1. WRITTEN EXPRESSION CURRICULUM BASED MEASURES (WE-CBM): AN OVERVIEW FOR RTI

2. Todays Presentation: Provide an overview of how to utilize an RTI process in written language. Review screening assessments, curriculum based progress monitoring, scoring rubrics, instructional decision making.

3. Learning Targets for Today After this training, you will be able to say: I can use three different types of scoring tools to look at student work samples. I can analyze student errors and make instructional decisions. I can group students according to common needs. I can use the states writing rubric to score student work. I can take what Ive learned and schedule a year long assessment plan.

5. If youre riding a horse…

6. Traditional Assessments Six-trait scoring rubric WASL scoring rubric Challenges Time Problems with correlations (Gansle, et. al)

7. Why Written Expression (WE)-CBM? Identify WHO has a problem (benchmark screening) What is the problem? (error analysis) Instructional Planning (progress monitoring and instruction)

8. One Kind of CBM Scoring WE-CBM Reflection of multiple skills, correlates highly with other assessments, and is sensitive to subtle changes in learning. It can be used to monitor progress. KEY CONCEPT: Correlation Causation Repeatedly administering a WE-CBM will not improve written language achievement. changes achievement!

9. Administering WE-CBM Administering the 1 minute think - 3 minute write: Today you are going to write a story. I am going to read a sentence to you first, and then I want you to write a short story about what happens. You will have 1 minute to think about and plan the story you will write. Then you will have 3 minutes to write it. Do your best work. If you don't know how to spell a word, you should guess. Are there any questions? For the next minute, think about... [insert story-starter]. (starts the stopwatch). At the end of 1 minute, the examiner says, Start writing.

10. Heres your writing prompt: For the next minute, think about... The best Birthday I ever had…

11. Sample of Student Work (8 th grade) The Best birthday I ever had was when the Whole family came from defferent Places. When they were in my party they eat and talk to my Parents and some peoPle were doing some other stuff. Also my causins came and they brought therePS2 and we play and it was fun because the Game was about Rasing after that we went to Play Soccer and It was a fun birthday.

12. Some Common CBMs Error Analyses Appropriate for Primary Grades TWW- total words written WSC- words spelled correctly CWS- correct writing sequence: joining of 2 words that are spelled correctly AND grammatically correct. Appropriate for Intermediate and Above %WSC- percentage of words spelled correctly %CWS- percentage of correct writing sequences Accurate Production CMIWS- correct minus incorrect writing sequence

13. Correlations with Standardized Assessments 4 th Grade7 th Grade10 th Grade TWW-.075.295 WSC.024.584**1/6 who failed met BM 36/37 who passed met BM CWS.2070/6 who failed met BM 33/37 who passed met BM CMIWS.424**.724**1/6 who failed met BM 36/37 who passed met BM %CWS.538**.819**0/6 who failed met BM 36/37 who passed met BM %CWS.613* (N=116).569* (N=115).819* (N=89) *p,.001 **p<.01

14. What does this mean?... WE-CBM as a potential universal screener/benchmarking WE-CBM as a potential progress monitoring tool

15. Scoring WSC Highlight or underline how many words are correctly spelled Total

16. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because They had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth.

17. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because They had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth. WSC=28

18. Guided Practice Isabella: There was a loud knock on my door. When I opened the door I found a great big box with a bow. I picked up the box and……. Somebody knock on the Door and they leff a big box with a bow. it was great when he open the door

19. Guided Practice Isabella : There was a loud knock on my door. When I opened the door I found a great big box with a bow. I picked up the box and……. Somebody knock on the Door and they leff a big box with a bow. it was great when he open the door WSC= 19

20. Guided Practice Nick: One day, while I was sitting at home, I heard a loud BANG outside. I ran to the window and saw…. and so a gowt hiding on a tin bucit and then it went bag then so egen wet it wes and is wes a caw steping on a

21. Guided Practice Nick : One day, while I was sitting at home, I heard a loud BANG outside. I ran to the window and saw…. and so a gowt hiding on a tin bucit and then it went bagh then so egen wet it wes and is wes a caw steping on a WSC=19

22. Guided Practice Lilly: Will you keep quiet? whispered Bob, If you dont someone will….. Chatch us like the mean old rotten neighbor she eat us hurry up how long does it take you just get the bag hurry up grab it stop burping its not funny grab the bag here she comes ruuuunnnn!!!!

23. Guided Practice Lilly : Will you keep quiet? whispered Bob, If you dont someone will….. Chatch us like the mean old rotten neighbor she eat us hurry up how long does it take you just get the bag hurry up grab it stop burping its not funny grab the bag here she comes ruuuunnnn!!!! WSC= 37

24. Independent and Group Practice Grandma's Dog I like my grandmas dog. She is funny and crazey. I like my dog. She is cool. Her fur is wearm as a fireplace. I love her. I like her. And She like me too. I like my grandmas dog more than my Dad. And she likes me more than my grandma. She is fun and weird I love her. And she loves me too. She is nice and friendly. And she is prite. Sometimes my grandma gets mad at my dog.

