Generalization of RtI Generalization of RtI Procedures to Written Procedures to Written

LanguageLanguage

Merilee McCurdy, Ph.D.Merilee McCurdy, Ph.D.University of Nebraska - LincolnUniversity of Nebraska - Lincoln

Description From Program Description From Program

As schools begin to implement RtI As schools begin to implement RtI procedures, it is important to realize that procedures, it is important to realize that RtI procedures can be used with all RtI procedures can be used with all academic areas, including writing and academic areas, including writing and mathematics. This presentation will review mathematics. This presentation will review writing assessment issues such as norming writing assessment issues such as norming writing skills, universal screening writing skills, universal screening procedures, and progress monitoring procedures, and progress monitoring techniques. In addition, writing techniques. In addition, writing interventions that can be used within RtI interventions that can be used within RtI frameworks will be identified for each frameworks will be identified for each writing skills area. writing skills area.

Research in ReadingResearch in Reading

To date, much of the literature and research in RtI has been done To date, much of the literature and research in RtI has been done in the area of reading.in the area of reading.

Why?Why? Research has shown that those children who become adults with Research has shown that those children who become adults with

low levels of literacy are at a disadvantage in a society that has low levels of literacy are at a disadvantage in a society that has high demands for effective literacy skills in the work place.high demands for effective literacy skills in the work place.

Torgeson, J.K. (2000)Torgeson, J.K. (2000)

There has not been a significant change in the reading There has not been a significant change in the reading performance of students from 1992 to 2005 (National Center for performance of students from 1992 to 2005 (National Center for Educational Statistics, 2003).Educational Statistics, 2003).

A 1997 study documented that at least 20% of the population in A 1997 study documented that at least 20% of the population in the United States had reading difficulties (Lyon & Moats, 1997).the United States had reading difficulties (Lyon & Moats, 1997).

RtI and ReadingRtI and Reading

Research has focused efforts on Research has focused efforts on understanding reading deficits and identifying understanding reading deficits and identifying effective reading programs or interventions. effective reading programs or interventions.

This concentration of RtI procedures in the This concentration of RtI procedures in the area of reading has been appropriate as the area of reading has been appropriate as the field seeks to understand and develop initial field seeks to understand and develop initial RtI procedures. RtI procedures.

Unfortunately, this intense focus has not been Unfortunately, this intense focus has not been similar in other academic areas, especially for similar in other academic areas, especially for written language. written language.

The Significance of WritingThe Significance of Writing

Writing has become the neglected element of Writing has become the neglected element of school reform school reform (National Commission on Writing, 2004)(National Commission on Writing, 2004)

The Commission asserts that students must The Commission asserts that students must “struggle with details, wrestle with facts, and “struggle with details, wrestle with facts, and reword raw information and dimly understood reword raw information and dimly understood concepts into language they can communicate concepts into language they can communicate to someone else.”to someone else.”

In short, students must write if they are to learn.In short, students must write if they are to learn.The National Commission on Writing. (2003). The The National Commission on Writing. (2003). The

neglected “R”: The need for a writing neglected “R”: The need for a writing revolution. revolution.

The Significance of WritingThe Significance of Writing The National Commission on Writing for America’s The National Commission on Writing for America’s

Families, Schools, and Colleges (2004) described Families, Schools, and Colleges (2004) described writing as a threshold skill for employment and writing as a threshold skill for employment and promotion and indicated that people who cannot promotion and indicated that people who cannot write well are less likely to be hired, retained, write well are less likely to be hired, retained, and/or promoted. and/or promoted.

National Commission on Writing for America’s Families, Schools, National Commission on Writing for America’s Families, Schools, and Colleges. (2004). and Colleges. (2004). Writing: A ticket to work…or a ticket out. Writing: A ticket to work…or a ticket out.

NY: The College BoardNY: The College Board

Writing skills are often needed for demonstrating Writing skills are often needed for demonstrating learning (e.g., responding to exam items) and learning (e.g., responding to exam items) and communicating across a variety of employment communicating across a variety of employment settings.settings.

