Acknowledgements. Why Implement DBI? What is DBI-TLC? EBD & Writing. Why Writing? 2/24/2016. Lembke,

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1 2/24/2016 Acknowledgements Data-Based Instruction for Beginning Writers: Tools, Learning, and Collaborative Support Erica Lembke, Kim Moore, Alex Smith University of Missouri education.missouri.edu/dbitlc/ DBI Team University of Missouri: Carol Garman, Kim Moore, Abby Carlisle, Apryl Poch, Alex Smith University of Minnesota: Dana Brandes, Pyung-Gang Jung, Mike Herriges, Bonnie Janda, Jaehyun Shin, Kyle Wagner, Ted Christ DBI-TLC is a $1.5 million Professional Development Grant funded by the Institute for Education Sciences, US Department of Education What is DBI-TLC? DBI = Data-Based Instruction TLC = Tools, Learning, and Collaborative Support Development activities/partnerships with 2 school districts To support teachers use of Data-Based decision making (DBI) To improve outcomes for students, focusing on early writing development Why Implement DBI? Some students do not respond to researchbased interventions. These students require more intensive, individualized instruction. DBI provides a framework to individualize instruction. When teachers use DBI correctly, student achievement can improve. Why Writing? Proficient writing is essential to learning in school and to later vocational success. Learning to write is critical to Overall literacy development Students ability to communicate what they know Integrating knowledge and thinking critically EBD & Writing Students with behavioral concerns, including those identified as EBD, have persistent difficulties developing writing skills (Datchuck, Kubina, & Mason, 2015) Writing development is worse for those with externalizing behaviors (Nelson, Benner, Lane, & Smith, 2004). *Hier & McCurdy, 2016 (NASP Presentation) 1 Lembke,

2 2/24/2016 Instructional Strategies supported by Research Picture Word Prompt Sentence Instruction & Frequency Building Datchuk, Kubina, & Mason, 2015 Self-Regulated Strategy Development Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 Expressive Writing Program White et al, 2014 Self-Monitoring Carr & Punzo, 1993; Mooney et al., 2005 *Hier & McCurdy, 2016 (NASP Presentation) Academics & Behavior Task avoidance is maintained via a poor match between instruction with task demand and the student s academic skills (Carr & Durand, 1985; McComas, Hoch, Paone, and ElRoy, 2000 Schieltz, 2013; Wacker et al., 2011). DBI-tlc s tools help teacher s select the best CBM- W to measure the student s progress as well as create individualized WIPs that explicitly address the student s needs at accessible levels. Reinforcement should be contingent upon effort (e.g., time spent actively writing), not correct responding (Richman et al., 2001). And that s where DBI comes in! In this project, we provide Tools for assessing young writers performance and progress Tools for providing early writing intervention A process for systematic decision-making to individualize instruction for struggling writers What Components of Writing are Addressed with DBI? Text generation Turning ideas into text (words, sentences, passages) Includes idea generation, word choice, content, text structure, genre Transcription Translating sounds, words, sentences, and passages into print Includes handwriting or typing, spelling, and mechanics Self-regulation What writers do to meet their writing goals Includes goal setting, planning, organizing, self-monitoring, selfevaluating, revising, and selfrewarding Transcription Text Generation Constrained by Attention and Memory Self Regulation Simple View of Writing Eight Steps of DBI Objectives In this session, you will learn to: Select research-based writing interventions based on a student s individual needs Develop a basic Writing Instructional Plan (WIP) Incorporate additional skill-based mini-lessons into your instruction as needed 2 Lembke,

