Evaluation of Simplify Writing in St. John Nepomucene School: A Case Study
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| Title: | Evaluation of Simplify Writing in St. John Nepomucene School: A Case Study |
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| Language: | English |
| Authors: | Mary J. Laurenzano, Jennifer R. Morrison, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE) |
| Source: | Center for Research and Reform in Education. 2025. |
| Availability: | Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Writing Instruction, Teaching Methods, Program Implementation, Writing Teachers, Faculty Development, Online Courses, In Person Learning, Instructional Materials, Feedback (Response), Writing Attitudes, Lesson Plans, Positive Reinforcement, Curriculum Design, Curriculum Implementation, Catholic Schools |
| Geographic Terms: | Wisconsin |
| Abstract: | The purpose of the present case study was to examine the first year of implementation of Simplify Writing in a small elementary school setting. To address the primary research questions, CRRE employed multiple qualitative measures of stakeholder perceptions, satisfaction, and experiences. The results of a 1.5-day site visit indicated that teachers were following the prescribed program implementation in duration and frequency. Teachers found online training had adequately prepared them for implementation, although all would prefer in-person training. Major instructional strategies observed included modeling, use of graphic organizers, active engagement, and teacher feedback. Each of these strategies were noted to be implemented with consistency across grade levels. Teachers cited an increase in students' interest and motivation in writing this year, and attributed that to the program, which provides clear lesson plans and incorporates consistent language across grade levels. Many teachers conveyed that their enthusiasm for the program translated into providing more verbal praise for their students' writing which, in turn, helped to increase student confidence. Students, especially those who had a book published with their classmates, were excited to learn more about the writing process and express themselves more creatively. Parents noted their students' excitement when sharing their written work at home. Overall, teachers were enthusiastic about having a writing curriculum that was well organized, easy to implement, and provided useful resources. Their excitement was evident in that they are already looking forward to next year when students will be experienced with the curriculum which, hopefully, will translate into even more improved writing outcomes. With a few modifications, and the opportunity for in-person professional development, even more successful implementation is promising in the future. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675104 |
| Database: | ERIC |
| Abstract: | The purpose of the present case study was to examine the first year of implementation of Simplify Writing in a small elementary school setting. To address the primary research questions, CRRE employed multiple qualitative measures of stakeholder perceptions, satisfaction, and experiences. The results of a 1.5-day site visit indicated that teachers were following the prescribed program implementation in duration and frequency. Teachers found online training had adequately prepared them for implementation, although all would prefer in-person training. Major instructional strategies observed included modeling, use of graphic organizers, active engagement, and teacher feedback. Each of these strategies were noted to be implemented with consistency across grade levels. Teachers cited an increase in students' interest and motivation in writing this year, and attributed that to the program, which provides clear lesson plans and incorporates consistent language across grade levels. Many teachers conveyed that their enthusiasm for the program translated into providing more verbal praise for their students' writing which, in turn, helped to increase student confidence. Students, especially those who had a book published with their classmates, were excited to learn more about the writing process and express themselves more creatively. Parents noted their students' excitement when sharing their written work at home. Overall, teachers were enthusiastic about having a writing curriculum that was well organized, easy to implement, and provided useful resources. Their excitement was evident in that they are already looking forward to next year when students will be experienced with the curriculum which, hopefully, will translate into even more improved writing outcomes. With a few modifications, and the opportunity for in-person professional development, even more successful implementation is promising in the future. |
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