rti: tier 2 for writing - · pdf filelanguage) and syntax g,y ... writing revision process ...

Response to Intervention

RTI: Tier 2 for Writing

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Workshop PPTs and handout available at:

http://www.interventioncentral.org/AWSA



RTI at Tier 2Focus of Inquiry: What are the ‘quality indicators’ of a Tier 2 program?indicators of a Tier 2 program?

www.interventioncentral.org 3


Evaluating a Student’s ‘Non-Responder’ Status: An RTI Responder Status: An RTI

Checklist (Available Online)(Available Online)



RTI ‘Non-Responder’ Checklist: PurposeRTI Non Responder Checklist: PurposeThe document Evaluating a Student’s ‘Non R d ’ St t A RTI Ch kli t Responder’ Status: An RTI Checklist was created to help schools to:

• audit the quality of their current RTI efforts in any academic area.

• create concrete guidelines for judging whether RTI intervention efforts for a particular student pare of adequate quality.


Response to InterventionEvaluating a Student’s ‘Non-Responder’

St t A RTI Ch kli tStatus: An RTI ChecklistInterventions: Evidence-Based & Implemented With e e o s de ce ased & p e e ed

Integrity• Tier 1: High-Quality Core InstructionTier 1: High Quality Core Instruction• Tier 1: Classroom Intervention• Tier 2 & 3 Interventions: Minimum Number & LengthTier 2 & 3 Interventions: Minimum Number & Length• Tier 2 & 3 Interventions: Essential Elements• Tier 1 2 & 3 Interventions: Intervention Integrity• Tier 1, 2, & 3 Interventions: Intervention Integrity



Core Instruction & Tier 1 Intervention

Focus of Inquiry: What are the indicators of high quality core instruction for writing?high-quality core instruction for writing?



Graham, S., & Perin, D. (2007). Writing next: Effective strategies Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/http://www.all4ed.org/files/WritingNext.pdf



The Effect of Grammar Instruction as an Independent Activity“Grammar instruction in the studies reviewed [for the Writing Next report] involved the explicit and systematic teaching of the parts of speech and structure of sentences. The meta-analysis found an effect for this type of instruction for students across the full range of

bilit b t i i l thi ff t ti S h fi di ability, but …surprisingly, this effect was negative…Such findings raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for traditional grammar instruction as a focus of writing instruction for adolescents….Overall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, g g g p psuch as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing.” p. 21


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education.


Evaluating the Impact of Effect Size CoefficientsEvaluating the Impact of Effect Size Coefficients

• 0.20 Effect Size = Small• 0.50 Effect Size = Medium• 0.80 Effect Size = Large


Source: Cohen,J. (1988). Statistical power analysis for the behavioral sciences (2nded.). Hillsdale,NJ:Erlbaum.


Elements of effective writing instruction for adolescents:

1. Writing Process (Effect Size = 0.82): Students are taught a process for planning revising and editingfor planning, revising, and editing.

2. Summarizing (Effect Size = 0.82): Students are taught methods to identify key points, main ideas from readings to write summaries of source textssource texts.

3. Cooperative Learning Activities (‘Collaborative Writing’) (Effect Size = 0.75): Students are placed in pairs or groups with learning activities that focus on collaborative use of the writing process.

4. Goal-Setting (Effect Size = 0.70): Students set specific ‘product goals’ for their writing and then check their attainment of those self-g ggenerated goals.


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Elements of effective writing instruction for adolescents:

5. Writing Processors (Effect Size = 0.55): Students have access to computers/word processors in the writing processcomputers/word processors in the writing process.

6. Sentence Combining (Effect Size = 0.50): Students take part in instructional activities that require the combination or embedding of q gsimpler sentences (e.g., Noun-Verb-Object) to generate more advanced, complex sentences.

7 Prewriting (Effect Size = 0 32): Students learn to select develop or 7. Prewriting (Effect Size = 0.32): Students learn to select, develop, or organize ideas to incorporate into their writing by participating in structured ‘pre-writing’ activities.

8. Inquiry Activities (Effect Size = 0.32): Students become actively engaged researchers, collecting and analyzing information to guide the ideas and content for writing assignments


ideas and content for writing assignments. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Elements of effective writing instruction for adolescents:g

9. Process Writing (Effect Size = 0.32): Writing instruction is taught in a g ( ) g g‘workshop’ format that “ stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing” (Graham & Perin 2007; p 4) (Graham & Perin, 2007; p. 4).

