltiy data to make decisions on how to further enhance their core curriculum as well as, gauge the effectiveness of the strategy when reviewing course proficency data for the subject and grade level(s) they teach. There would be other strategies in addition to this one that would be included in a School-Wide Contet Area Reading Model.

cross-department teams would be analyzing text summarization fidelity data to make decisions on how to further enhance their core curriculum as well as gauge the effectiveness of the strategy when reviewing course proficiency data for the subject and grade level(s) they teach. There would be other strategies in addition to this one that would be included in a School-wide Content Area Reading Model.

through PCC4 Support of initiatives PCC4 Support of Policies and Initiatives; PCC1 Collaboration;



EI: Effective Elementary Writing Instruction



Effective Writing Instruction

(Elementary)

Effective InnovationsReading Street(Writing Component)

Units of StudyLucy Calkins Writing

Writing Foundations & Short Writing (Anita Archer)

Daily time is dedicated for students to write (at least 1 hour/day), with 30 minutes dedicated to direct teaching of strategies, techniques, and skills and 30 minutes applied practice (may be included within content-areas)


Comments: Daily time for handwriting, conventions, spelling, writing strategies/skills, and applied practice. There appears to be enough activities/materials to fill 60 minutes, with 30 minutes of applied practice on most days. Daily mini-lessons focused on writing traits and strategies require 10 minutes of instructional time.


Comments: Recommendation for daily opportunities for writing, however specific recommendations for instructional time allocation are not provided.


Comments: Recommendation for daily opportunities for writing. 15-20 minutes/day on spelling tied to decoding instruction. No additional guidance for time allocation.


Comments:


(Explicit instruction begins with teacher modeling, guiding students' understanding at each step, monitoring for accuracy, re-teaching, ensures students can perform the task independently before engaging them in inquiry or problem-based learning


Comments: Each handwriting, convention, and spelling lesson follows a similar structure: teach, model, guided practice, application/independent practice. Writing mini-lessons include an introduction, modeling, guided practice, and independent practice. Scripted teacher modeling is indicated in blue font.


Comments: Scripted teacher modeling of strategies is provided in the "Connection”, “Teaching”, and “Active Engagement” sections of each lesson. Students have on average 1 practice opportunity with the strategy (not always in written form) in partners/small groups before moving to independent practice with monitoring and feedback from the teacher.


Comments: All instructional routines follow the “I Do”, “We Do”, “You Do” framework with many opportunities for practice and feedback for each skill. Focus on short writing more often to increase the number of opportunities for students to rehearse and retrieve the components and strategies within the writing process and foundational skills for writing.


Comments:



activities) There is a section dedicated to supporting small group instruction. Highly focused on inquiry learning with minimal direct instruction of strategies/process.

Components and specific strategies of the writing process (planning, drafting, sharing, evaluating, revising, and editing) are explicitly and directly taught, including the selection and use appropriate writing strategies related to each phase.


Comments: Writing process is aligned to plan, draft, revise edit, publish, present. Students develop a different short writing piece each week using specific strategies, tools, and rubrics. There are additional resources at the back of each unit that can be used to support a Writing Workshop model, providing plans for two-week unit-level writing projects.


Comments: Each unit is focused on the writing process, with each component being taught. Strategies for each part of the process are taught and typically document on anchor charts.


Comments: Writing process is aligned to plan, write, revise, edit, re-write, publish. Each stage has specific strategies that are explicitly taught.


Comments:

Writing for a variety of purposes (describe, narrate, inform, persuade) to expanding students’ using differing techniques for different purposes and audiences.


Comments: Each week’s writing mini-lesson is focused on writing for a different purpose, including narrative, informational, and persuasive. In addition, key features and organizational patterns are directly taught.


Comments: Each unit is focused on a specific purpose for writing including narrative, informational, and persuasive. Within each unit, specific “Bends” expand on strategies related to different purposes and audiences.


Comments: The use of paragraph frames support students in writing to describe, narrate, inform and persuade while providing specific language and techniques for paragraph development.


