Written Expression and MTSS: Streamlining Targeted Intervention Design

1. Written Expression and MTSS: Streamlining Targeted Intervention Design LeAnne Robinson, Ph.D.Department of Special Education and Education LeadershipWestern Washington University Lindsey Crawford, M.Ed.Mount Vernon School DistrictWestern Washington University Presented Nov. 5th, 2018 OSPI MTSS Fest in Washington State

2. Today’s Presentation • Why Written-Expression Curriculum Based Measurement? • How to Identify the Needs • Thinking like an instructional designer: Skills | Strategies | Concepts • Error Domains: What they are and why they assist • Instructional Solutions • Real Life Application in the High School • Strategy Instruction | Grammar Instruction (some resources)

3. Why Written Expression? • Writing most difficult cognitive task; • The most frequent way we ask students to show what they know; • Very little instructional time devoted to explicitly teaching written expression; • Many “how to” books on teaching writing; • Very few tools to tell us “what” to teach

4. Caution - • Know what the literature says about good instruction • ALL students need to engage in authentic writing experiences • ALL students need to be engaged in process writing instruction • ALL students need explicit instruction in the skills (mechanics), concepts and strategies

5. Cautions (continued) • This process is meant for: • Designing remedial interventions for individuals and small groups. • The principles of instruction for struggling writers *may* need to be applied to core instruction • Never ever ever ever start timing kids while they write and think you will improve writing

6. Necessary Background (that is not the focus of today’s presentation) • WE-CBM Screening • Skills – Concepts – Strategies in written expression • Various stages in Assessment – Evaluation Cycle

7. WE-CBM - Screening • Give students a prompt and ask them to think for one minute and then write for three: • When analyzed with curriculum based measures scores correlate with other measures of overall writing achievement • Correct Writing sequence (CWS) • Total Words written (TWW) • Words Spelled Correctly (WSC) • Correct minus Incorrect Writing Sequences (CMIWS) • Percentage of Correct minus Incorrect Writing Sequences (CMIWS)

8. Sample 1-3 Write Prompt: There was a loud knock on my door. When I opened the door I found a great big box with a bow. I picked up the box and....... Somebody knock on the Door and they leff a big box with a bow. it was great when he open the door Somebody • knock• on ^the ^Door ^and ^ they • • a ^big ^box ^with ^a ^bow. ^ • it •was ^great ^when ^ he • open • the ^door TWW: 22 CWS=14 WSC= 21 (ICWS=8)

9. Thinking Instructional Design: • Skills • Nuts and Bolts: (generally) Discrete tasks that build upon each other (e.g. spelling correctly; writing a complete sentence; using coordinating conjunctions) • Concepts • Big Ideas (e.g. authors write for a purpose; varying sentence lengths and types can make it easier to communicate your message) • Strategies • A set of procedures that assist in completing a writing task. (e.g. steps, graphic organizers, processes for writing a persuasive essay)

10. Assessment Evaluation Cycle Quantifying or Organizing the Data Making a judgment or Decision Gathering of Data Breaking the assessment-evaluation cycle into parts gives us a way to better think about what we are doing with our assessments – and what assessment questions we are trying to answer….

11. Who May be at Risk?Compare to Aimsweb or Standard student Score with CWS | TWW | CWS or CMIWS | % CMIWS Administer a 1 minute think and 3 minute write GOM What are the possible skills | concepts | strategies that are missing? Compare to standard student, Common Core implied standard or previous score of the same student Score by Quantifying Error Domains (Error Patterns) Targeting Instruction

12. Error Domains • A way to begin identifying where a problem may exist. • Assist in identifying particular error patterns so that we can better design a targeted intervention

16. Step 1: Identifying Error Domains

17. Step 1.5: Establishing a Baseline • This step is done to determine if an “error is really an error” • involves quantifying the error patterns based on the original 1-minute think and 3-minute write. • For each of the error patterns you quantify the error and make a comparison to a standard student. • Can be used for evaluation of an intervention

18. Start with a Standard he went wild! He started to knock everything down! After a while, he calmed down and just started sniffing everything. When a class walked by the dog started to scratch them all over! When the other class came out, he just started to lick them. One |girl named Zia picked up the dog and said “aww” She brought him home.

19. Below Standard A tree fell on my porch. But me and my auncle sleep through it and when we wake up were blocked in. from the front door and we Have to go out the Back. And to a american red plus place at a resource center and stay the night.

20. Sentence Complexity

21. Screening and Error Domains 1-3 WRITE I went to my grams house and I wach Idaia Jones wire I thote that it wasitn a vary good move HYPOTHESIS TESTING

22. HYPOTHESIS TESTING On Halloween you go outside in a costume and ring peoples door bell or knock on the door and you say trick or treat. When you are outside you can meat people and see your friends and you can go trick or treating together and you get to exprole or you get to adventru and find new places you might have never been before. When it gets late you go and eat the candy When you go to sleep you will wake up and then you can eat more candy.

23. Content Content

24. 1-3 WRITE

25. 1-3 WRITE 8:00 it was a big one it covered half of my house so we baruly got out we cowld the fire edment they came they did half of it like only are door had we can go there But the car is a no so We Stayed Hom in the Warm house and pkying with my animal’s and ether good, fun thing we in vide

26. legibility Legibility

27. 1-3 WRITE On a sunny day. I siwm I Play in my yad sumtiem I like to pant and pLay in the puLe.

28. VOCABULARY Vocabulary

30. CONVENTIONS

31. Spelling on a Screening Note that there is a lot of erasing that happened 1-3 WRITE had a loak Down for a 12 hours and it was a vavy vish’s dog. Some people got bind and got a binduses had a lock down for 12 hours and it was a very vicious dog. Some people got bit and got a bandages

32. FLUENCY Fluency

33. Fluency 1-3 WRITE Note that there is a lot of erasing that happened

34. Some Samples I go outcide and have fun and play with my and I do howe wook. And my story is gone the end.

35. Some samples on a sunny day I usauly do a couple of chore’s and then I get to go outside and play on my scooter and myaby even my tricicle ene thogh I can not ride a normal bike yet I practice sometime’s and then I usaly chase my sister around in the yard.

36. Putting it all together

37. Meeting Them Where They Are: Teaching Writing Through Digital Literacies Introduction • Special education teacher: English Skills 3 & 4 • History, social studies &economics

38. Research and Theory

39. Research and Theory

40. Research and Theory In their informal practices, adolescents interact and develop a range of knowledge and practices in written expression across ICTs and through digital literacies (Alvermann, 2004; Alvermann, 2008; Durkin, Conti-Ramsdent, & Walker, 2011). Formal writing, however, does not align to informal practice. Fortunately, there are alternate literacy perspectives to bridge the two contexts and guide educators understanding and practice of written expression and literacy as a whole (The New London Group, 1996; Pyo, 2016)

41. Methods: experimental design example 1

42. Identifiable: Skills | Strategies | Concepts in Gen. Ed. Curriculum

43. Sample Projects • Writing Idioms • Vocabulary, sentence structure • Metaphor Sentences • Vocabulary, sentence structure • Identity Through Media • Paragraph writing, Stating thesis, Varying Sentences

44. Sample resources SRSD Karen Harris, Steve Graham and Linda Mason (Powerful Writing Strategies for All Students Jeff Anderson Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop Strategy Instruction Grammar Instruction