Written Expression Curriculum Based Measures (WE-CBM): An Overview for RTI

1. Written Expression Curriculum Based Measures (WE-CBM): An Overview for RTI

2. Today’s Presentation: • Provide an overview of how to utilize an RTI process in written language. • Review • screening assessments, • curriculum based progress monitoring, • scoring rubrics, • instructional decision making.

3. Learning Targets for Today • After this training, you will be able to say: • I can use three different types of scoring tools to look at student work samples. • I can analyze student errors and make instructional decisions. • I can group students according to common needs. • I can use the state’s writing rubric to score student work. • I can take what I’ve learned and schedule a year long assessment plan.

5. If you’re riding a horse…

6. Traditional Assessments • Six-trait scoring rubric • WASL scoring rubric Challenges • Time • Problems with correlations (Gansle, et. al)

7. Why Written Expression (WE)-CBM? • Identify WHO has a problem (benchmark screening) • What is the problem? (error analysis) • Instructional Planning (progress monitoring and instruction)

8. Repeatedly administering a WE-CBM will not improve written language achievement. changes achievement! INSTRUCTION One Kind of CBM KEY CONCEPT: Correlation Causation • Scoring WE-CBM • Reflection of multiple skills, correlates highly with other assessments, and is sensitive to subtle changes in learning. It can be used to monitor progress.

9. Administering WE-CBM • Administering the 1 minute think - 3 minute write: • Today you are going to write a story. I am going to read a sentence to you first, and then I want you to write a short story about what happens. You will have 1 minute to think about and plan the story you will write. Then you will have 3 minutes to write it. Do your best work. If you don't know how to spell a word, you should guess. Are there any questions? • For the next minute, think about . . . [insert story-starter]. (starts the stopwatch). At the end of 1 minute, the examiner says, Start writing.

10. Here’s your writing prompt: • For the next minute, think about . . . The best Birthday I ever had…

11. Sample of Student Work (8th grade) The Best birthday I ever had was when the Whole family came from defferent Places. When they were in my party they eat and talk to my Parents and some peoPle were doing some other stuff. Also my causins came and they brought therePS2 and we play and it was fun because the Game was about Rasing after that we went to Play Soccer and It was a fun birthday.

12. Some Common CBMs Error Analyses • Appropriate for Primary Grades TWW- total words written WSC- words spelled correctly CWS- correct writing sequence: joining of 2 words that are spelled correctly AND grammatically correct. • Appropriate for Intermediate and Above %WSC- percentage of words spelled correctly %CWS- percentage of correct writing sequences • Accurate Production CMIWS- correct minus incorrect writing sequence

13. Correlations with Standardized Assessments *p,.001 **p<.01

14. What does this mean?... • WE-CBM as a potential universal screener/benchmarking • WE-CBM as a potential progress monitoring tool

15. Scoring WSC • Highlight or underline how many words are correctly spelled • Total

16. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because They had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth.

17. Sample Scoring Kyle: The best birthday I ever had was….. whenIwasgoingrollerskatingbecauseTheyhadlimboandadicegame. Italsowasgoodbecausearcadeandyoucouldbuyacandyandvampirteeth. WSC=28

18. Guided Practice Isabella: 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

19. Guided Practice Isabella : 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 ontheDoorandtheyleffabigboxwithabow. itwasgreatwhenhe open thedoor WSC= 19

20. Guided Practice Nick: One day, while I was sitting at home, I heard a loud “BANG” outside. I ran to the window and saw…. and so a gowt hiding on a tin bucit and then it went bag then so egen wet it wes and is wes a caw steping on a

21. Guided Practice Nick : One day, while I was sitting at home, I heard a loud “BANG” outside. I ran to the window and saw…. andsoagowthidingonatinbucitandthenitwentbaghthensoegenwetitwesandiswesa caw stepingona WSC=19

22. Guided Practice Lilly: “Will you keep quiet?” whispered Bob, “If you don’t someone will…..” Chatch us like the mean old rotten neighbor she eat us hurry up how long does it take you just get the bag hurry up grab it stop burping it’s not funny grab the bag here she comes ruuuunnnn!!!!

23. Guided Practice Lilly : “Will you keep quiet?” whispered Bob, “If you don’t someone will…..” Chatchuslikethemeanoldrottenneighborsheeatushurryuphowlongdoesittakeyoujustgetthebaghurryupgrabitstopburpingit’snotfunnygrabthebaghereshecomesruuuunnnn!!!! WSC= 37

24. Independent and Group Practice Grandma's Dog I like my grandma’s dog. She is funny and crazey. I like my dog. She is cool. Her fur is wearm as a fireplace. I love her. I like her. And She like me too. I like my grandma’s dog more than my Dad. And she like’s me more than my grandma. She is fun and weird I love her. And she love’s me too. She is nice and friendly. And she is prite. Sometimes my grandma get’s mad at my dog.

25. Scoring Correct Writing Sequence • CWS- Two adjoined words are : • Spelled correctly. • Semantically correct. • Syntactically correct. • Correctly punctuation • (Jewell & Malecki, 2005). • ^The ^dog ^ran ^after ^the ^stick.^ 7 Correct • ^A ^cat chasd the ^mouse.^ 4 Correct • some cars ^are fst. ^He ^likes Fast truks. 3 Correct • ^She are cool.^ 2 Correct

26. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because they had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth.

27. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because they had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth. when ^I^ was ^going^ roller^ skating ^because ^they^ had ^limbo ^and ^a ^dice ^game. ^^ It ^also ^was^ good ^because  arcade  and^ you^ could ^buy^ a ^candy ^and vampir teeth. CWS=25

28. Guided Practice Isabella : 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

29. Guided Practice • Isabella : 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 CWS=12

30. Guided Practice Nick : One day, while I was sitting at home, I heard a loud “BANG” outside. I ran to the window and saw…. and so a gowt hiding on a tin bucit and then it went bag then so egen wet it wes and is wes a caw steping on a

31. Guided Practice Nick : One day, while I was sitting at home, I heard a loud “BANG” outside. I ran to the window and saw…. and so agowt hiding^ on ^ a ^ tin bucit and ^ then ^it ^went baghthen  so egenwet it wes and  is wesacawstepingon^a CWS=7

32. Guided Practice Lilly : “Will you keep quiet?” whispered Bob, “If you don’t someone will…..” Chatch us like the mean old rotten neighbor she eat us hurry up how long does it take you just get the bag hurry up grab it stop burping it’s not funny grab the bag here she comes ruuuunnnn!!!!

33. Guided Practice Lilly : “Will you keep quiet?” whispered Bob, “If you don’t someone will…..” Chatch us ^ like ^ the ^ mean ^ old ^ rotten ^ neighbor  she  eat  us  hurry ^ up  how  long ^ does ^ it ^ take ^ you just get ^ the ^ bag hurry up grab it  stop  burping it’s not ^ funny grab the ^ bag  here  she ^ comes ruuuunnnn!!!! CWS= 17

34. Independent and Group Practice Grandma's Dog I like my grandma’s dog. She is funny and crazey. I like my dog. She is cool. Her fur is wearm as a fireplace. I love her. I like her. And She like me too. I like my grandma’s dog more than my Dad. And she like’s me more than my grandma. She is fun and weird I love her. And she love’s me too. She is nice and friendly. And she is prite. Sometimes my grandma get’s mad at my dog.

35. %CWS • Take the total CWS • Count the total words • Divide the total CWS by total words • Multiply by 100

36. Score Your Partner’s Best Birthday • CWS • WSC • % CWS

37. Score the 8th grader’s best birthday… • CWS • WSC • % CWS

38. Student Sample (8th grade)

39. Analysis of Work • Look at all the samples of student work (including yours) from today. If this was your class, ask yourself: • Are there patterns in the data that suggest anything? • Where might there be a gap in instruction? • Where might there be a lack of background knowledge? • What skills are most students lacking?

40. Error Analysis

41. Thinking through Interventions • Group Students according to scores • Look at all the samples of student work (including yours) from today. If this was your class, ask yourself • What are the common skills the groups need? • (A student may be in more than one group) • What are the skill gaps? • How might I extend the learning for students? • How could I continue to reinforce the learning through the next lesson/unit?

42. “Writing is not just saying something. It is a process by which to think about what to say.” (National Commission on Writing, 2006, p. 15) Possible Student Needs • Concepts • Semantics • Writing to prompt • Strategies • Organizing writing through thinking process • Using thinking time productively • Writing Fluency • Skills • Conventions (spelling, punctuation, grammar), handwriting

43. DIBELS benchmarks for %CWS

44. AIMSweb Benchmarks for CWS

45. Intervention Planning • Strategies? • Concepts? • Skills? Recent research supports teaching both skills and strategies to all students. This means that all students should be provided with strategies to help them succeed while engaged in authentic and meaningful writing tasks and be provided with explicit instruction in the skills of written language (Baker, Gersten, Graham, 2001).

46. Benchmark Assessments • Administer to all students • 3 times a year • Allow for full writing process (pre-write, draft, final, edit, final) • Score using rubric • Use common writing prompt with your grade level or department (some schools have common school-wide prompts) • Co-Score (every paper gets 2 scores) with grade level or department

47. Score Anchor Papers

48. Analysis of Student Work • Look at the student who earned the 3. What are the next steps for this student? • Look at the student who earned the 2. What are the next steps for this student? • Look at the student who earned the 1. What are the next steps for this student?

49. Monitoring Progress • Develop appropriate plan for monitoring progress • Frequency of WE-CBM(Every 1-2 weeks) • Appropriate MASTERY measure(s) (rule of thumb: completes task successfully on 3 separate occasions e.g: writing 4 complete sentences on three separate consecutive occasions) • Set Goals with Student

50. 1 minute think/3 minute write 1st Week of School September Benchmark Assessment Did students meet standard? Did students meet standard? Yes No Yes No Instruction/interventions/grouping Progress monitor & chart progress every 2 weeks Instruction Instruction/interventions/grouping Instruction Benchmark Assessment January Benchmark +1 minute think/3 minute write June Did students meet standard? Did students meet standard? Yes No Yes No Instruction Instruction/interventions/grouping Progress monitor & chart progress every 2 weeks Celebrations Chart progress, recommendations for next year