The Significance of Writing:The Significance of Writing:Percentage of students, by writing achievement level, grades 4, 8, and

12: 1998 and 2002

     Below Below BasicBasic

At At BasicBasic

At At ProficientProficient

At At AdvancedAdvanced

At or At or above above BasicBasic

At or above At or above ProficientProficient

  Grade 4Grade 4                     

   19981998   16 16   61 61 22 22 1 1   84 84   23 23

   20022002 1414 5858 2626 22 8686 2828

  Grade 8Grade 8                     

   19981998 1616   58 58 25 25   1 1 8484   27 27

   20022002 1515 5454 2929 22 8585 3131

  Grade 12Grade 12                     

   19981998   22 22   57 57 2121   1 1   78 78 2222

   20022002 2626 5151 2222 22 7474 2424

Nebraska Statewide Writing Assessment

All Students2005 - 2006

 

                                                              

                                                              

Grade Levels

4 8 11

Nebraska Statewide Writing Assessment

Students in Special Education2005 - 2006

 

                                                              

                                                              

Grade Levels

4 8 11

RtI and WritingRtI and Writing

Schools appear to be having difficulty preparing Schools appear to be having difficulty preparing students to meet society’s demands in the area students to meet society’s demands in the area of writing.of writing.

The RtI process can assist with:The RtI process can assist with: Identifying students who are at-risk in the area of writingIdentifying students who are at-risk in the area of writing Providing or developing intensive interventions in the Providing or developing intensive interventions in the

area of writingarea of writing Monitoring weekly progress of student progressMonitoring weekly progress of student progress Using data to make decisions regarding students’ Using data to make decisions regarding students’

needs following a predetermined length of needs following a predetermined length of timetime

RtI and Writing RtI and Writing

In many ways, RtI procedures developed for the area of reading can be easily generalized to writing

However, due to the lack of research on written language, many questions remain.

QuestionsQuestionsQuestions regarding RtI and writing assessment: Questions regarding RtI and writing assessment: 1)1) How much writing time is needed for a valid How much writing time is needed for a valid

evaluation of writing? evaluation of writing? 2)2) Is writing performance stable across assessments? Is writing performance stable across assessments? 3)3) How can story organization and story development How can story organization and story development

be evaluated using CBA techniques?be evaluated using CBA techniques?4)4) Which variables should be used for initial decision Which variables should be used for initial decision

making?making?5)5) Which variables should be used for ongoing decision Which variables should be used for ongoing decision

making?making?6)6) Are some assessment variables useful independently Are some assessment variables useful independently

or in a combination with others? or in a combination with others? 7)7) What type of writing prompts should be used? What type of writing prompts should be used?

QuestionsQuestions

Questions regarding RtI and writing Questions regarding RtI and writing interventions: interventions:

1)1) How are Tier 1 services evaluated? How are Tier 1 services evaluated? 2)2) What are empirically based interventions for What are empirically based interventions for

writing? writing? 3)3) Can interventions be delivered in small groups? Can interventions be delivered in small groups? 4)4) How much intervention time is required to How much intervention time is required to

observe changes? observe changes? 5)5) Which variables are more reliable and valid for Which variables are more reliable and valid for

progress monitoring? progress monitoring? 6)6) What gains should be expected?What gains should be expected?7)7) How can students be motivated to write? How can students be motivated to write?

RtI Writing Team: Lincoln Public RtI Writing Team: Lincoln Public SchoolsSchools

What we have achieved so far….What we have achieved so far….Established an RtI Writing Team (2004)Established an RtI Writing Team (2004)

Collected normative dataCollected normative dataGrades K-2 (2005-2006)Grades K-2 (2005-2006)Grades 3-5 (2006-2007)Grades 3-5 (2006-2007)

Initiated small pilot studiesInitiated small pilot studies

RtI Writing Team: Lincoln Public RtI Writing Team: Lincoln Public SchoolsSchools

Future Plans….Future Plans…. 2007-082007-08

Pilot K-5 writing proceduresPilot K-5 writing procedures Small pilots at high school and middle schools to determine Small pilots at high school and middle schools to determine

normative data collection procedures normative data collection procedures Evaluate research based interventionsEvaluate research based interventions Train others to score writing probes (reliably) Train others to score writing probes (reliably)

2008-20092008-2009 Implement RTI writing district-wide at elementary schoolsImplement RTI writing district-wide at elementary schools Begin norming at middle schools Begin norming at middle schools

others will score if meet criteria for trainingothers will score if meet criteria for training

2009-2010 2009-2010 ??????????