3 2/24/2016 Step 3: Implement High-Quality Instruction a. Identify research-based instructional methods (see Writing Intervention Toolkit) b. Determine amount of writing instruction c. Develop a Writing Instructional Plan d. Implement the intervention with fidelity Step 3a: Identify Research-Based Instructional Methods Identify research-based instructional methods to implement based on student strengths and needs. Determine the focus and content of instruction See Selecting Research-Based Writing Interventions in the Writing Intervention Toolkit. Purpose of the Diagnostic Checklist Writing Components To help teachers select writing interventions that: Are based on sound research, Address specific writing difficulties, and Align with critical language and writing standards The diagnostic checklist is organized around these three components. Transcription Text Generation Self Regulation Text Generation Constrained by Attention and Memory Transcription Self Regulation Simple View of Writing Step 3a: Identify Research-Based Instructional Methods Step 3a: Identify Research-Based Instructional Methods Revisiting Molly s Case Molly is a third-grade student who receives special education services focused on written language, including reading and written expression. She was identified for special education at the end of her second-grade year. Her IEP team determined she would receive daily small-group instruction in reading and writing by the special education teacher, Mrs. Lewis. Step 3a: Identify Research-Based Instructional Methods Questions to Consider Think about: The writing process (what happens during writing) The writing product (the result of writing) Use the diagnostic checklist to Identify student strengths and weaknesses Select an intervention that matches the student s need Step 3a: Identify Research-Based Instructional Methods 3 Lembke,

4 2/24/2016 Sample From Table One of Molly s CBM Baseline Prompts Handwriting: Does Molly Spelling: Does Molly?? a a a a a So, Molly appears to have relative strengths in handwriting. X a?? X So, Molly appears to have a mix of strengths and weaknesses in spelling, but I need to know more a a We might want to gather some more information Collect additional samples Use Diagnostic Tools Samples are in Google folder You may have other diagnostic tools you like to use Diagnostic Example: Words Their Way Spelling Inventory Step 3a: Identify Research-Based Instructional Methods 4 Lembke,

5 2/24/2016 Text Generation: Does Molly X a X?? So, Molly appears to have a mix of strengths and weaknesses in text (kind of) generation, but I need to know more We might want to gather some more information Collect additional samples Use Diagnostic Tools Step 3a: Identify Research-Based Instructional Methods Diagnostic Example: Beginning Writers Continuum (from 6+1 Traits) Step 3a: Identify Research-Based Instructional Methods How does Mrs. Lewis decide what to do? After considering Molly s strengths and weaknesses, she decides to focus her instruction on Spelling words with long vowels and consonant blends Sentence construction (using caps and punctuation) Sentence combining (to make more complex sentences) Step 3a: Identify Research-Based Instructional Methods Matching an Intervention to Student s Needs Summary: Step 3a The Selecting Research-Based Interventions tool is designed to help teachers select writing interventions that: Are based on sound research, Address specific writing difficulties, and Align with critical language and writing standards This should help you select interventions that have evidence of efficacy with beginning writers. Step 3a: Identify Research-Based Instructional Methods 5 Lembke,

6 2/24/2016 Apply it! Use your Selecting Research-Based Interventions tool to consider your student s strengths and needs in the areas of: Transcription Text Generation Self Regulation Use the checklists to consider both Process and Product Will you need to administer additional diagnostic measures? Step 3b: Determine Amount of Writing Instruction Determine the amount (duration and frequency) of writing instruction. For example, you may decide to implement the intervention 3 times per week for 30 min. When possible, use guidelines from research to determine the amount. Step 3c: Develop a Writing Instructional Plan (WIP) Develop WIP based on your selected instructional approaches. Basic WIP templates Skill-Based Mini-lessons Writing Instructional Plans (WIPs) Writing Instruction Plans are templates that can assist you with developing a plan for delivering and modifying writing instruction based on your student s needs. Provide flexible options for designing writing instruction Step 3c: Develop a Writing Instructional Plan (WIP) Writing Instructional Plans (WIPs) WIPs are designed to: Provide flexible options for designing writing instruction Be adjusted for individual strengths and needs (e.g., transcription, text generation, etc.) Option 1: Basic WIP Template Modeling Guided practice with corrective feedback Independent practice Step 3c: Develop a Writing Instructional Plan (WIP) 6 Lembke,

