The first part of the collaborative planning meeting is the session review. During this time, the team takes a detailed look at the prior week to analyze student learning and performance. The session review form guides this discussion.

The session review form consists of eight sections that include:

  1. Description of sessions
  2. Problems noted with session implementation,
  3. Observed problems with student performance
  4. Successes noted with session implementation
  5. Positive student responses
  6. Writing sample data and observations of student problems
  7. Writing sample data and observations of students with acceptable performance
  8. Focus for next sessions based on student observations and handwriting sample data.
These sections are further discussed below and on the sample session review form.

Description and Review

This first section can be completed prior to the meeting, as it is a description of what occurred in the sessions. Sections two through eight are completed in the collaboration meeting by the team. During the sessions, each team member documents his or her observations of student performance and session implementation.  These observational notes are then used during the collaboration meeting to guide the discussion for completion of sections 2 through 5.  Problems with the session implementation may include difficulty level of activities, poorly structured activity, or problematic time demands of activities.  Successes may include ease of set-up and implementation of activities, enjoyment of activity, or good peer interactions.  Observed problems with student performance may include difficulty with motor skills, poor carry-over of learned motor plans for letter formation, persistent errors, difficulty sustaining attention or difficulty applying cognitive strategies learned.

Sample Sentence Data

Sections six and seven are completed using data from the weekly 2-minute copying samples. Following session two, the occupational therapist or the teacher assesses the 2-minute copying sample generated by each student.  Data from this assessment are entered into a database and tracked weekly by the team during the collaboration meeting. At a minimum, the samples are assessed for percentage of letters legible and near copying speed.  It may be helpful for the team to assess the samples for letter sizing, letter alignment and word spacing for the first few weeks to monitor these aspects of legibility.  The data from the weekly copying sample are reviewed for individual trends and problem areas. During the meeting, the 2-minute copying samples are available for the team to qualitatively review individual student’s performance as needed.

Additional Supports

The results of this review are used to develop individual supports for struggling students and to identify students who need additional modeling, monitoring, and/or feedback.  The team may decide to implement physical supports for handwriting such as using a mechanical pencil, a weighted pencil, or a pencil grip. Modified paper can be used for students who need more visual cues or a simplified visual stimulus. For example, a student who is struggling with letter alignment may benefit from paper that provides colored visual cues for alignment. Students who have been identified with difficulties in sustaining attention or a level of alertness may benefit from the use of sensory strategies in the classroom. Students who struggle with the writing process may need additional adult support in order to be successful. The team identifies the just-right level for each student and provides the necessary supports. Early writers may need to dictate their writing to an adult and then copy it, or dictate their ideas to an adult who leaves a blank for the student to fill in word wall words. The team collaboration process facilitates differentiated instruction and necessary supports in the classroom. The unique perspective of each team member allows the team to design comprehensive learning supports, accommodations, and interventions for students.