10. Use of Writing Models (Effect Size = 0.25): Students read and discuss models of good writing and use them as exemplars for their own writing.

11. Writing to Learn Content (Effect Size = 0.23): The instructor incorporates writing activities as a means to have students learn incorporates writing activities as a means to have students learn content material.


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Writing ‘Blockers’ (Online)



Physical Production of Writing

___Y ___N Writing Speed. Writes words on the page at a rate equal or nearly equal

• Teach keyboarding skills• Allow student to dictate ideas into a tape-recorder and have a

to that of classmates volunteer (e.g., classmate, parent, school personnel) transcribe them.

___Y ___N Handwriting. Handwriting is legible to most readers

• Provide training in handwriting• Teach keyboarding skills.is legible to most readers Teach keyboarding skills.



Mechanics & Conventions of WritingMechanics & Conventions of Writing

Y N Grammar & Syntax. • Teach rules of grammar, syntax___ ___ yKnowledge of grammar (rules governing use of language) and syntax

g , y• Have students compile individualized checklists of their own common grammar/syntax

(grammatical arrangement of words in sentences) is appropriate for age and/or

d l t

mistakes; direct students to use the checklist to review work for errors before turning in.

grade placement

___Y ___N Spelling. Spelling skills are appropriate for age

• Have student collect list of own common misspellings; assign words pp p g

and/or grade placementp g g

from list to study; quiz student on list items.• Have student type assignments


and use spell-check.


"The difference between the The difference between the right word and the almost right g gword is the difference between lightning and the lightning bug."– Mark TwainMark Twain



Writing Contentg

Y N Vocabulary. Vocabulary in • Compile list of key vocabulary and ___Y ___N Vocabulary. Vocabulary in written work is age/grade appropriate

Compile list of key vocabulary and related definitions for subject area; assign words from list to study; quiz student on definitions of list items• Introduce new vocabulary items regularly to class; set up cooperative learning activities for students to

i b lreview vocabulary.

___Y ___N Word Choice. Distinguishes word

• Present examples to the class of formal vs informal word choicesDistinguishes word-

choices that are appropriate for informal (colloquial slang)

formal vs. informal word choices• Have students check work for appropriate word choice as part of writing revision process


(colloquial, slang) discourse vs. formal written discourse

writing revision process.


"Your manuscript is both good Your manuscript is both good and original. But the part that is g pgood is not original, and the part that is original is not good."– Samuel JohnsonSamuel Johnson



Writing Content (Cont.)g ( )

Y N Audience Identifies •Direct students to write a ‘targeted ___Y ___N Audience. Identifies targeted audience for writing assignments and alters written content to

•Direct students to write a targeted audience profile’ as a formal (early) step in the writing process; have students evaluate the final writing alters written content to

match needs of projected audience

students evaluate the final writing product to needs of targeted audience during the revision process.

___Y ___N Plagiarism. Identifies when to credit authors for use of

•Define plagiarism for students. Use plentiful examples to show students to credit authors for use of

excerpts quoted verbatim or unique ideas taken from other written works

plentiful examples to show students acceptable vs. unacceptable incorporation of others’ words or ideas into written compositions.



"Nothing is particularly hard if Nothing is particularly hard if you divide it into small jobs."y j– Henry Ford



Writing Preparationg p

Y N Topic Selection. •Have student generate list of general __ __ Topic Selection. Independently selects appropriate topics for writing assignments

Have student generate list of general topics that that interest him or her; sit with the student to brainstorm ideas for writing topics that relate to the g g g pstudent’s own areas of interest.

__Y __N Writing Plan. Creates writing plan by breaking larger writing assignments i t b t k ( l t

•Create generic pre-formatted work plans for writing assignments that break specific types of larger

i t ( h ) into sub-tasks (e.g., select topic, collect source documents, take notes from source documents

assignments (e.g., research paper) into constituent parts. Have students use these plan outlines as a starting point to making up their own detailed


from source documents, write outline, etc.)

point to making up their own detailed writing plans.


Writing Preparation (Cont.)

__Y __N Note-Taking. Researches topics by writing notes that

•Teach note-taking skills; have students review note cards with the topics by writing notes that

capture key ideas from source material

students review note-cards with the teacher as quality check.