7 2/24/2016 Basic WIP Template Skill-Based Mini-Lessons Skill-based mini lessons were created to provide teachers with efficient and easy to implement writing lessons drawn from research-based interventions. The mini lessons can be: Delivered on their own for students with specific writing deficits Inserted into a student s Writing Instructional Plan (WIP) Step 3c: Develop a Writing Instructional Plan (WIP) Skill-Based Mini-Lessons Mini-lessons have been developed for: Transcription Text Generation For lessons focusing on self-regulation, use Powerful Writing Strategies (Harris et al., 2008) Step 3c: Develop a Writing Instructional Plan (WIP) Mini-Lesson Quick Sheet Transcription TR1: Phonics Warm-Up TR2: Alphabet Practice TR3: Word Building TR4: Wordy Study TR5: Alphabet Rockets TR6: Word Sort Text Generation TG : Sentence Construction TG2: Sentence Combining TG3: Writing Goals TG4: Repeated Writing Transcription + Text Generation TRTG1: Writing Prompt Sample Transcription Mini-Lesson Sample Text Generation Mini-Lesson 7 Lembke,

8 2/24/2016 Sample Text Generation Mini-Lesson (continued) Self-Regulation Lessons Goal setting Self-instructions Self-monitoring Self-reinforcement Teacher evaluation Illustration: Transcription Lesson Example lesson -- starring Dana and Isaac! Alphabet Practice Word Building Word Study Your thoughts What do you think of the instruction? What evidence did you see of modeling, guided practice with corrective feedback? When/how might independent practice eventually come in? Step 3c: Develop a Writing Instructional Plan (WIP) Step 3c: Develop a Writing Instructional Plan (WIP) Pause and Ponder Step 3d: Implement with Fidelity How could you use a WIP with your student? When would a blank template be useful? When would a filled-in template be useful? What else might you need to make a WIP template work for you? Implement the core components of the intervention with fidelity (as prescribed by the developers), based on guidelines from research. Why is it important to implement the intervention with fidelity? Step 3c: Develop a Writing Instructional Plan (WIP) 8 Lembke,

9 2/24/2016 for Understanding DBI Step 3 Implement High Quality Instruction a. Identify research-based instructional methods (see Writing Intervention Toolkit) b. Determine amount of writing instruction c. Develop a Writing Instructional Plan d. Implement the intervention with fidelity To discuss Which area is most difficult? Least difficult? Next steps Visit for more information Use the diagnostic checklist for one or more of your students Match to intervention After matching to intervention, if you d like more information on mini lessons, contact Erica (lembkee@missouri.edu) 9 Lembke,

10 One of Molly s CBM Baseline Prompts 10

11 Student s Name: Teacher: Grade: Date: Writing Instructional Plan (WIP) Template Common Core Standards Addressed : Objective(s)/Learning Target(s): Motivational Plan: Activity Time Materials Each session: Review Objectives and Rules <1min Rules Introduce/review the purpose of the lesson and objectives [insert your own Introduce/review rules and your own motivational system motivational materials]. Warm-Up 2 min ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 INTEGRATED WRITING PRACTICE Each session: Closing Lesson wrap-up: summarize sounds and words that were practiced Once per week: CBM-W administration Administer a CBM prompt to students Score and graph as soon as possible following the lesson <1 min 3 min CBM-W probes, Pencils, Timer Copyright 2016, McMaster & Lembke 11

12 Intervention Toolkit Diagnostic Checklist page 1 Copyright 2016, McMaster & Lembke Intervention Diagnostic Checklists Transcription 12 Process Observe your student during the writing process Handwriting Does the student hold the pencil or pen comfortably? write fluidly without excessive erasing or scribbling? form letters independently without referring to an alphabet strip? produce letters and words fluently without painstaking effort? sustain writing for an extended time without struggle? Product Examine your student s writing samples (from CBM or other assignments) Handwriting Does the student write all letters in upper and lower case legibly? in the correct direction? using smooth strokes? in a regular size (not too large, not too small)? with proper slant? with correct spacing between letters and words? evenly on lines? Matched Interventions Select interventions that align with your student s writing needs Handwriting o Mini-lesson TR2: Alphabet Practice o Mini-lesson TR5: Alphabet Rockets Spelling Does the student spell words without stopping frequently to ask for help or to look up word spellings? Spelling Simple consonants and vowels. Does the student consistently use the appropriate consonant at the beginning and end of words? consistently recognize and write short vowel sounds? write vowels followed by the letter r, for example, farm rather than frm, her rather than hr? Spelling o Mini-lesson TR1: Phonics Warm-up o Mini-lesson TR3: Word Building o Mini-lesson TR4: Word Study o Mini-lesson TR5: Alphabet Rockets o Mini-lesson TR6: Word Sort

