A progress monitoring system for... handwriting?

Discussion in 'Elementary Education' started by Backroads, Nov 8, 2019.

  1. Backroads

    Backroads Aficionado

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    Nov 8, 2019

    I have a few serious strugglers with handwriting, two of which I'm pondering some sort of referral (they seem to be more than the usual bad 1st grade handwriting.)

    But... my district likes the RTI system, and I am trying to think of a way to show a progression of handwriting. Unfortunately, we have very little time in the day to practice handwriting.

    Any ideas on how to show a sort of progress monitoring on handwriting?
     
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  3. bella84

    bella84 Aficionado

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    Nov 9, 2019

    I’m sure an OT has some sort of formal assessment, but I would probably just collect work samples at regular intervals and be sure to date them. I would also document when and how we worked on handwriting. For my lowest students (who struggle with reading, writing, and handwriting), I work on handwriting with them in their small group during my reading workshop block. They are all being seen by a reading specialist or sped teacher for reading, in addition to me, so I figure that I can work on what they need (which might be writing or handwriting) instead of only doing reading with them in their group.
     
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  4. Tired Teacher

    Tired Teacher Cohort

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    I'd just keep a folder of dated handwriting to show the progression or lack there of.....Handwriting has gotten bad over the yrs in our district too. No 1 realizes how important it is to slow down with some kids. They want them to write essays before they know the difference between a b and a d.
     
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  5. a2z

    a2z Maven

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    They want them to do just about everything before they are taught what to do. This expectation spreads across all academic skills.
     
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  6. a2z

    a2z Maven

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    I see part of your issue being that you aren't really teaching handwriting. As others said, keep a dated copy of samples in a folder from across different types of writing to monitor progress, but if you aren't teaching, why should they be progressing and you might have a hard time getting them help if the big problem is lack of instruction.
     
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  7. Backroads

    Backroads Aficionado

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    I'd love to do something like this, but there is just no time. We have an hour of literacy-based small groups each day, but I don't know if the teachers in charge of the groups these kids are in would be willing to sacrifice reading instruction (also very low) for these kids.

    It is a big problem, the lack of instruction time. Our day is very full per district instruction goals, and we maybe have about 5 minutes to teach how to write each letter as it comes up in the curriculum, but a daily handwriting direct instruction? Nope. The hope is they picked it all up in kinder.

    My biggest concern is one boy. His parents said in kinder the teacher gave him a pencil grip and they wanted another for him. So I got one. It helps when he uses it, but now that he doesn't want to use it, his handwriting is significantly worse, pretty much illegible.
     
  8. a2z

    a2z Maven

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    Not blaming. Can the guidance counselor work with him so he understands that doing something in a different way is ok. Also, what about him having something to squeeze during non-writing time to improve his grip.
     
  9. Backroads

    Backroads Aficionado

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    Oh, no blame felt, you're fine.

    I think I will take the guidance counselor suggestion. I think he reached a point where he thought, I have practiced sufficiently and shall no longer use the grip... and I the teacher had to deduce his spelling test by the fact I could read everyone else's name (seriously, it looked like a doodle, not a name). Yes, I think I shall see if the counselor will be up for that.
     
  10. bella84

    bella84 Aficionado

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    Do you not teach all of your students in a small group?
     
  11. Backroads

    Backroads Aficionado

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    Our small group hour is spread out among over a dozen teachers, paras, and even the principal, all with hitting specific skills and reading levels. I see maybe three of my own students during this time.
     
  12. bella84

    bella84 Aficionado

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    I see. That does make it difficult to target individual needs that you know they have.
     
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  13. Backroads

    Backroads Aficionado

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    I love our small group system, but it really does make it difficult to intervene on random skills for a few random students.
     
  14. EdEd

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    Nov 11, 2019

    Weighing in on the progress-monitoring component. You could also create some quick CBM assessments if you wanted to. Maybe just 5-10 letters selected randomly for each probe, then assign a certain number of points (e.g., 0-4) for each based on clear criteria. May lack some reliability & validity, but is conceptually consistent with CBM and would impress any RtI aficionado ;)
     

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