25. Scoring Correct Writing Sequence CWS- Two adjoined words are : Spelled correctly. Semantically correct. Syntactically correct. Correctly punctuation (Jewell & Malecki, 2005). ^The ^dog ^ran ^after ^the ^stick.^ 7 Correct ^A ^cat chasd the ^mouse.^ 4 Correct some cars ^are fst. ^He ^likes Fast truks.3 Correct ^She are cool.^ 2 Correct

26. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because they had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth.

27. Sample Scoring Kyle: The best birthday I ever had was….. when I was going roller skating because they had limbo and a dice game. It also was good because arcade and you could buy a candy and vampir teeth. CWS=25 when ^I^ was ^going^ roller^ skating ^because ^they^ had ^limbo ^and ^a ^dice ^game. ^^ It ^also ^was^ good ^because arcade and^ you^ could ^buy^ a ^candy ^and vampir teeth.

28. Guided Practice Isabella : There was a loud knock on my door. When I opened the door I found a great big box with a bow. I picked up the box and……. Somebody knock on the Door and they leff a big box with a bow. it was great when he open the door

29. Isabella : There was a loud knock on my door. When I opened the door I found a great big box with a bow. I picked up the box and……. Somebody knock on ^the Door and ^ they leff a ^ big ^box ^with ^a ^bow. ^ it was ^ great ^when ^ he open the ^door CWS=12 Guided Practice

30. Nick : One day, while I was sitting at home, I heard a loud BANG outside. I ran to the window and saw…. and so a gowt hiding on a tin bucit and then it went bag then so egen wet it wes and is wes a caw steping on a

31. Guided Practice Nick : One day, while I was sitting at home, I heard a loud BANG outside. I ran to the window and saw…. CWS=7 and so a gowt hiding^ on ^ a ^ tin bucit and ^ then ^it ^went bagh then so egen wet it wes and is wes a caw steping on^a

32. Guided Practice Lilly : Will you keep quiet? whispered Bob, If you dont someone will….. Chatch us like the mean old rotten neighbor she eat us hurry up how long does it take you just get the bag hurry up grab it stop burping its not funny grab the bag here she comes ruuuunnnn!!!!

33. Guided Practice Lilly : Will you keep quiet? whispered Bob, If you dont someone will….. CWS= 17 Chatch us ^ like ^ the ^ mean ^ old ^ rotten ^ neighbor she eat us hurry ^ up how long ^ does ^ it ^ take ^ you just get ^ the ^ bag hurry up grab it stop burping its not ^ funny grab the ^ bag here she ^ comes ruuuunnnn!!!!

34. Independent and Group Practice Grandma's Dog I like my grandmas dog. She is funny and crazey. I like my dog. She is cool. Her fur is wearm as a fireplace. I love her. I like her. And She like me too. I like my grandmas dog more than my Dad. And she likes me more than my grandma. She is fun and weird I love her. And she loves me too. She is nice and friendly. And she is prite. Sometimes my grandma gets mad at my dog.

35. %CWS Take the total CWS Count the total words Divide the total CWS by total words Multiply by 100

36. Score Your Partners Best Birthday CWS WSC % CWS

37. Score the 8 th graders best birthday… CWS WSC % CWS

38. Student Sample (8 th grade)

39. Analysis of Work Look at all the samples of student work (including yours) from today. If this was your class, ask yourself: Are there patterns in the data that suggest anything? Where might there be a gap in instruction? Where might there be a lack of background knowledge? What skills are most students lacking?

40. Error Analysis Name the ProblemWhat is the problem?What do the numbers say? Fluencyamount of textTotal words written Legibilityreadability, handwritingLetter formation analysis ConventionsSpelling, punctuation, capitalization % errors in conventions ** Differentiate between specific types of convention errors. Syntactic Maturitysentence lengths/types% of complete sentences- % of sentence types Semantic MaturityVocabularytype-token ratio ContentOrganizationholistic scoring rubrics Writing Processplanningobservational/holistic scales

41. Thinking through Interventions Group Students according to scores Look at all the samples of student work (including yours) from today. If this was your class, ask yourself What are the common skills the groups need? (A student may be in more than one group) What are the skill gaps? How might I extend the learning for students? How could I continue to reinforce the learning through the next lesson/unit?