Core Components for Quality RtI Core Components for Quality RtI Implementation Implementation

School-wide buy-in and implementation planSchool-wide buy-in and implementation plan Team Leadership Team Leadership Integration of ServicesIntegration of Services Implementation InfrastructureImplementation Infrastructure Parent InvolvementParent Involvement Universal Screening and Assessment **Universal Screening and Assessment ** Individual Progress Monitoring **Individual Progress Monitoring ** Planned Service Delivery Decision Rules Planned Service Delivery Decision Rules Scientifically Supported Instruction **Scientifically Supported Instruction ** Intervention Delivery Intervention Delivery SLD VerificationSLD Verification

AssessmentAssessment

Curriculum-Based Measurement (CBM)Curriculum-Based Measurement (CBM) Content of the assessments are based on the Content of the assessments are based on the

instructional curriculum.instructional curriculum. Measures are presented in a standardized Measures are presented in a standardized

format.format. Material for assessment is controlled for Material for assessment is controlled for

difficulty by grade levels.difficulty by grade levels. Measures are generally brief.Measures are generally brief.

Shapiro (2004)Shapiro (2004)

Development of NormsDevelopment of Norms Universal ScreeningUniversal Screening Progress Monitoring Progress Monitoring

General Assessment Procedures General Assessment Procedures for Writingfor Writing

The student is given a “story starter” in the The student is given a “story starter” in the form of a starting sentence or partial sentenceform of a starting sentence or partial sentence Provides the student with an idea to write about Provides the student with an idea to write about

The student is asked to think about their story The student is asked to think about their story for one minute and to write for three minutesfor one minute and to write for three minutes

At the end of the writing period, the examiner At the end of the writing period, the examiner collects the student’s writingcollects the student’s writing

Differences between Reading Differences between Reading and Writing CBMand Writing CBM

ReadingReading

Takes one minuteTakes one minute

Administered Administered individuallyindividually

Must be scored Must be scored concurrently with concurrently with performanceperformance

WritingWriting

Takes four minutesTakes four minutes

Can be Can be administered in administered in groupsgroups

Permanent products Permanent products allow for later allow for later scoringscoring

Other data to considerOther data to consider

Classroom writing productsClassroom writing products

Classroom writing assessments/rubricsClassroom writing assessments/rubrics

Statewide writing assessments Statewide writing assessments

Reading performanceReading performance

Motivation!Motivation!

Development of NormsDevelopment of Norms

LPS Normative Procedures LPS Normative Procedures N=250 per grade; randomly selected by N=250 per grade; randomly selected by

districtdistrictOne story starter administered at fall, winter, One story starter administered at fall, winter,

spring (different starter each period)spring (different starter each period)Same starter used with each grade (1Same starter used with each grade (1stst/2/2ndnd))KindergartenKindergarten

Letter writing (fall and winter)Letter writing (fall and winter)Story starter in spring Story starter in spring

Used a “scoring team” to increase reliabilityUsed a “scoring team” to increase reliability

NORMATIVE VARIABLES BY GRADE

TLW TWW CWS CMIWS %CWS

K – Winter XK – Spring X X X X X1 – Fall X X X X1 – Winter X X X X1 – Spring X X X X2 – Fall X X X X2 – Winter X X X X2 – Spring X X X X

TLW Total Letters Written TWW Total Words WrittenCWS Correct Writing Sequences CMIWS Correct minus Incorrect Writing Sequences

%CWS Percent Correct Writing Sequences

Universal ScreeningUniversal Screening

The practice of assessing all students to identifyThe practice of assessing all students to identifythose who are not making academic or behavioralthose who are not making academic or behavioralprogress at expected rates.progress at expected rates.