13 Intervention Toolkit Diagnostic Checklist page 2 Intervention Diagnostic Checklists 13 Transcription, continued Pairs of consonants. Does the student recognize and write both of the sounded consonants (e.g., fast and hold)? correctly spell words with blends (e.g., grate and black)? recognize and write consonant digraphs (e.g., teach and show)? correctly write double letters in twosyllable words with short vowels (e.g., rabbit and happy) Silent letters. Does the student write silent letters correctly (e.g., know and climb)? Long vowels. Does the student write long vowel sounds correctly in a variety of ways (e.g., with final e: late, vowel teams: read and main, with igh, il, ol: night, wild, cold; with y: crazy)? Multisyllabic words, suffixes. Does the student include a vowel in each syllable of multisyllabic words? follow rules for adding suffixes to root words (e.g., beautiful rather than beautyful )? Existing published resources that may help with transcription diagnosis (in Diagnostic Tools folder): Handwriting Checklist Points to Consider Handwriting and Spelling Screening Checklists Words Their Way Spelling Inventories: Primary & Elementary Basic Spelling Vocabulary List (Graham & Harris, 1993) Copyright 2016, McMaster & Lembke

14 Intervention Toolkit Diagnostic Checklist page 3 Intervention Diagnostic Checklists Text Generation 14 Process Observe your student during the writing process Does the student generate ideas that are appropriate to the assignment? make a plan or organize his/her ideas (e.g., by brainstorming, using graphic organizers, outlining)? produce text fluently without excessive starting and stopping, erasures, crossing out, scribbling, or wadding up paper? revise his/her writing? Product Examine your student s writing samples (from CBM or other assignments) Does the student use correct punctuation and capitalization? use correct parts of speech (nouns, verbs, adjectives, determiners, prepositions)? produce simple and compound sentences? produce the expected amount of text compared to peers? use varied vocabulary? produce text in the appropriate genre (e.g., story, sequence [first-then-last], causeeffect, etc.)? structure the text appropriately (e.g., paragraphs, titles/headings, etc.)? Existing published resources that may help with text generation diagnosis (in Diagnostic Tools folder): Sentence Writing Qualitative Scoring Beginning Writer s Continuum (Grades 1-2) 6+1 Traits (Grade 3) Tindal & Hasbrouck Scales Matched Interventions Select interventions that align with student s writing needs o Mini-lesson TG1.1: Sentence Construction (capitalization, punctuation) o Mini-lesson TG1.2: Sentence Construction (subject, verb) o Mini-lesson TG1.3: Sentence Construction (general coherence) o Mini-lesson TG2: Sentence Combining o Mini-lesson TG3: Repeated Writing o Mini-lesson TG4: Writing Goals o Mini-lesson TG5: Writing Copyright 2016, McMaster & Lembke

15 Intervention Diagnostic Checklists Self-Regulation Directions: Place a check by each action that the student consistently engages in when writing. Use this checklist in conjunction with Powerful Writing Strategies for All Students (Harris, Graham, & Mason, 2008) to select appropriate self-regulation interventions. Time and place Student sets up a schedule for when he/she will work on the paper. Student finds a quiet place to work. Student gets started working right away. Student keeps track of time spent working. Student always has the materials ready that he/she needs. Understanding the Task Student reads or listens to the teacher s directions carefully. Student asks the teacher to explain any part of the assignment that is unclear. Student restates what he/she is supposed to do in his/her own words. Student sets a goal for writing, or can state the purpose for the writing activity. Planning Student thinks about who will read his/her paper. Student thinks about what he/she wants the paper to accomplish. Student starts planning the paper before starting to write it. Student uses a strategy to plan the paper. Seeking and Organizing Information Student tries to remember everything he/she already knows about this topic before starting to write. Student gets all the information he/she needs before starting to write. Student organizes all of the information he/she has gathered before starting to write. Writing Student thinks about what he/she wants the paper to accomplish as he/she writes. Student thinks about the reader as he/she writes. Student continues to develop plans as he/she writes. Student monitors his/her writing (e.g., by catching mistakes, monitoring time). Student evaluates his/her writing (e.g., by looking over work, commenting on the quality). Student makes revisions as he/she writes. Intervention Toolkit Diagnostic Checklist page 4 Copyright 2016, McMaster & Lembke 15

