Response to Intervention
RTI: Tier 2 for Writing
Jim Wright
www.interventioncentral.org
www.interventioncentral.org
Response to Intervention
Workshop PPTs and handout available at:
http://www.interventioncentral.org/AWSA
www.interventioncentral.org
Response to Intervention
RTI at Tier 2
Focus of Inquiry: What are the ‘quality
indicators’ of a Tier 2 program?
indicators
www.interventioncentral.org
3
Response to Intervention
Evaluating a Student’s ‘NonResponder’ Status: An RTI
Responder
Checklist
(Available Online)
www.interventioncentral.org
Response to Intervention
RTI ‘Non-Responder’
Non Responder Checklist: Purpose
The document Evaluating a Student’s ‘Non
R
Responder’
d ’ Status:
St t An
A RTI Checklist
Ch kli t 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 pparticular student
are of adequate quality.
www.interventioncentral.org
5
Response to Intervention
www.interventioncentral.org
Response to Intervention
Evaluating a Student’s ‘Non-Responder’
St t An
Status:
A RTI Ch
Checklist
kli t
Interventions:
e e o s Evidence-Based
de ce ased & Implemented
p e e ed With
Integrity
•
•
•
•
•
Tier 1: High
High-Quality
Quality Core Instruction
Tier 1: Classroom Intervention
Tier 2 & 3 Interventions: Minimum Number & Length
Tier 2 & 3 Interventions: Essential Elements
Tier 11, 22, & 3 Interventions: Intervention Integrity
www.interventioncentral.org
7
Response to Intervention
www.interventioncentral.org
Response to Intervention
www.interventioncentral.org
Response to Intervention
www.interventioncentral.org
Response to Intervention
Core Instruction & Tier 1 Intervention
Focus of Inquiry: What are the indicators of
high quality core instruction for writing?
high-quality
www.interventioncentral.org
11
Response to Intervention
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
www.interventioncentral.org
12
Response to Intervention
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
ability,
bilit bbutt …surprisingly,
i i l thi
this effect
ff t was negative…Such
ti
S h fifindings
di
raise serious questions about some educators’ enthusiasm for
traditional grammar instruction as a focus of writing instruction for
adolescents….Overall, the findings on grammar instruction suggest
that, although
g teachingg ggrammar is important,
p
alternative pprocedures,
such 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.
www.interventioncentral.org
13
Response to Intervention
Evaluating 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.
www.interventioncentral.org
14
Response to Intervention
Elements of effective writing instruction for adolescents:
1.
2.
3.
4.
Writing Process (Effect Size = 0.82): Students are taught a process
for planning
planning, revising
revising, and editing
editing.
Summarizing (Effect Size = 0.82): Students are taught methods to
identify key points, main ideas from readings to write summaries of
source texts.
texts
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.
Goal-Setting (Effect Size = 0.70): Students set specific ‘product
ggoals’ for their writingg and then check their attainment of those selfgenerated 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
www.interventioncentral.org
15
Response to Intervention
Elements of effective writing instruction for adolescents:
5.
6.
7
7.
8.
Writing Processors (Effect Size = 0.55): Students have access to
computers/word processors in the writing process.
process
Sentence Combining (Effect Size = 0.50): Students take part in
instructional activities that require
q
the combination or embeddingg of
simpler sentences (e.g., Noun-Verb-Object) to generate more
advanced, complex sentences.
Prewriting (Effect Size = 00.32):
32): Students learn to select,
select develop,
develop or
organize ideas to incorporate into their writing by participating in
structured ‘pre-writing’ activities.
Inquiry Activities (Effect Size = 0.32): Students become actively
engaged researchers, collecting and analyzing information to guide the
ideas and content for writing assignments.
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
www.interventioncentral.org
16
Response to Intervention
Elements of effective writingg instruction for adolescents:
9.
