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1. Start with PD
2. Stress partnership for success.
3. Know your client, what do they need, what needs can we help solve.
4. LISTEN to your client.
5. We are the complete team to support you, meet your goals, discover the needs.

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Commit to regular and consistent scheduled client outreach - don't get blindsided

Support usage/engagement

Think of the client as not "sold" until they renew for a multi-year commitment (success determined by renewal)

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So What can/should we do?
Show up at more conferences to get the word out about the credibility of the products.  Produce more research on why our products are the best.

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More PD in year two
Have steady involvement from LS
Monitor the test scores over previous years to show gains
Strong first year implementation to "have us part of their routine"

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WRITEVERSE PARTNERSHIP!
Continual support
Recognizing success
Recognizing areas for focus
Making the connection between learning, thinking and writing.
Recognize teachers.
Involve different people in district (ELA curriculum heads, science heads, social studies heads, CTE heads) and celebrate success.
Research grants and possibilities.
Listen to their needs...respond to their needs.  Solve a few needs. Let them know we listened to them and solved the problem.

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Lost advocate for the program
Teachers did not want to use it
Cut from budget
Decision maker felt that the program no longer met their needs - ie - FL turning to a 10 pt rubric

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Insufficient usage / engagement with product

Lack of training / professional development

No service/support; I don't feel like a valued partner

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Not using program
Teachers didn't like it.
Students didn't show high enough increase
Lost funding
Turnover
Lack of attention

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Admin does not mandate that teachers use MA or teach writing.
Teachers think that writing is a "waste" of instructional time.
Writing is not a "tested" area.
Budget spent on reading and math programs- (tested areas) (reading and math are easy to assess).
A plan is not made for objectives, plan, goals.
Their usage , growth, ...was not supported .
Clients were left to struggle on their own.
The value of MA was not recognized/shown.
The growth of MA was not recognized.

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Make sure that we fully understand what their needs are and that we are able and willing to deliver on it.
Regular reach out to client.

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Do not know how to fully utilize the program.
Declining usage/value to client.
Change in administration or MA advocate has left school/district.

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Why do districts purchase ma/wv?
To improve student writing scores on state tests
To help the teacher teach writing using technology in the classroom
To help teacher get a quick idea on the student's writing proficiency
To provide students with immediate feedback so that students can improve their writing skills immediately to improve their writing scores
Longitudinal history of the student

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Improved student classroom/test performance

Decreased focus on hand-grading individual essays

Increasing volume of student writing/revision

Insight into student progress over time

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Instant scoring
Quickest way to improve critical thinking skills
More time for one on one instruction
On state exam
Research papers with multiple revisions
preparing students for college

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Allow students to write everyday.
Gives feedback even when teachers are incompetent.
Increases critical thinking skills.
Help prepare for standardized test.
Keeps kids on task and going on the right (write) direction in their writing.
Allows students to deepen learning in content areas.
Impress your teachers showing how much you care about their mental health and life balance act.
Discover how you can monitor student writing growth.
Gaining consistency in writing standards throughout school/district.
Engage students with technology.
Give students a better understanding that writing is a set of skills that you can grow and cultivate.
Helping teachers and students understand that writing is a way to understand content matter.
Reduce teacher disputes over scoring.

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Ready made prompts available on a variety of subjects.
Get immediate feedback and help with remediation.
Set up benchmarking.
Personalized feedback for each student.
Makes the revision process easier for students and teachers.
IM gives the same feedback today, tomorrow, next week, not subject to bias.
Prompts aligned to state assessments.

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No formal process in place
Not enough professional development
Not enough resources to purchase proper instructional materials/technology
Too many requirements on the teachers plate to do everything well
Teacher workload is heavy and has different types of students to teach (Special Ed, ESL, IEP's, etc.)
No idea where the students need help in improving.
As long as the student passes at the lowest proficiency level they should be ok.

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I'm not a good writer myself

too much grading/ not enough time

What to assign?

Do I separate my "gifted" writers from the rest of the class?

What about the ones who are really "writing challenged?" Do they need special attention?

My students HATE writing

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Balancing teacher expectations with student expectations on the writing assignment outcome.
Not an enjoyable subject.
Not enough prioritization of writing at the administration level.

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Students do not enjoy writing
Teachers have not been formally trained
Scoring takes forever
Not enough time in the computer lab
Not able to give immediate feebback
Not given on the state assessment so why do i care
No benchmark for students so we don't know where to start them

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There is not one correct way to teach writing.
Every student has different needs.
Many districts do not have any type of curriculum.
It is hard to measure.
Many teachers are not qualified to teach writing.
Most kids hate writing.
Many teachers are not good writers.
There is not enough time to teach writing.
There is not one set plan for writing.
It takes time to have students write.
It takes SO MUCH TIME to read, reflect, and give students feedback so they can become better writers.
Kids do NOT Like to revise.  Once kids have written one time, they feel it is their best effort.  If they have already done their best, they do not think they can do any better.
Kids feel they are either good writers or bad writers...It is hard for them to realize that if they practice repeatedly, and really think, they can get better.
Because teaching writing can become so individualized, the other students who you are not working with are going crazy and are not on task.
If your grade is not taking the "standardized assessment in writing" then the teachers/admin/ etc.  don't pay attention or even teach writing.
When teachers score a student writing, the same group of teachers will have a variety of scores usually from the low end of the spectrum to the high end of the spectrum.
Teachers do not feel confident in teaching writing.
Some kids need multiple ways to have students find ways to organize their thoughts in order to effectively communicate.