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Student - CCSD - Monitoring Writing Intervention Progress (MWIP) Grade

This document provides a template for teachers in the Cherry Creek School District to monitor students' progress in writing interventions. The template includes spaces to record the date, student information, trait being scored, and scores in various areas of writing including conventions, word choice, sentences, organization, format, and ideas. Scores range from 0 to 4, with descriptors provided for each level. The template also includes spaces to record the student's current score and targeted outcome score.

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641 views3 pages

Student - CCSD - Monitoring Writing Intervention Progress (MWIP) Grade

This document provides a template for teachers in the Cherry Creek School District to monitor students' progress in writing interventions. The template includes spaces to record the date, student information, trait being scored, and scores in various areas of writing including conventions, word choice, sentences, organization, format, and ideas. Scores range from 0 to 4, with descriptors provided for each level. The template also includes spaces to record the student's current score and targeted outcome score.

Uploaded by

abk523
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Student ____________________ CCSD - Monitoring Writing Intervention Progress (MWIP) ___

Grade

Cherry Creek Schools LD Goals Task Group (J. Christianson, E. Laatsch, N. Marosits, C. Patton, E. Turner, C. Sabochik & M. Semmler), 2007 Edited for district use by M. Dove, S. Khair, M. Overmeyer, C. Sabochik, & M. Semmler - Revised June 2009

Trait Selected
for scoring

Select and score only those traits that are expected to be in place and are the focus of intervention.

(Refer to grade level standards and expectations for grammar, conventions, and mastery of genre)

Scores

Conventions Word Choice & Sentences Organization Format Ideas

DATE: Phonologic Spelling (Represents all sounds in a word, even when misspelled garunte for guarantee) Orthographic Spelling (Applies accepted spelling rules, meaning cues, and patterns (jumped for jumpt, nation for nashun) Ending punctuation (period, question mark, etc.) Internal punctuation (commas, apostrophes, quotes) Capitalization (beginning of sentence & proper nouns) Grammar/usage (subject/verb agreement, verb tenses) Generates ideas Focus is clear Relevant and accurate details support the writers focus or purpose Draws on relevant information from a variety of sources (personal experience, readings, observations, or research) Recognizable lead and ending, or introduction and conclusion, as appropriate for genre Arrangement of ideas is in logical order, with transitions as needed Paragraphing (grouping ideas) reinforces organizational structure Words are specific, accurate, and appropriate to genre or purpose (to describe, entertain, persuade, and/or inform) and audience (informal or formal) Constructs simple sentences correctly

Sentences use some variety of beginning, structure, and length

Writing is legible; letters formed correctly and automatically Separates words (or paragraphs) with proper spacing (or indentation) Adheres to boundaries of the paper Current score Targeted Outcome score (4 x __ number of selected items)
Cherry Creek Schools LD Goals Task Group (J. Christianson, E. Laatsch, N. Marosits, C. Patton, E. Turner, C. Sabochik & M. Semmler), 2007 Edited for district use by M. Dove, S. Khair, M. Overmeyer, C. Sabochik, & M. Semmler - Revised June 2009

Scoring: 0 Unable to perform skill 1 Need for significant revision, a bare beginning; writer not yet showing control (Proficient) 2 Need for revision outweighs strengths; may hint at what writer has in mind

3 Strengths outweigh weaknesses, revision needed 4 Well-established skill, minimal or no revisions needed

Cherry Creek Schools LD Goals Task Group (J. Christianson, E. Laatsch, N. Marosits, C. Patton, E. Turner, C. Sabochik & M. Semmler), 2007 Edited for district use by M. Dove, S. Khair, M. Overmeyer, C. Sabochik, & M. Semmler - Revised June 2009

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