Process Writing
g ((Effect Size = 0.32):
) Writingg instruction is taught
g in a
‘workshop’ format that “ stresses extended writing opportunities, writing
for authentic audiences, personalized instruction, and cycles of writing”
(Graham & Perin
Perin, 2007; pp. 4)
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
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
www.interventioncentral.org
17
Response to Intervention
Writing ‘Blockers’ (Online)
www.interventioncentral.org
Response to Intervention
Physical Production of Writing
___Y ___N
Writing Speed. Writes
words on the page at a
rate equal or nearly equal
to that of classmates
• Teach keyboarding skills
• Allow student to dictate ideas into
a tape-recorder and have a
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.
www.interventioncentral.org
Response to Intervention
Mechanics & Conventions of Writing
___Y ___N
Grammar & Syntax.
y
Knowledge of grammar
(rules governing use of
language) and syntax
(grammatical arrangement
of words in sentences) is
appropriate for age and/or
grade
d placement
l
t
• Teach rules of g
grammar,, syntax
y
• Have students compile
individualized checklists of their
own common grammar/syntax
mistakes; direct students to use the
checklist to review work for errors
before turning in.
___Y ___N
Spelling. Spelling skills
are appropriate
pp p
for age
g
and/or grade placement
• Have student collect list of own
common misspellings;
p
g assign
g words
from list to study; quiz student on
list items.
• Have student type assignments
and use spell-check.
www.interventioncentral.org
Response to Intervention
"The
The difference between the
right
g word and the almost right
g
word is the difference between
lightning and the lightning bug."
– Mark Twain
www.interventioncentral.org
Response to Intervention
Writing
g Content
___Y
Y ___N
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
review
i vocabulary.
b l
___Y ___N
Word Choice.
Distinguishes wordword
choices that are
appropriate for informal
(colloquial slang)
(colloquial,
discourse vs. formal
written discourse
• Present examples to the class of
formal vs.
vs informal word choices
• Have students check work for
appropriate word choice as part of
writing revision process.
process
www.interventioncentral.org
Response to Intervention
"Your
Your manuscript is both good
and original.
g
But the ppart that is
good is not original, and the part
that is original is not good."
– Samuel Johnson
www.interventioncentral.org
Response to Intervention
Writing
g Content ((Cont.))
___Y
Y ___N
N
Audience. Identifies
Audience
targeted audience for
writing assignments and
alters written content to
match needs of projected
audience
•Direct students to write a ‘targeted
targeted
audience profile’ as a formal (early)
step in the writing process; have
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
excerpts quoted verbatim
or unique ideas taken from
other written works
•Define plagiarism for students. Use
plentiful examples to show students
acceptable vs. unacceptable
incorporation of others’ words or
ideas into written compositions.
www.interventioncentral.org
Response to Intervention
"Nothing
Nothing is particularly hard if
yyou divide it into small jjobs."
– Henry Ford
www.interventioncentral.org
Response to Intervention
Writing
g Preparation
p
__Y __N
Topic Selection.
Independently selects
appropriate topics for
g assignments
g
writing
•Have
Have student generate list of general
topics that that interest him or her; sit
with the student to brainstorm ideas
for writing
g topics
p that relate to the
student’s own areas of interest.
__Y __N
Writing Plan. Creates
writing plan by breaking
larger writing assignments
i t sub-tasks
into
b t k (e.g.,
(
select
l t
topic, collect source
documents, take notes
from source documents,
documents
write outline, etc.)
•Create generic pre-formatted work
plans for writing assignments that
break specific types of larger
assignments
i
t (e.g.,
(
research
h paper))
into constituent parts. Have students
use these plan outlines as a starting
point to making up their own detailed
writing plans.
www.interventioncentral.org
Response to Intervention
Writing Preparation (Cont.)
__Y __N
Note-Taking. Researches
topics by writing notes that
capture key ideas from
source material
•Teach note-taking skills; have
students review note-cards
note cards with the
teacher as quality check.
www.interventioncentral.org
Response to Intervention
"When I sitit att my ttable
"Wh
bl tto write,
it I
never know what it’s
it s going to be
until I'm under way. I trust in
inspiration which sometimes
inspiration,
comes and sometimes doesn't. But
I don't sit back waiting for it. I work
every day.
day "
– Alberto Moravia
www.interventioncentral.org
Response to Intervention
Writing Production & Revision
__Y __N
Adequate ‘Seat Time’.
