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2/16/17 Lembke, 2016 1 Data-Based Instruction for Beginning Writers: Tools, Learning, and Collaborative Support Erica Lembke, Kim Moore, Alex Smith, Erica Mason, Sara Eldred, Carol Garman University of Missouri [email protected] dbitlc.missouri.edu/ • DBI Team – University of Missouri: • Carol Garman, Kim Moore, Abby Carlisle, Apryl Poch, Alex Smith, Erica M ason – University of Minnesota: • Kristen McMaster, Dana Brandes, Pyung-Gang Jung, Mike Herriges, Jaehyun Shin, Kyle Wagner • DBI-TLC is a $1.5 million Professional Development Grant funded by the InsHtute for EducaHon Sciences, US Department of EducaHon Acknowledgements What is DBI-TLC? • DBI = Data-Based Instruc0on • TLC = Tools, Learning, and Collabora0ve Support • Development ac0vi0es/partnerships with 2 school districts • To support teachers’ use of Data-Based decision making (DBI) • To improve outcomes for students, focusing on early wri0ng development Why Implement DBI? • Some students do not respond to research- based intervenHons. • These students require more intensive, individualized instrucHon. • DBI provides a framework to individualize instrucHon. • When teachers use DBI correctly, student achievement can improve. Why WriHng? • Proficient wriHng is essenHal to learning in school and to later vocaHonal success. • Learning to write is criHcal to – Overall literacy development – Students’ ability to communicate what they know – IntegraHng knowledge and thinking criHcally InstrucHonal Strategies supported by Research • Picture Word Prompt Sentence InstrucHon & 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 WriHng Program – White et al, 2014 • Self-Monitoring – Carr & Punzo, 1993; Mooney et al., 2005 *Hier & McCurdy, 2016 (NASP PresentaHon)

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Page 1: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 1

Data-BasedInstructionforBeginningWriters:Tools,Learning,andCollaborativeSupport

EricaLembke,KimMoore,AlexSmith,EricaMason,SaraEldred,CarolGarman

[email protected]

dbitlc.missouri.edu/

• DBITeam– UniversityofMissouri:

• CarolGarman,KimMoore,AbbyCarlisle,AprylPoch,AlexSmith,Erica Mason

– UniversityofMinnesota:• Kristen McMaster, DanaBrandes,Pyung-GangJung,MikeHerriges, JaehyunShin,KyleWagner

• DBI-TLCisa$1.5millionProfessionalDevelopmentGrantfundedby theInsHtuteforEducaHonSciences,USDepartmentofEducaHon

Acknowledgements

WhatisDBI-TLC?

• DBI=Data-BasedInstruc0on• TLC=Tools,Learning,andCollabora0veSupport

• Developmentac0vi0es/partnershipswith2schooldistricts

• Tosupportteachers’useofData-Baseddecisionmaking(DBI)

• Toimproveoutcomesforstudents,focusingonearlywri0ngdevelopment

WhyImplementDBI?

• Somestudentsdonotrespondtoresearch-basedintervenHons.

• Thesestudentsrequiremoreintensive,individualizedinstrucHon.

• DBIprovidesaframeworktoindividualizeinstrucHon.

• WhenteachersuseDBIcorrectly,studentachievementcanimprove.

WhyWriHng?

• ProficientwriHngisessenHaltolearninginschoolandtolatervocaHonalsuccess.

• LearningtowriteiscriHcalto– Overallliteracydevelopment– Students’abilitytocommunicatewhattheyknow– IntegraHngknowledgeandthinkingcriHcally

InstrucHonalStrategiessupportedbyResearch

• PictureWordPromptSentenceInstrucHon&FrequencyBuilding– Datchuk,Kubina,&Mason,2015

• Self-RegulatedStrategyDevelopment– Adkins&Gavin,2012;Ennisetal.,2013,2015;Laneetal.,2008;Masonetal.,2008,2013

• ExpressiveWriHngProgram– Whiteetal,2014

• Self-Monitoring– Carr&Punzo,1993;Mooneyetal.,2005*Hier&McCurdy,2016(NASPPresentaHon)

Page 2: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 2

Andthat’swhereDBIcomesin!

• Inthisproject,weprovide– Toolsforassessingyoungwriters’performanceandprogress

– ToolsforprovidingearlywriHngintervenHon– AprocessforsystemaHcdecision-makingtoindividualizeinstrucHonforstrugglingwriters

WhatComponentsofWriHngareAddressedwithDBI?

