2/16/17
Lembke,2016 1
Data-BasedInstructionforBeginningWriters:Tools,Learning,andCollaborativeSupport
EricaLembke,KimMoore,AlexSmith,EricaMason,SaraEldred,CarolGarman
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)
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.
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
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
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.
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)
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
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])