Allocates realistic amount
of time to the act of writing
to ensure a quality final
product
• Use teacher’s experience and
information from proficient student writers
to develop and share estimates of
minimum writing ‘seat time’ needed to
produce quality products for ‘typical’
writing assignments
• 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’ss dictated and
Student
written passages are
equivalent in complexity
qualityy
and q
• Allow student to dictate ideas into a
tape-recorder
p
and have a volunteer ((e.g.,
g,
classmate, parent, school personnel)
transcribe them
• Permit the student to use speech-to-text
software (e
(e.g.,
g Dragon Naturally Speaking)
to dictate first drafts of writing
assignments.
www.interventioncentral.org
Response to Intervention
Writing
g Production & Revision
__Y __N
Revision Process. Revises
i i i l written
initial
i
d
draft
f b
before
f
turning in for a grade or
evaluation
•Create a rubric containing the
elements
l
off writing
i i that
h students
d
should review during the revision
process; teach this rubric to the
class; link a portion of the grade on
writing assignments to students’ use
of the revision rubric.
__Y
Y __N
N
Timely S
Timel
Submission.
bmission Turns
T rns
in written assignments
(class work, homework) on
time
• Provide
Pro ide st
student
dent incenti
incentives
es for
turning work in on time.
• Work with parents to develop
home-based plans for work
completion and submission.
• Institute school-home
communication to let parents know
immediately when important
assignments are late or missing.
www.interventioncentral.org
Response to Intervention
Writing ‘Blockers’
www.interventioncentral.org
Response to Intervention
Writing Interventions
Focus of Inquiry: How can our school find
intervention programs or ideas to address
writing
iti ddelays?
l ?
www.interventioncentral.org
32
Response to Intervention
Cognitive Strategy Instruction
http://www.unl.edu/csi/
ttp //
u edu/cs /
This website contains a series
of cognitive strategies for
writing (and other academic
areas) that students can be
taught to use on their own.
www.interventioncentral.org
Response to Intervention
F R di
FreeReading
http://www.freereading.net
This ‘open source’
website includes free
lesson plans that
target writing
instruction and
intervention.
intervention
www.interventioncentral.org
Response to Intervention
What Works
Clearinghouse
http://ies.ed.gov/ncee/wwc/
This website reviews core
instruction and intervention
programs in reading/writing, as
well as other academic areas.
The site reviews existing
studies and draws conclusions
about whether specific
p
intervention programs show
evidence of effectiveness.
www.interventioncentral.org
Response to Intervention
Best Evidence
Encyclopedia
http://www.bestevidence.org/
This site provides reviews of
evidence based reading and
evidence-based
math programs.
The website is sponsored by
the Johns Hopkins University
School of Education's Center for
Data-Driven Reform in
Education (CDDRE) .
www.interventioncentral.org
Response to Intervention
National Center on RTI
Instructional Intervention
Tools Chart
http://www.rti4success.org/
instructionTools
Sponsored by the National
Center on RTI, this page
provides ratings to intervention
programs in reading, math, and
writing.
Users can streamline their
search by subject and grade
level.
www.interventioncentral.org
Response to Intervention
Writing School-Wide Screenings
Focus of Inquiry: What school-wide
school wide screenings
are available for writing and how is that
i f
information
ti usedd iin RTI?
www.interventioncentral.org
38
Response to Intervention
RTI: Status of School
School-Wide
Wide Skills for Writing
There are few RTI writing tools available for screening
or progress-monitoring.
progress monitoring
For instance,
instance the National Center on RTI lists only
reading and math screening and progress-monitoring
tools on its ‘tools-ratings’
g ppages.
g
www.interventioncentral.org
39
Response to Intervention
CBM Writing: Group-Administered Probe
One RTI-compliant progress-monitoring tool that can be used
to track the mechanics and conventions of writing is
C i l B d Measurement
Curriculum-Based
M
t (CBM) W
Writing.
iti
CBM W
Writing
iti
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
write.
• The student is then given 3 minutes to produce a writing
sample.
• The CBM Writing probe is then scored for total words written,
correctly spelled words, or ‘correct writing sequences’.
www.interventioncentral.org
40
Response to Intervention
Sample CBM Writing
Probe
www.interventioncentral.org
Response to Intervention
CBM Writing Probe
Generator
www.interventioncentral.org
www.interventioncentral.org