16 Intervention Diagnostic Checklists Revising Student revises the first draft of his/her paper. Student checks to make sure that the reader will understand everything he/she had to say. Student checks to make sure that his/her goals for the paper were accomplished. Student makes his/her paper better by adding, dropping, changing, or rearranging parts of the paper. Student corrects errors of spelling, capitalization, punctuation, etc. Student uses a strategy to help him/her revise. Student rereads his/her paper before turning it in. Student shares his/her writing with others. Seeking Assistance Student asks other students for help when needed. Student asks teacher(s) for help when needed. Student asks parents or other people for help when needed. Motivation Student tells self he/she was doing a good job while working on the paper. Student rewards self when finished. Intervention Toolkit Diagnostic Checklist page 5 16

17 TR1 Transcription Mini-Lesson 1: Phonics Warm-Up Suggested time per session: 2-3 minutes Suggested frequency of intervention: 3 or more times per week Common Core Standards Addressed (MN/MO): c / RF.1.2 OBJECTIVE This activity is designed to improve students skills in correctly identifying letter(s) corresponding to sounds for short vowels, consonants, blends, and digraphs. Students will orally produce either the first, middle, or final target sound of a word. Across lessons, students learn short vowels, consonants, diagraphs, and blends. MATERIALS Picture word cards (4 sets) o Each set contains card packs (e.g., Pack A, B, C, and D) that focus on specific letters and sounds. CONTENT (Suggested Scope and Sequence) In general, the consonants and blends are ordered by how frequently they occur in words. Start with Set 1, Pack A, and move on to the next Pack (e.g., Set 1, Pack B). If all Packs in the Set (e.g., Set 1) are mastered, move on to the next Set (e.g., Set 2). If all cards in the 4 Sets are mastered, review each pack in order if needed or discontinue practice on this mini-lesson. Discontinue Rule: Continue to work on cards until students are able to consistently and quickly produce the correct letter(s) (e.g., say letter within 3 seconds, 3 times in a row on 2 consecutive days). Card Pack Set 1: a, e, i, o, u / b, f, r, s, w Pack A: Pack B: Initial vowels (a, e, i, o, u) Medial vowels Initial consonants (b, f, r, s, (a, e, i, o, u) w) Apple (short a) Egg (short e) Igloo (short i) Octopus (short o) Umbrella (short u) Bear (b) Fish (f) Raccoon (r) Seal (s) Wagon (w) Hat (short a) Bed (short e) Fish (short i) Top (short o) Cup (short u) Bat (short a) Net (short e) Pin (short i) Lock (short o) Duck (short u) Pack C: Initial consonants (b, f, r, s, w) Bee (b) Fox (f) Ring (r) Saw (s) Watch (w) Boy (b) Fork (f) Rabbit (r) Socks (s) Web (w) Pack D: Final consonants (b, f, r, s, w) Web (b) Leaf (f) Deer (r) Bus (s) Sub (b) Bib (b) Spear (r) Tiger (r) Shorts (s) Slipper (r) Adapted from Graham & Harris (1999) Copyright 2016, McMaster & Lembke 17