National Association of State Directors of Special Education, Inc. (2005) National Association of State Directors of Special Education, Inc. (2005)

A classroom-wide, school-wide, or district-wide A classroom-wide, school-wide, or district-wide assessment used to identify students who are at risk assessment used to identify students who are at risk for academic failure or behavioral difficulties and for academic failure or behavioral difficulties and could potentially benefit from specific instruction or could potentially benefit from specific instruction or intervention.intervention.

A critical prerequisite to providing early school-based A critical prerequisite to providing early school-based prevention and intervention services for students at prevention and intervention services for students at risk for or with academic, behavioral, or emotional risk for or with academic, behavioral, or emotional difficulties.difficulties.

Glover & Albers (2007) Glover & Albers (2007)

Universal ScreeningUniversal Screening

““Assessments are in place that provide teachers Assessments are in place that provide teachers with information about the progress of all with information about the progress of all students to determine which students need closer students to determine which students need closer monitoring, additional intervention, and/or monitoring, additional intervention, and/or adjusted learning opportunities”adjusted learning opportunities”

Norms are necessary to (1) identify students who Norms are necessary to (1) identify students who need additional supports, (2) develop growth need additional supports, (2) develop growth expectations, and (3) set entrance and exit expectations, and (3) set entrance and exit criteria. criteria.

Develop norming procedures based on school Develop norming procedures based on school resourcesresources

Universal ScreeningUniversal Screening

Scoring: It doesn’t take that long!Scoring: It doesn’t take that long! Requires between 22 and 31 seconds to score Requires between 22 and 31 seconds to score

TWWTWW Requires between 25 and 37 seconds to score Requires between 25 and 37 seconds to score

WSCWSC Requires between 57 and 151 seconds to score Requires between 57 and 151 seconds to score

CWS CWS

If all three scores are used, it takes If all three scores are used, it takes between 1 ½ minutes and 2 ½ minutes to between 1 ½ minutes and 2 ½ minutes to score one writing sample. score one writing sample.

Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002 Gansle, Noell, VanDerHeyden, Naquin, & Slider, 2002 Malecki & Jewell, 2003Malecki & Jewell, 2003

Difficulties regarding RtI Writing and Difficulties regarding RtI Writing and Universal Screening Universal Screening

Several components of writing to consider:Several components of writing to consider: SpellingSpelling Grammatical usageGrammatical usage Mechanics of writingMechanics of writing

Numerous variables to consider!!Numerous variables to consider!!

It has not yet been determined which It has not yet been determined which variables:variables:are most sensitive to change over timeare most sensitive to change over timeare most valid and reliable for a given are most valid and reliable for a given

grade levelgrade level

Writing VariablesWriting Variables

Production-dependentProduction-dependent Correctly Written WordsCorrectly Written Words Total Words WrittenTotal Words Written Correct Writing SequencesCorrect Writing Sequences Mature WordsMature Words Letter Sequences CorrectLetter Sequences Correct Total Words Spelled Total Words Spelled

CorrectlyCorrectly

Production Production independentindependent % Correct Writing % Correct Writing

SequencesSequences % Correctly Spelled Words% Correctly Spelled Words Mean Length of Correct Mean Length of Correct

Writing SequencesWriting Sequences

A measure of both fluency and accuracy = Correct Minus Incorrect Writing Sequences (CMIWS), an accurate-production measure

How to set growth How to set growth expectations?expectations? Low and variable levels of growth on many variables. Low and variable levels of growth on many variables.

From AIMSweb norms: From AIMSweb norms:

TWWTWW Fall to Winter Fall to Winter Winter to Winter to Spring Spring

2nd grade 2nd grade +5+5 +7+7

3rd grade 3rd grade +6+6 +2+2

CWSCWS

2nd grade 2nd grade +7+7 +5+5

3rd grade 3rd grade +7+7 +5+5Data represent growth across entire normative sample

Progress MonitoringProgress Monitoring

The The practice of assessing students to determine if academic or behavioral interventions are producing desired effects.

National Association of State Directors of Special Education, Inc. (2005)

Provides critical information about student progress that is used to ensure the use of effective educational practices and to verify that students are progressing at an adequate rate.

“Assessments are in place that provide teachers with information about which students are benefiting from intervention and which need additional supports.”

