Yesterday I assessed the second class in the research study. I will be choosing five students from each class who are showing the highest need for intervention. These students will receive 10 sessions of intervention based on a multisensory writing technique in conjunction with a sentence editing mnemonic.
This class was much more active, requested additional reassurance that they are doing well, and asked to spell more words than the initial class assessed.
Trends and Points of interest include:
· This class had both the only 100% score on this assessment and the only 0% score. The range of ability on this assessment is significant. It is important to acknowledge that this is a special education, collaborative classroom, which may explain increased range in skills.
· The second class was comprised of more special education students (5) than the first class (3).
· When considering capitalization (70% group accuracy) and punctuation (37% group accuracy), this class was stronger than the previous class (caps: 46% group accuracy; punctuation: 27% group accuracy).
· The greatest class instructional need is instruction in appropriate punctuation (37% whole group accuracy). This is congruent with data collected from the initial classroom assessed with a whole group accuracy of only 27%.
· During analysis of the writing stages and sentence mechanics assessment, capitalization and punctuation have been common deficits between the classes.
The assessments that I am focusing on are quantitative and provide numbers and data to show growth. This is strong data but I will begin collecting qualitative data through observations, interviews, and material culture this week.
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