18 TR1 Card Pack Set 2: c, d, g, h, l / m, n, p, t, v Pack A: Pack B: Initial consonants Initial consonants (c, d, g, h, l / m, n, p, t, v) (c, d, g, h, l / m, n, p, t, v) Cat (c) Dog (d) Goat (g) Horse (h) Lion (l) Monkey (m) Nest (n) Pig (p) Turtle (t) Valentine (v) Cow (c) Desk (d) Girl (g) Hand (h) Lamp (l) Mouse (m) Nut (n) Pencil (p) Tooth (t) Van (v) Broom (m) Lid (d) Rug (g) Mail (l) Nail (l) Pack C: Final consonants (m, d, g, l, p, n, t, v) Lamp (p) Sun (n) Cap (p) Boat (t) Cave (v) Card Pack Set 3: j, k, qu, y, z / fl, pl, sh, st, th Pack A: Pack B: Initial consonants (j, k, qu, y, z) Initial consonants (j, k, qu, y, z) Blends and digraphs (fl, pl, sh, st, Blends and digraphs (fl, pl, sh, st, th) th) Jeep (j) Key (k) Queen (qu) Yo-Yo (y) Zebra (z) Flute (fl) Plum (pl) Shark (sh) Star (st) Thumb (th) Jug (j) King (k) Quail (qu) Yarn (y) Zipper (z) Flower (fl) Plum (pl) Shark (sh) Star (st) Thumb (th) Pack C: Final consonants (k, x) Blends and digraphs (st, sh) Milk (k) Beak (k) Box (x) Fox (x) Desk (k) Nest (st) Starfish (sh) Brush (sh) Toast (st) Chipmunk (k) Card Pack Set 4: br, ch, cl, fr, gr / pr, sk, sn, tr, wh Pack A: Pack B: Initial blends and digraphs Initial blends and digraphs (br, ch, cl, fr, gr / pr, sk, sn, tr, wh) (br, ch, cl, fr, gr / pr, sk, sn, tr, wh) Bread (br) Chair (ch) Clock (cl) Frog (fr) Grape (gr) Prince (pr) Skunk (sk) Snail (sn) Tree (tr) Wheel (wh) Brick (br) Cheese (ch) Clown (cl) Fruit (fr) Grasshopper (gr) Princess (pr) Skate (sk) Snake (sn) Train (tr) Whale (wh) Pack C: Initial blends and digraphs (bl, cr, dr, sp, gl) Block (bl) Crab (cr) Dragon (dr) Spider (sp) Glove (gl) Blanket (bl) Crayon (cr) Drum (dr) Spoon (sp) Glue (gl) Other sources for target words: Filled-in WIP-Transcription, Words Their Way, classroom curriculum Adapted from Graham & Harris (1999) Copyright 2016, McMaster & Lembke 18

19 TR1 PROCEDURE Step Example Dialogue 1. Show and point to the picture and say: This is an apple. What word? 2. Turn the card over and point to the word. 3. Say the location and sound of the target letter: a) For first sounds: a) The first sound in apple is /a/. What sound? What letter makes the /a/ sound? b) For middle sounds: c) For last sounds: 4. Continue until student can consistently and quickly say the correct letter. 5. Review the sounds and letters learned so far. b) The middle sound of cat is /a/. What sound? What letter makes the /a/ sound? c) The last sound of web is /b/. What sound? What letter makes the /b/ sound? ERROR CORRECTION Provide immediate corrective feedback for errors: If the student says the incorrect sound: That sound is /a/. Say it with me: /a/. What sound? If the student says the incorrect letter: That letter is A. Say it with me: A. What letter? OPTIONS FOR ADDITIONAL PRACTICE Provide additional picture cards or practice finding words that include target letters and sounds from lesson. Adapted from Graham & Harris (1999) Copyright 2016, McMaster & Lembke 19

20 TR1 FIDELITY CHECK In addition to the general fidelity check in the AIRS Writing Instruction document, make sure to check the following for this mini-lesson: Phonics Warm-up Did I: Continue with the same letter and sound until the student could say it within 3 seconds? Continue with the same cards until the student could produce the letter 3 times in a row on 2 consecutive days? Document the letters and sounds that were introduced and mastered? Notes: PRINTING WORD CARDS All the word cards are included at the end of this document. Print or copy the pages double-sided so that each card has the picture and letter on the front and the corresponding printed word on the back. Adapted from Graham & Harris (1999) Copyright 2016, McMaster & Lembke 20

21 Accuracy of Implementation Rating Scale (AIRS)-- Writing Instruction Implementer: Date: Start time: Observer/rater: End time: Implementing Writing Instruction. Observe the instruction implementation, complete the checklist to the extent that the components were included, and write detailed notes regarding other components observed. The objective(s)/learning target and a rationale for why the skill is being taught is provided. A motivational strategy or systematic reinforcement is sin place. A warm-up activity is implemented, and/or content from previous day is reviewed. Activity 1 (describe): Implemented for the specified time. Sufficient modeling is provided. Sufficient guided practice is provided. Sufficient reinforcement is provided for correct responses. Sufficient independent practice is provided. Activity 2 (describe): Implemented for the specified time. Sufficient modeling is provided. Sufficient guided practice is provided. Sufficient reinforcement is provided for correct responses. Sufficient independent practice is provided. Activity 3 (describe): Implemented for the specified time. Sufficient modeling is provided. Sufficient guided practice is provided. Sufficient reinforcement is provided for correct responses. Sufficient independent practice is provided. The content is reviewed through a lesson wrap up. An extension for the lesson content for that day is provided. Yes 1 No 0 N/A Observation notes: 21 Copyright 2016, McMaster & Lembke