42. Possible Student Needs Concepts Semantics Writing to prompt Strategies Organizing writing through thinking process Using thinking time productively Writing Fluency Skills Conventions (spelling, punctuation, grammar), handwriting Writing is not just saying something. It is a process by which to think about what to say. (National Commission on Writing, 2006, p. 15)

43. DIBELS benchmarks for %CWS Levels of Challenge: 97% - 100% AccuracyIndependent 90% - 96% AccuracyInstructional < 90% AccuracyFrustration

44. AIMSweb Benchmarks for CWS Grade Level 90 %tile Total CWS Fall 90 %tile Total CWS Winter 75%tile Total CWS Fall 75%tile Total CWS Winter 50%tile Total CWS Fall 50%tile Total CWS Winter 221321322714 3344424331523 4465535442432 5566345513239 6646951573844 7677456614248 8737761654853 9737862665052 10758063685056 1183 69705559 12788266735659 Grade Level 90 %tile Total CWS Fall 75%tile Total CWS Fall 50%tile Total CWS Fall 90 %tile Total CWS Winter 75%tile Total CWS Winter 50%tile Total CWS Winter 221137322214 3342415443323 4463524554432 5564532635139 6645138695744 7675642746148 8736148776553 9736250786652 10756350806856 11836955837059 12786656827359

45. Intervention Planning Strategies? Concepts? Skills? Recent research supports teaching both skills and strategies to all students. This means that all students should be provided with strategies to help them succeed while engaged in authentic and meaningful writing tasks and be provided with explicit instruction in the skills of written language (Baker, Gersten, Graham, 2001).

46. Benchmark Assessments Administer to all students 3 times a year Allow for full writing process (pre-write, draft, final, edit, final) Score using rubric Use common writing prompt with your grade level or department (some schools have common school-wide prompts) Co-Score (every paper gets 2 scores) with grade level or department

47. Score Anchor Papers

48. Analysis of Student Work Look at the student who earned the 3. What are the next steps for this student? Look at the student who earned the 2. What are the next steps for this student? Look at the student who earned the 1. What are the next steps for this student?

49. Monitoring Progress Develop appropriate plan for monitoring progress Frequency of WE-CBM(Every 1-2 weeks) Appropriate MASTERY measure(s) (rule of thumb: completes task successfully on 3 separate occasions e.g: writing 4 complete sentences on three separate consecutive occasions) Set Goals with Student

50. 1 minute think/3 minute write Did students meet standard? Yes No Instruction/interventions/ grouping Instruction 1 st Week of School September Benchmark Assessment Did students meet standard? Yes No Instruction/interventions/ grouping Progress monitor & chart progress every 2 weeks Instruction/interventions/ grouping Progress monitor & chart progress every 2 weeks Instruction Benchmark Assessment Did students meet standard? Yes No Instruction/interventions/ grouping Progress monitor & chart progress every 2 weeks Instruction/interventions/ grouping Progress monitor & chart progress every 2 weeks Instruction January Benchmark +1 minute think/3 minute write Did students meet standard? Yes No Chart progress, recommendations for next year Celebrations June

51. References Baker, S., Gersten, R., & Graham, S. (2001). Teaching expressive writing to students with learning disabilities: research based applications and examples. Journal of Learning Disabilities, 36(2), 109-123 Gansle, K.A., VanDerHeyden, A.M., Noell, G.H., Resetar, J.L., and Williams, K.L. (2006). The technical adequacy of curriculum-based and rating based measures of written expression for elementary school students. School Psychology Review, 35(4), 435-450 Jewell, J. &Malecki, C.K. (2005). The utility of CBM written expression indices: An investigation of production-dependent, production-independent, and accurate-production scores. School psychology review, 34(1), 27-44. McMaster, K., Espin, C. (2007). Technical features of curriculum base measurement in writing: A literature review. The Journal of Special Education, (41) 2, 68-84 Robinson, L. & Howell, K. (2008). Best practices in curriculum based evaluation and written expression. In: Grimes, J. and Thomas, A. (Eds.) Best Practices in School Psychology V, Chapter 25, Volume 2, 1-14. The Charlesworth Group.

52. More Help… K/1 Literacy site: http://classrooms.tacoma.k12.wa.us/tps/lk/index.php http://classrooms.tacoma.k12.wa.us/tps/lk/index.php 2/5 Literacy site: http://classrooms.tacoma.k12.wa.us/tps/l1/index.php http://classrooms.tacoma.k12.wa.us/tps/l1/index.php 6/12 Literacy site: http://classrooms.tacoma.k12.wa.us/tps/l/index.php http://classrooms.tacoma.k12.wa.us/tps/l/index.php OSPI Writing Assessment: http://www.k12.wa.us/assessment/WASL/Writing/def ault.aspx http://www.k12.wa.us/assessment/WASL/Writing/def ault.aspx

53. Reflection 3 things Im going to try 2 things Im concerned about 1 thing I need help with to implement this