Progress Monitoring Progress Monitoring ProceduresProcedures

1. Based upon the norms you have decided to use 1. Based upon the norms you have decided to use and each student’s screening results, set a goal and each student’s screening results, set a goal for each student.for each student. This goal should reflect an average gain per week as This goal should reflect an average gain per week as

determined by the normative data.determined by the normative data.

2. Once the student’s intervention has begun, 2. Once the student’s intervention has begun, monitor the student’s progress at least once per monitor the student’s progress at least once per week. For writing, may want to include more than week. For writing, may want to include more than 1 writing sample. 1 writing sample.

3. Graph the student’s scores on a chart.3. Graph the student’s scores on a chart.

Progress Monitoring Progress Monitoring ProceduresProcedures

4. Review the chart weekly to determine whether 4. Review the chart weekly to determine whether progress is being made.progress is being made.

5. After the student has been in an intervention for 5. After the student has been in an intervention for a specified amount of time:a specified amount of time: Look at the level and the rate of progressLook at the level and the rate of progress Determine whether the goal was attained Determine whether the goal was attained Plan for next stepsPlan for next steps

These are general RtI procedures and should be These are general RtI procedures and should be the same for regardless of academic area!!the same for regardless of academic area!!

The Complexity of Writing:The Complexity of Writing:Sample Student DataSample Student DataTWW

0

5

10

15

20

25

1 2 3 4 5 6 7 8

Session

Wo

rds

BaselineIntervention

CWS

0

2

4

6

8

10

1 2 3 4 5 6 7 8

Session

CW

S

BaselineIntervention

WSC

0

2

4

6

8

10

12

1 2 3 4 5 6 7 8

Session

Wo

rds

Baseline

Intervention

CMIWS

00.5

11.5

22.5

33.5

1 2 3 4 5 6 7 8

Session

Wo

rds

Baseline

Intervention

Further Complexity of WritingFurther Complexity of Writing

CMIWS

-8

-6

-4

-2

0

2

4

6

8

1 2 3 4 5 6 7 8

Session

CM

IWS

Advantages of Writing VariablesAdvantages of Writing Variables

Although numerous variables add to the Although numerous variables add to the complexity of assessment, they aid in complexity of assessment, they aid in identifying specific difficulties.identifying specific difficulties.

Awareness of specific difficulties further Awareness of specific difficulties further assists in developing/identifying assists in developing/identifying interventions for the next phase of interventions for the next phase of intervention (if necessary) intervention (if necessary)

Scientifically Supported Scientifically Supported InstructionInstruction

““Core instruction and interventions Core instruction and interventions have been validated through have been validated through scientific research”scientific research”

Must demonstrate that districts have a Must demonstrate that districts have a process for identifying interventions process for identifying interventions with scientific evidence of with scientific evidence of effectiveness. effectiveness.

Do Not Forget Tier 1Do Not Forget Tier 1

Tier 1 must be evaluated to examine Tier 1 must be evaluated to examine effectiveness of curriculum for most students. effectiveness of curriculum for most students. This can be accomplished through universal This can be accomplished through universal screening. screening.

““When teachers use a scientifically supported When teachers use a scientifically supported curriculum and appropriate instructional curriculum and appropriate instructional practices, they are preventing many practices, they are preventing many problems from occurring.” problems from occurring.”

Nebraska Department of Education Technical Nebraska Department of Education Technical Assistance Document (2006)Assistance Document (2006)

Interventions in RtI Interventions in RtI

Basic Message:Basic Message:

Intervention Intervention deliverydelivery for writing is very for writing is very similar to reading procedures. similar to reading procedures.

However…However…

MORE RESEARCH IS NEEDED ON MORE RESEARCH IS NEEDED ON INTERVENTIONS THAT CAN BE USED IN INTERVENTIONS THAT CAN BE USED IN

THE SCHOOLS!! THE SCHOOLS!!

What makes a good Writer?What makes a good Writer? Writing extends beyond mastering grammar, Writing extends beyond mastering grammar,

punctuation and the ability to identify parts of speech.punctuation and the ability to identify parts of speech.