• Textgenera*on– Turningideasintotext(words,

sentences,passages)– IncludesideageneraHon,word

choice,content,textstructure,genre

TextGenera0on

Transcrip0on

ConstrainedbyAJenKonandMemory

SelfRegula0on

SimpleViewofWriHng

• Transcrip*on– TranslaHngsounds,words,

sentences,andpassagesintoprint– IncludeshandwriHngortyping,

spelling,andmechanics

• Self-regula*on– WhatwritersdotomeettheirwriHng

goals– Includesgoalsehng,planning,

organizing,self-monitoring,self-evaluaHng,revising,andself-rewarding

EightStepsofDBI ObjecHves

• Inthissession,youwilllearnto:– Selectresearch-basedwriHngintervenHonsbasedonastudent’sindividualneeds

– DevelopabasicWriHngInstrucHonalPlan(WIP)– IncorporateaddiHonalskill-basedmini-lessonsintoyourinstrucHonasneeded

Step3:ImplementHigh-QualityInstruc0on

a.  Identify research-based instructional methods (see Writing Intervention Toolkit)

b.  Determine amount ofwriting instruction

c.  Develop a Writing Instructional Plan

d.  Implement the intervention withfidelity

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

• IdenHfyresearch-basedinstrucHonalmethodstoimplementbasedonstudentstrengthsandneeds.– DeterminethefocusandcontentofinstrucHon– SeeSelecKngResearch-BasedWriKngIntervenKonsintheWriHngIntervenHonToolkit.

Page 3: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 3

PurposeoftheDiagnosKcChecklist

• TohelpteachersselectwriHngintervenHonsthat:– Arebasedonsoundresearch,– AddressspecificwriHngdifficulHes,and– AlignwithcriHcallanguageandwriHngstandards

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

WriHngComponents

• ThediagnosKcchecklistisorganizedaroundthesethreecomponents.– TranscripHon– TextGeneraHon– SelfRegulaHon

TextGenera0on

Transcrip0on

ConstrainedbyAJenKonandMemory

SelfRegula0on

SimpleViewofWriHng

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

RevisiHngMolly’sCase

Mollyisathird-gradestudentwhoreceivesspecialeducaHonservicesfocusedonwrikenlanguage,includingreadingandwrikenexpression.ShewasidenHfiedforspecialeducaHonattheendofhersecond-gradeyear.HerIEPteamdeterminedshewouldreceivedailysmall-groupinstrucHoninreadingandwriHngbythespecialeducaHonteacher,Mrs.Lewis.

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

QuesHonstoConsider

• Thinkabout:– ThewriHngprocess(whathappensduringwriHng)– ThewriHngproduct(theresultofwriHng)

• UsethediagnosHcchecklistto– IdenHfystudentstrengthsandweaknesses– SelectanintervenHonthatmatchesthestudent’sneed

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

SampleFromTable OneofMolly’sCBMBaselinePrompts

ˆ ˆˆ ˆˆ ˆ ˆ

ˆ

ˆ ˆˆ

ˆˆ ˆ

ˆ

Page 4: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 4

HandwriHng:DoesMolly…

?aaa

aaa

So, Molly appears to have relative strengths in handwriting.

Spelling:DoesMolly…

X

?

a?

?

X

aa

So, Molly appears to have a mix of strengths and weaknesses in spelling, but I need to know more…

WemightwanttogathersomemoreinformaHon…

• CollectaddiHonalsamples• UseDiagnosHcTools– SamplesareinGooglefolder– YoumayhaveotherdiagnosHctoolsyouliketouse

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

DiagnosHcExample:WordsTheirWaySpellingInventory

TextGeneraHon:DoesMolly…

Xa

?

(kind of)

X

?

So, Molly appears to have a mix of strengths and weaknesses in text generation, but I need to know more…

WemightwanttogathersomemoreinformaHon…

• CollectaddiHonalsamples• UseDiagnosHcTools

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

Page 5: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 5

DiagnosHcExample:BeginningWritersConHnuum(from6+1Traits)

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

HowdoesMrs.Lewisdecidewhattodo?

• ArerconsideringMolly’sstrengthsandweaknesses,shedecidestofocusherinstrucHonon– Spellingwordswithlongvowelsandconsonantblends

– SentenceconstrucHon(usingcapsandpunctuaHon)

– Sentencecombining(tomakemorecomplexsentences)

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

MatchinganIntervenHontoStudent’sNeeds

Step3a:IdenHfyResearch-BasedInstrucHonalMethods

Summary:Step3a

• TheSelecKngResearch-BasedIntervenKonstoolisdesignedtohelpteachersselectwriHngintervenHonsthat:– Arebasedonsoundresearch,– AddressspecificwriHngdifficulHes,and– AlignwithcriHcallanguageandwriHngstandards

• ThisshouldhelpyouselectintervenHonsthathaveevidenceofefficacywithbeginningwriters.

Applyit!

