Most pilot teachers used the Write to Succeed practices and found them easy to use and helpful for students, with ease of use increasing across semesters¶

Claim · All claims
Evidence · 1 study (3 entries) · design r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 85% of teachers reported using each WTS practice (academic language/vocabulary development, text jumble and cohesion analysis, jointly constructing text) at least once in classroom instruction (N = 20). → Patrick Rich 2025 q2 i? Perceived ease of use increased from first to second semester for all three practices (e.g., jointly constructing text from 60% to 89% somewhat or very easy). → Patrick Rich 2025 (2) q2 i? Among teachers who used the practices, 94-100% rated each practice helpful or very helpful for students (N = 17). → Patrick Rich 2025 (3)

Evidence¶

Patrick Rich 2025¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r3

End-of-year teacher survey (N = 20) shows 85% reported using each of the three practices at least once in classroom instruction.

"Eighty-five percent of teachers reported using the WTS practices at least once in classroom instruction."

Patrick Rich 2025 (2)¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r3

Survey of teachers who used a practice each semester (N = 18 first semester, N = 17 second) shows ease-of-use percentages rising for all three practices, e.g., jointly constructing text from 60% to 89%.

"Teachers who used the practices indicated that they were easy to use, and the perceived ease of use increased across semesters."

Patrick Rich 2025 (3)¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r3

Survey of teachers who used the practices (N = 17) shows 94-100% rated each practice helpful or very helpful for students.

"Teachers believed that the practices were helpful for their students."

Discussion¶

Related Claims¶

• Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one — related
• Most pilot teachers found the Write to Succeed materials helpful, and teachers and coaches benefited from seeing practices modeled — related
• Teachers reported increased use of culturally and linguistically relevant instruction over the year, while teacher collaboration remained unchanged — related
• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach — related
• Teachers and students found Ecree easy to use and helpful for improving writing — related