Writing is best understood as a complex intellectual Writing is best understood as a complex intellectual activity.activity. It requires students to “stretch their minds, sharpen their It requires students to “stretch their minds, sharpen their

analytical capabilities, and make accurate and valid analytical capabilities, and make accurate and valid distinctions.” (National Commission on Writing)distinctions.” (National Commission on Writing)

Writing is a way for students to demonstrate what they Writing is a way for students to demonstrate what they know ANDknow AND a way to help them understand what they a way to help them understand what they knowknow..

Areas for Intervention Areas for Intervention Three primary writing stages: Three primary writing stages:

Prewriting Prewriting Planning Planning Story DevelopmentStory Development Idea DevelopmentIdea Development

Writing Writing Story Organization Story Organization GrammarGrammarSpelling Spelling FluencyFluency

Post Writing Post Writing Editing/RevisingEditing/Revising

Challenges to improving Challenges to improving students’ writingstudents’ writing

Time for writing in and out of the classroomTime for writing in and out of the classroom

Assessment or measurement of progress and Assessment or measurement of progress and resultsresults

Integrating technology into the teaching and Integrating technology into the teaching and learning of writinglearning of writing

Support for teaching and other classroom Support for teaching and other classroom issuesissues

The National Commission on Writing. (2003). The The National Commission on Writing. (2003). The Neglected Neglected “R”: The need for a writing revolution. “R”: The need for a writing revolution.

Characteristics of Strong Writing Characteristics of Strong Writing Instruction

Writing Strategies - involves teaching students strategies for planning, revising, and editing their compositions

Summarization - involves explicitly and systematically teaching students how to summarize texts.

Collaborative Writing - uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions.

Specific Product Goals - assigns students specific, reachable goals for the writing they are to complete.

Word Processing - uses computers and word processors as instructional supports for writing assignments.

Sentence Combining - involves teaching students to construct more complex, sophisticated sentences.

Prewriting - engages students in activities designed to help them generate or organize ideas for their composition.

Inquiry Activities - engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task.

Process Writing Approach - interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing.

Eff

ect

Siz

e a

bove .

50

Tier 2 and 3 Instruction: Tier 2 and 3 Instruction: Identifying Target SkillsIdentifying Target Skills

Generate hypotheses based on accuracy or Generate hypotheses based on accuracy or fluency concern: fluency concern:

Questions to ask when identifying target skill:Questions to ask when identifying target skill: Does the student have letter identification and Does the student have letter identification and

letter formation skills?letter formation skills? Can the student produce legible text?Can the student produce legible text? Did the student use the planning time?Did the student use the planning time? Does the student produce an adequate amount Does the student produce an adequate amount

of text?of text? Does the student produce a grammatically Does the student produce a grammatically

correct story? correct story? Does the student understand story Does the student understand story

organization?organization? Could motivation be impacting performance?Could motivation be impacting performance?

Classwide Fluency StrategiesClasswide Fluency Strategies

Classwide and individual Classwide and individual performance feedback strategies are performance feedback strategies are very successful at increasing student very successful at increasing student writing production. writing production.

Students must practice writing to Students must practice writing to improve writing skills!improve writing skills!

Building Effective Building Effective InterventionsInterventions

Writing Program composed of:Writing Program composed of: Direct InstructionDirect Instruction Goal Setting Goal Setting Writing PracticeWriting Practice

FeedbackFeedback Individual FeedbackIndividual FeedbackChartingCharting

RewardsRewards

McCurdy, M., Skinner, C. H., Watson, T. S., & Shriver, M. D. (accepted). Examining the effects of group contingencies on the writing performance of middle school students with learning disabilities in writing. School Psychology Quarterly.