"Wh I it t t bl t it I "When I sit at my table to write, I never know what it’s going to be never know what it s going to be until I'm under way. I trust in inspiration which sometimes inspiration, which sometimes comes and sometimes doesn't. But I don't sit back waiting for it. I work every day "every day.– Alberto Moravia



Writing Production & Revision__Y __N Adequate ‘Seat Time’.

Allocates realistic amount of time to the act of writing

• Use teacher’s experience and information from proficient student writers to develop and share estimates of of time to the act of writing

to ensure a quality final product

minimum writing ‘seat time’ needed to produce quality products for ‘typical’ writing assignments• Have students keep a writing diary to • Have students keep a writing diary to record amount of time spent in act of writing for each assignment. (Additional idea: Consider asking parents to monitor and record their child’s writing time.)

__Y __N Oral vs. Written Work. Student’s dictated and

• Allow student to dictate ideas into a tape-recorder and have a volunteer (e.g., Student s dictated and

written passages are equivalent in complexity and quality

p ( g ,classmate, parent, school personnel) transcribe them• Permit the student to use speech-to-text software (e g Dragon Naturally Speaking)


q y software (e.g., Dragon Naturally Speaking) to dictate first drafts of writing assignments.


Writing Production & Revisiong

__Y __N Revision Process. Revises i i i l i d f b f

•Create a rubric containing the l f i i h d initial written draft before

turning in for a grade or evaluation

elements of writing that students should review during the revision process; teach this rubric to the class; link a portion of the grade on class; link a portion of the grade on writing assignments to students’ use of the revision rubric.

Y N Timel S bmission T rns Pro ide st dent incenti es for __Y __N Timely Submission. Turns in written assignments (class work, homework) on time

• Provide student incentives for turning work in on time.• Work with parents to develop home-based plans for work time home-based plans for work completion and submission.• Institute school-home communication to let parents know


communication to let parents know immediately when important assignments are late or missing.


Writing ‘Blockers’



Writing InterventionsFocus of Inquiry: How can our school find Focus of Inquiry: How can our school find intervention programs or ideas to address

iti d l ?writing delays?



Cognitive Strategy Instructionhttp://www.unl.edu/csi/ttp // u edu/cs /

This website contains a series of cognitive strategies for of cognitive strategies for writing (and other academic areas) that students can be taught to use on their own.



F R diFreeReadinghttp://www.freereading.net

This ‘open source’ website includes free lesson plans that lesson plans that target writing instruction and interventionintervention.



What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core instruction and intervention instruction and intervention programs in reading/writing, as well as other academic areas.

The site reviews existing studies and draws conclusions about whether specific pintervention programs show evidence of effectiveness.



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on RTI Instructional Intervention Tools Charthttp://www.rti4success.org/instructionTools

Sponsored by the National Center on RTI, this page provides ratings to intervention provides ratings to intervention programs in reading, math, and writing.

Users can streamline their search by subject and grade level.



Writing School-Wide ScreeningsFocus of Inquiry: What school wide screenings Focus of Inquiry: What school-wide screenings are available for writing and how is that i f ti d i RTI?information used in RTI?



RTI: Status of School-Wide Skills for WritingRTI: Status of School Wide Skills for WritingThere are few RTI writing tools available for screening or progress monitoring or progress-monitoring.

For instance the National Center on RTI lists only For instance, the National Center on RTI lists only reading and math screening and progress-monitoring tools on its ‘tools-ratings’ pages.g p g



CBM Writing: Group-Administered ProbeOne RTI-compliant progress-monitoring tool that can be used to track the mechanics and conventions of writing is C i l B d M t (CBM) W iti CBM W iti Curriculum-Based Measurement (CBM) Writing. CBM Writing can be administered to groups of students.

• The student is given a story starter (story stem) and asked to think for one minute about a story he or she would like to think for one minute about a story he or she would like to write.

• The student is then given 3 minutes to produce a writing The student is then given 3 minutes to produce a writing sample.

• The CBM Writing probe is then scored for total words written,


The CBM Writing probe is then scored for total words written, correctly spelled words, or ‘correct writing sequences’.

40


Sample CBM Writing ProbeProbe



CBM Writing Probe GeneratorGenerator



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