Comments:

Students are exposed to exemplary texts from a

Component☒ Not a component☐

Component☒ Not a component☐


Component☐ Not a component☐



variety of sources (read aloud or independent) to examine how each text demonstrates characteristics (author’s word choice, overall structure, or other style elements) of effective writing in that particular genre


Comments: The guided writing practice is in response to the main reading selection each week. However, the reading selection does not always model characteristics aligned to the genre of writing for the week. Short model texts are provided weekly to demonstrate the traits of good writing, although these may not be considered exemplar texts.


Comments: Learning from mentor texts is a component across several units. These lessons are used to model specific characteristics of effective writing within a particular genre.


Comments:


Comments:

Handwriting is directly and explicitly taught to increase accuracy and automaticity in writing (e.g. pencil grip, letter formation)


Comments: Handwriting is a component of writing instruction each week, however direct instruction opportunities are minimal.


Comments: Direction instruction in handwriting is not a component.


Comments: Handwriting is directly taught using an instructional routine for letter formation. Instructional routines are provided for all elementary grade levels. There are also instructional routines for increasing handwriting fluency.


Comments:

Spelling is directly taught to increase accuracy and automaticity in construction written words.


Comments: Spelling is directly taught each day using spelling rules and patterns. However, Days 1 & 5 focus on pre- and post-assessment. An


Comments: Spelling is not taught on a daily basis, making it difficult to increase fluency. There some lessons that focus on strategies to


Comments: Spelling is directly taught using a spelling word dictation instructional routine. An emphasis is given to


Comments:



emphasis is given to alignment with the decoding skills taught in reading. Instructional routines are inconsistent.

support spelling unknown words, but there is not a specific scope and sequence for teaching common spelling patterns or high frequency words.

alignment with decoding strand in reading or words used in writing. Spelling rules and irregular words are taught using specific instructional routines. A routine for independent spelling practice is also provided.

Specific strategies and routines are taught for constructing sentences to increase fluency, meaning and style (e.g. punctuation, capitalization, simple, complex sentences)


Comments: Each lesson contains a convention component and teaches a specific writing trait. Each week’s scoring rubric addresses sentence structure and conventions related to a specific genre of writing. The revision processes develops sentence structure and the editing process develops fluency in capitalization, punctuation, and grammar.


Comments: Punctuation, capitalization and sentence structures are not taught on a daily basis, making it difficult to increase fluency. There are some lessons that focus on simple strategies for support sentence structure, however this is not the focus of the workshop model.


Comments: Instructional routines are used to teach punctuation and capitalization rules. Routines are provided for retrieval practice. Instructional routines are provided for sentence expansion and combining. The use of sentence and paragraph frames support thinking and writing and encourage use of academic and content vocabulary.


Comments:

Word processing skills are taught (starting in 1st grade) to support writing fluency.


Comments: 21st Century Writing Projects are accessible on the Teacher Resources section on SuccessNet. The


Comments:


Comments: There is an outline of skills to address, however no specific instruction or strategies is


Comments:



primary focus of these lessons is on technology usage, not necessarily word processing skills.

provided.

An engaged community of writers is developed through teacher modeling , think alouds, and shared writing, student choice (selection of topic or modified-teacher provided prompt), opportunities for student to collaborate as writers, and opportunities to publish student writing in the classroom and community.


Comments: Teachers model the writing strategy and think aloud following the teacher script when available. Each daily lesson has opportunities for students to write and share their writing with others. Each week there is at least one opportunity for students to publish their writing. Choice within the teacher provided prompt is sometimes an option.


Comments: Every unit and lesson focuses on teacher modeling through think alouds and shared writing. There is a strong emphasis on student choice and students have many opportunities to collaborate with each other and publish their writing.


Comments: Teachers model the writing strategy and think aloud, students share writing (we do), and students collaborate to revise/edit. Students have opportunities to share their writing with others. Choice within the teacher provided prompt is sometimes an option.


Comments:

Students have opportunities to give and receive feedback throughout the writing process.


Comments: Daily opportunities are provided for teacher, peer and individual feedback.


Comments: Students are frequently given opportunities to provide peer feedback, specifically during revision and editing. Checklists are provided to support them the feedback process.


Comments: Emphasis on teacher, peer, and individual feedback routines.


Comments:





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