To better serve your needs in improving writing instruction, we can meet you where you are and provide onsite 6+1 Trait® Writing workshops for your teachers and school/district leaders. After this workshop, participants understand how to use our research-based, proven method to improve students’
You can have the professional staff at Education Northwest assess your students' writing using 6+1 Trait® Writing. Education Northwest's writing assessors will provide writing assessment scores you can depend on for providing valuable direct student assistance. These assessments yield the
The 6+1 Trait® Writing Model of Instruction & Assessment comprises 6+1 key qualities that define quality writing. These are: Ideas —the main message Organization —the internal structure of the piece Voice —the personal tone and flavor of the author's message Word Choice —the vocabulary a
This paper looks at reading performance and the achievement gaps between Native Hawaiian students and their white peers with an eye toward informing policy.
The core of the 6+1 Trait® Writing Model of Instruction & Assessment is the set of rubrics that specify how to assess the quality of student writing and tailor instruction to students’ needs. The K–2 rubric supports teachers and students as they are starting to write, creating classroom writing
In a search of evidence-based materials from research organizations, we found several resources that are written for teachers and other practitioners. These resources have the following strategies in common: providing systematic and explicit instruction; teaching visual representation of functions
This report presents the results of a study that examined the efficacy of professional development for teachers using the 6+1 Trait Writing model with respect to improving student writing skills. To achieve this purpose, a randomized experimental study was conducted in 2003-2004 in grades 4 to 6 to
This report describes how students increased their reading comprehension after one semester of tutoring with Read Right, a nationally used intervention program that supplements regular English language arts instruction.
In this report, Education Northwest researchers describe how it is possible to make a statistically significant difference in struggling readers’ achievement in just a single year.
This Traits-Common Core State Standards crosswalk provides a side-by-side comparison between the content of the 6+1 Traits and the first three CCSS writing standards for grades 11–12.
This collection of K–12 student papers and the accompanying annotations come from Appendix C: Samples of Student Writing of the Common Core State Standards (CCSS) in English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects. Additional scores and annotations
Regional updates, background information, and more on the effort to establish shared mathematics and English language arts standards.
A series published by Education Northwest to keep regional stakeholders informed about the Common Core initiative.
An introductory module that will assist teachers, administrators, and leaders of kindergarten through high school in building an understanding of the Common Core State Standards for mathematics.
Issues and Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educational laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified
Assessing Mathematical Understanding is a set of mathematics assessments for kindergarten and first-grade students that provides both cumulative data about students’ progress over time and in-depth diagnostic information. Aligned with the Common Core State Standards for Mathematics, it is intended
In 1972, the Northwest Regional Educational Laboratory received funding from the National Institute of Education for the development of a community-based reading and language arts program especially for Indian children. Twelve Northwest Indian reservations actively participated in the program from