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This makes sense to me because SRSD is not my teachers' first exposure to writing instruction, but they are new to the self-regulation elements that make SRSD so effective.

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3 or higher on "understand the components of SRSD"

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3 or higher on "understand the components of SRSD"

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Yay!

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Stronger (3 or above): use of pre-assessments, exemplars, graphic organizers, and think alouds 

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Stronger (3 or above): use of pre-assessments, exemplars, graphic organizers, and think alouds 

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Graphic Organizers + Think Alouds + Collab Writes

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Graphic Organizers + Think Alouds + Collab Writes

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These are Oppe's highest scoring areas, which makes sense because we have been using these strategies already in writing instruction.  I also notice, however, that the only two first grade teachers who participated threw 5's across the board so there's that. :(

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Scoring their own writing is low. Move toward giving students ownership and learning from others. Mnemonics they know!

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I think teachers have been using a lot of TIDE and other graphics to help, but I feel they got stuck there.

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Lower (1 or 2): students creating goals and scoring their own writing

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Lower (1 or 2): students creating goals and scoring their own writing

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Easy to tell which teachers have invested time in training

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Easy to tell which teachers have invested time in training

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Intentionally include support during CLC/PLC on student self-scoring, goal-setting, positive self talk. Survey responses indicate that teachers are doing think alouds and collaborative writes already, so focusing on how to include self-regulation

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We still need to work on getting comfortable using the memory aids (TIDE, POWRE) and creating exemplars. Our teachers are using graphic organizers, modeling writing and thinking, so it's just a matter of understanding the routines enough and getting comfortable with the integration

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Continue support during CLC/Magnet meeting. Focus on exemplars, student scoring and making goals. How can we look at if strategies are being used in other areas/subjects for content specific teachers.

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Continue support during CLC/Magnet meeting. Focus on exemplars, student scoring and making goals. How can we look at if strategies are being used in other areas/subjects for content specific teachers.

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Work with literacy coach to do observations during writing blocks to look for celebrations and strategies we are implementing well.

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Make short videos to review strategies or address things that are missing from writing instruction. Have peer modeling opportunities.

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Morgan- continue CLC support. Focus on student scoring and goals and 1 to 1 conferring

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Morgan- continue CLC support. Focus on student scoring and goals and 1 to 1 conferring

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Like Sarah said-- we've got all the resources, just need the time to practice and support

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Like Sarah said-- we've got all the resources, just need the time to practice and support

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Love what Nakia said -- modeling followed by observation

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More time for sure! Sarah said what the teachers have expressed. Modeling, videos of it in action.

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More time for sure! Sarah said what the teachers have expressed. Modeling, videos of it in action.

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Create a library of videos of model teaching for each routine.

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Create a library of videos of model teaching for each routine.

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Because we tied our SLO goals to writing, the MOY assessment data can be analyzed and discussed in CLC in a way that allows teachers to see the growth their students have made so far and set instructional goals for addressing areas in which improvement is required.

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No set plan. Continue with support in CLC/Magnet meetings..

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Morgan- I'm still meeting with teachers as of now but I think that may change for awhile

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Morgan- I'm still meeting with teachers as of now but I think that may change for awhile

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Morgan- We'll do an informal mid-assessment as well

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I think our teachers need more instructional time before we assess again