22 Selecting an Appropriate CBM Task 1. Identify a student who is struggling in writing: 2. Identify this student s level of writing performance: For each, place a check mark in the box indicating the area(s) in which the student is struggling. Transcription Handwriting Spelling Mechanics Text Generation Words Sentence Passage 3. Based on the above information, identify the area that is most problematic for this student. Student is struggling with transcription struggling with text generation developing word-level skills Use Word Dictation developing sentence-level skills Use Picture-Word Use Picture-Word developing passage-level skills Use Story Prompt **Also consider: What is the goal for this student by the end of this school year? 4. Determine the CBM task and scoring method for monitoring this student s progress based on his/her present levels of writing performance. Possible scoring methods to use: WW, WSC, CLS or CWS, ILS or IWS. For students who are struggling with word-level writing skills, scoring CLS on Word Dictation may be the most sensitive measure. Consider that CWS is a more comprehensive measure of writing skill development than WW or WSC. It is also associated with higher alternate form reliability and criterion validity. 5. Using the measure identified in #3 above, administer three different prompts of the same task within one week and take the median score to establish baseline. Copyright 2016, McMaster & Lembke 22

23 MINI-LESSON QUICK SHEET Mini-Lesson Quick Sheet Included in the Writing Intervention Toolkit are a series of skill-based mini-lessons designed to offer brief instructional lessons that can be used for students displaying difficulties in a variety of areas in writing. Each mini-lesson lists the Common Core State Standards addressed through the instruction, as well as a general overview of the procedure for implementing the lesson. The following table offers a succinct overview of each mini-lesson. Mini-Lesson Title Skill Description TR1: Phonics Warm- Transcription Up This activity is designed to improve students skills in correctly identifying letter(s) corresponding to sounds for short vowels, consonants, blends, and digraphs. TR2: Alphabet Transcription This activity is designed to help students correctly and Practice efficiently write the letters of the alphabet. TR3: Word Building Transcription Students will improve basic spelling skills by practicing writing words from basic word stems provided in the activity. TR4: Word Study Transcription A continuation of TR3, in this activity, students improve spelling skills by studying and practicing writing words for mastery. This activity helps students improve handwriting skills on target letters learned in the alphabet practice activity. TR5: Alphabet Transcription Rockets TR6: Word Sort Transcription This activity is designed to offer practice in identifying and discriminating between pairs of word sounds or TG1.1: Sentence Construction TG1.2: Sentence Construction TG1.3: Sentence Construction TG2: Sentence Combining TG3: Repeated Writing Text Generation Text Generation Text Generation Text Generation Text Generation endings. This activity is designed to help students improve the quality of their writing through instruction on basic grammatical and syntactical elements of complete sentences, specifically capitalization and end punctuation. A continuation of TG1.1, this activity focuses on additional elements of complete sentences, specifically subjects and verbs. A continuation of TG1.1 and TG1.2, this activity focuses on additional elements of complete sentences, specifically overall sentence coherence. This activity is designed to help students improve the quantity and quality of their writing using grammatical strategies to combine simple and compound sentences. This activity is designed to motivate students to increase their handwriting automaticity (rate of production in handwriting) through repeated practice. TG4: Writing Goals Text Generation This activity is designed to motivate students to increase their handwriting automaticity (rate of production in handwriting) through the use of performance-based incentives. TG5: Writing Text Generation This activity is designed to improve students text generation skills at the passage level by writing a narrative or an informational story. Students will integrate all target letters and words they have learned so far. Intervention Toolkit Mini-Lesson Quick Sheet page 1 Copyright 2016, McMaster & Lembke 23