Evaluating Published Evaluating Published ProgramsPrograms

Examine for: Examine for: Technical AdequacyTechnical AdequacyResearch SupportResearch SupportGrade appropriateness/match to needGrade appropriateness/match to needRelationship to 6 Traits of Writing Relationship to 6 Traits of Writing PricePrice

Grade Name Description (from website) Writing Trait Other

K 1 2 3 4 5

Teaching Competence in Written Language-Second Edition

From the basic sentence to the formal essay, Teaching Competence in Written Language is the program to choose to teach writing at any level. This program works because it teaches both basic and advanced writing skills in an easy to learn, step-by-step format. Each lesson also includes social (pragmatic) uses of writing and proofreading and error recognition.This program is different from other programs in the field because it can be used either:As a step-by-step, structured hierarchy of writing skills, from the most basic to advanced, or As a resource to plug into any level where an individual or group needs focused work. From the original 44 lessons, the program has been modified and expanded to a total of 80 lessons for individuals or groups at different levels of ability.

Ideas

Organization

Voice

Word Choice

Convention

Publisher: Pro-ed Inc.

www.proedinc.com

Price: $62.00

Intervention ResourcesIntervention Resources

Strategic Instruction Model (SIM) Center for Research on Learninghttp://www.ku-crl.org/sim/strategies.shtml

National Center on Accelerating Student Learninghttp://kc.vanderbilt.edu/casl/index.html

Mnemonics for Planning and EditingCognitive Strategy Instruction; Dr. Bob Reid – UNLhttp://www.unl.edu/csi

Intervention Delivery: Resources!Intervention Delivery: Resources!

Interventions can be delivered in small groupsInterventions can be delivered in small groups Behavior management procedures will be necessaryBehavior management procedures will be necessary Motivation and engagement is a concernMotivation and engagement is a concern

Consider and evaluate “comprehensive” reading Consider and evaluate “comprehensive” reading programsprograms These programs may also impact writing performanceThese programs may also impact writing performance May serve as the first supplementary interventionMay serve as the first supplementary intervention Must monitor for improvement or lack of improvement Must monitor for improvement or lack of improvement

LPS Goals of Pilot Year (2007-2008)

Identify any modifications to district RtI procedures Identify appropriate assessment variables for

progress monitoring and decision making Incorporate district assessment data into decision

making structure Establish structured decision making criteria for

measuring adequate progress or referral to special education

Locally validate multiple interventions for use with writing concerns

Prepare for the future Norming at upper levels (3, 5, or 10 minute writing times?) Procedures at upper levels Interventions for writing skills in the upper grades

ReferencesReferences

Daly, E., Glover, T., McCurdy, M. (2006). Response to intervention: Technical assistance document. Lincoln, Nebraska: Nebraska Department of Education.

Gansle, K. A., Noell, G. H., VanDerHeyden, A. M., Naquin, G. M., & Slider, N. J. (2002). Moving beyond total words written: The reliability, criterion validity, and time cost of alternative measures for curriculum-based measurement in writing. School Psychology Review, 31, 477- 497.

Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments.  Journal of School Psychology, 45, 117-135.

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.

Lyon, G.R. & Moats, L.C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 6, 578-588.

ReferencesReferences

Malecki, C. K., & Jewell, J. (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools, 40, 379-390.

McCurdy, M., Skinner, C. H., Watson, T. S., & Shriver, M. D. (accepted). Examining the effects of group contingencies on the writing performance of middle school students with learning disabilities in writing. School Psychology Quarterly.

National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation. NASDE.

National Center for Educational Statistics. (2003). NAEP 2002 writing report card for the nation and the states (Report NCES 1999-462). Washington, DC: Office of Educational Research and Improvement.

National Commission on Writing for America’s Families, Schools, and Colleges. (2004). Writing: A ticket to work…or a ticket out. NY: The College Entrance Examination Board

ReferencesReferences

National Commission on Writing in America’s Schools and Colleges. (2003). The neglected “R:” The need for a writing revolution. NY: The College Entrance Examination Board.

Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). NY: The Guilford Press.

Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64.

Contact InformationContact Information

Merilee McCurdy, Ph.D.Merilee McCurdy, Ph.D.Assistant Professor of School PsychologyAssistant Professor of School Psychology

Licensed PsychologistLicensed Psychologist

University of Nebraska - LincolnUniversity of Nebraska - Lincoln234 Teachers College Hall234 Teachers College HallLincoln, NE 68588-0345Lincoln, NE 68588-0345

mmccurdy2@unl.edummccurdy2@unl.edu