• UseyourSelecHngResearch-BasedIntervenHonstooltoconsideryourstudent’sstrengthsandneedsintheareasof:– TranscripHon– TextGeneraHon– SelfRegulaHon

• UsethecheckliststoconsiderbothProcessandProduct

• WillyouneedtoadministeraddiHonaldiagnosHcmeasures?

Step3b:DetermineAmountofWriHngInstrucHon

• Determinetheamount(duraHonandfrequency)ofwriHnginstrucHon.– Forexample,youmaydecidetoimplementtheintervenHon3Kmesperweekfor30min.

–Whenpossible,useguidelinesfromresearchtodeterminetheamount.

Page 6: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 6

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

• DevelopWIPbasedonyourselectedinstrucHonalapproaches.BasicWIPtemplates– Skill-BasedMini-lessons

WriHngInstrucHonalPlans(WIPs)

• WriHngInstrucHonPlansaretemplatesthatcanassistyouwithdevelopingaplanfordeliveringandmodifyingwriHnginstrucHonbasedonyourstudent’sneeds.

• ProvideflexibleopHonsfordesigningwriHnginstrucHon

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

WriHngInstrucHonalPlans(WIPs)

• WIPsaredesignedto:– ProvideflexibleopHonsfordesigningwriHnginstrucHon

– Beadjustedforindividualstrengthsandneeds(e.g.,transcripHon,textgeneraHon,etc.)

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

OpHon1:BasicWIPTemplate

ModelingGuidedprac*cewithcorrec*vefeedbackIndependentprac*ce

BasicWIPTemplate Skill-BasedMini-Lessons

• Skill-basedminilessonswerecreatedtoprovideteacherswithefficientandeasytoimplementwriHnglessonsdrawnfromresearch-basedintervenHons.

• Theminilessonscanbe:– DeliveredontheirownforstudentswithspecificwriHngdeficits

– Insertedintoastudent’sWriHngInstrucHonalPlan(WIP)

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

Page 7: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 7

Skill-BasedMini-Lessons

• Mini-lessonshavebeendevelopedfor:– TranscripHon– TextGeneraHon

• Forlessonsfocusingonself-regulaHon,usePowerfulWriKngStrategies(Harrisetal.,2008)

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

Mini-LessonQuickSheet• TranscripHon

– TR1:PhonicsWarm-Up– TR2:AlphabetPracHce– TR3:WordBuilding– TR4:WordyStudy– TR5:AlphabetRockets– TR6:WordSort

• TextGeneraHon– TG1.1-1.3:Sentence

ConstrucHon– TG2:SentenceCombining– TG3:WriHngGoals– TG4:RepeatedWriHng

• TranscripHon+TextGeneraHon– TRTG1:WriHngPrompt

SampleTranscripHonMini-Lesson SampleTextGeneraHonMini-Lesson

SampleTextGeneraHonMini-Lesson(conHnued) Self-RegulaHonLessons

• Goalsehng• Self-instrucHons• Self-monitoring• Self-reinforcement• TeacherevaluaHon

Page 8: What is DBI-TLC? Why Implement DBI? Collab 2017/DBI inte… · – Adkins & Gavin, 2012; Ennis et al., 2013, 2015; Lane et al., 2008; Mason et al., 2008, 2013 • Expressive Wring

2/16/17

Lembke,2016 8

IllustraHon:TranscripHonLesson

• Examplelesson--starringDanaandIsaac!– AlphabetPracHce–WordBuilding–WordStudy

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

Yourthoughts…

• WhatdoyouthinkoftheinstrucHon?• Whatevidencedidyouseeofmodeling,guidedpracHcewithcorrecHvefeedback?

• When/howmightindependentpracHceeventuallycomein?

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

PauseandPonder

• HowcouldyouuseaWIPwithyourstudent?–Whenwouldablanktemplatebeuseful?–Whenwouldafilled-intemplatebeuseful?–WhatelsemightyouneedtomakeaWIPtemplateworkforyou?

Step3c:DevelopaWriHngInstrucHonalPlan(WIP)

Step3d:ImplementwithFidelity

• ImplementthecorecomponentsoftheintervenHonwithfidelity(asprescribedbythedevelopers),basedonguidelinesfromresearch.

• WhyisitimportanttoimplementtheintervenHonwithfidelity?

üforUnderstandingDBIStep3–ImplementHigh

QualityInstrucHona.  Identify research-based instructional methods

(see Writing Intervention Toolkit)b.  Determine amount of writing instructionc.  Develop a Writing Instructional Pland.  Implement the intervention with fidelity

To discuss—Which area is most difficult? Least difficult?

Nextsteps…

• Visithkp://dbitlc.missouri.edu/formoreinformaHon

• UsethediagnosHcchecklistforoneormoreofyourstudents

• MatchtointervenHon• ArermatchingtointervenHon,ifyou’dlikemoreinformaHononminilessons,contactErica([email protected])


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