Provide monthly coaching and planning time, and integrate automated writing feedback tools with curriculum, to support classroom use¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief provides strategies for school and district leaders to support using MI Write, drawing on its implementation study in grades 7 and 8 English language arts classrooms. It recommends supporting teachers through "Monthly coaching sessions" and planning time, and addressing the "lack of both curriculum integration and alignment." Curriculum developers might also generate ideas for integrating these tools into their curricula.

Design Implications¶

Context¶

Requirements¶

• Teachers need time to plan and carry out daily writing instruction.

Constraints¶

• Pandemic-related absences and reading setbacks can make consistent writing-focused interactions difficult.

Target Learners¶

• Middle school students in grades 7 and 8 English language arts

Target Learning Goals¶

• Writing instruction and use of automated writing feedback

Claims¶

• A key barrier to using MI Write is a lack of both curriculum integration and alignment [+W]

Related Strategies¶

• School and district leaders should provide tailored technical support, clear student guidance, and technical integration when deploying automated writing feedback tools
• Provide school and district leader support strategies when adopting automated writing feedback tools like Ecree

Examples¶

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Key Sources¶

• Ruggiero, R., Fox, L., & Shoji, M. (2023). Implementing MI Write in the Classroom. Mathematica. https://www.mathematica.org/publications/implementing-mi-write-in-the-classroom