1. Taking a Look at Self-Regulated Strategy Development for Writing

2. Agenda Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention A Look at Self-Regulated Strategy Development (SRSD) for Writing –What is SRSD for Writing? –Why is SRSD for Writing effective? –What does the supporting research for SRSD for Writing say? –What are the benefits and challenges? –How do I implement SRSD for Writing in my classroom? Implementation Checklist –How well is it working? Examining the Effects

3. Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) AcademicBehavioralSocial PBIS Framework Validated Curricula ≈80% ≈15% ≈5% Goal: Reduce Harm Specialized individual systems for students with high-risk Goal: Reverse Harm Specialized group systems for students at-risk Goal: Prevent Harm School/classroom-wide systems for all students, staff, & settings Primary Prevention (Tier 1) Secondary Prevention (Tier 2) Tertiary Prevention (Tier 3)

4. A Look at: Self-Regulated Strategy Development (SRSD)

5. What is Self-Regulated Strategy Development (SRSD)? Individualized instruction tailored to the needs of the students: –Explicit Instruction, –Academic Instruction, –Social Strategies, –Flexible to allow for the intensity of instruction to be adjusted to meet the individual needs of a student. (Harris, Graham, Mason, & Friedlander, 2007)

6. What is Self-Regulated Strategy Development (SRSD)? Self-Regulated Strategies Goal setting Self-instruction Self-monitoring Self-reinforcement Writing Process Planning Knowledge Understanding of writing task Self-regulated writing behavior (Harris, Graham, Mason, & Friedlander, 2007)

7. SRSD Stages Step 1: Develop background knowledge Involves developing background knowledge needed to successfully learn the strategy. This includes content knowledge in writing, self-regulation, and self-monitoring. Step 2: Discuss it Involves instructor and students examining students’ attitudes about writing and their current performance, as well as introduction to the writing strategy (e.g., POW+TREE), and self-monitoring strategy (e.g., self-graphing). Step 3: Model it Involves the instructor modeling the writing and self-regulation strategies. (Harris, Graham, Mason, & Friedlander, 2007)

8. SRSD Stages Step 4: Memorize it Involves the students memorizing the strategy. Step 5: Support it Involves students and instructor practicing the strategy collaboratively, with the instructor providing guidance and prompts as needed. Step 6: Independent performance Involves the students using the content and self- regulating strategies independently or with little support. (Harris, Graham, Mason, & Friedlander, 2007)

9. Considerations Modifications to consider when supporting students with challenging behavior:  Increased time and opportunities to master the first two stages  Order of instructional sequence: student self-evaluation and graphing of a pre-instruction story moved from Discuss It to Support It  Verbal reinforcement & opportunities to respond  PBIS tickets  Practice test (Lane, Harris, Graham, et al., 2008)

10. Examples (Project Write, 2009)

11. Two Mnemonic Strategies for Opinion Essay Writing 1. POW for planning Pick my idea Organize my notes Write and say more 2. TREE T opic Sentence – Tell what I believe R easons – 3 or more E nding – Wrap it up right E xamine – Do I have all my parts? (Lane, Harris, Graham, et al., 2011; Project Write, 2009)

12. Two Mnemonic Strategies for Story Writing 1. POW for planning Pick my idea Organize my notes Write and say more 2. WWW, What=2, How=2 Who? When? Where? What does main character do? What happens then? How does the story end? How does the main character feel? (Lane, Harris, Graham, et al., 2011; Project Write, 2009)

13. SRSD instruction assists students in understanding the writing process: –Planning, –Composition, –Editing/Revising. Recursive and flexible format of six instructional stages for scaffolding student learning. Allows for individualization through low-intensity, teacher deliverable supports. Why is SRSD effective? (Lane, Harris, et al., 2008; Mason, Kubina, & Hoover, 2013)

14. What does the supporting research for SRSD say? SRSD has been implemented across a variety of settings (e.g., general education, special education, alternative educational settings) across the elementary and secondary continuum (e.g., Ennis, Harris, Lane, & Mason, 2014; Harris, Graham, & Adkins, 2015; Mason, Jubina, & Hoover, 2013). SRSD is an evidence-based practice for students with learning disabilities (Baker, Chard, Ketterlin-Geller, Apichatabutra, & Doaber, 2009) and students with and at risk for emotional or behavioral disorders (Sreckovic, Common, Knowles, & Lane, 2014). SRSD have large effect on student essay elements, quality, and word count (Losinski, Cuenca-Carlino, & Zablocki, 2014).

15. See “SRSD Resource Guide” in the Resources folder for additional supporting research and information. Supporting Research (Project Write, 2009)

16. What are the benefits & challenges? Benefits Easy to link to school-wide plan for behavior, and address issues of motivation, engagement, attention, and problem behavior Teaches students to self- regulate their own behavior to facilitate learning Facilitates self-determination skills such as goal-setting, self- awareness, and decision and choice making Challenges Modifying 1:1 or small group lessons to large group (whole- class instruction) (Cuenca-Sanchez, Mastropieri, Scruggs, & Kidd, 2012; McKeown, FitzPatrick, & Sandmel, 2014)

17. How do I implement SRSD in my classroom? Implementation Checklist ! Identify SRSD lesson plan targeting desired writing genre and strategies. Implement lesson, following step-by-step instructions within each lesson – monitor setting lesson specific treatment integrity. Implement all lesson plans for teaching SRSD for particular writing genre and strategies. Modify instruction to support students with behavioral challenges as needed. Step 2 Step 3 Step 4 Step 1 Adapted from: Project Write (2007, 2009)

18. How do I implement SRSD in my classroom? Step 1: Identify SRSD lesson plan targeting desired writing genre and strategies. Step 2: Implement lesson, following step-by-step instructions within each lesson – monitor setting lesson specific treatment integrity. Step 3: Implement all lesson plans to mastery. Step 4: Modify instruction to support students with behavioral challenges as needed. Adapted from: Project Write (2009)

19. How well is it working? Examining the Effects How well did this support work for this student? Experimental Design What do stakeholders think about the goals, procedures, and outcomes ? Social Validity Is it happening? Treatment Integrity

20. Making Certain the Strategy is in Place: Treatment Integrity Have structures in place to monitor whether SRSD is carried out as intended. Use lesson plans to help monitor: Student attendance Teacher behavior Student behavior (Project Write, 2007, 2009) See Implementation folder for “SRSD_TI_PROJECT WRITE_TREE Lesson 1.1_Example” See Implementation folder for “SRSD_TI_PROJECT WRITE_TREE Lesson 1.1_Example”

21. What does the student think about it? See Implementation folder for “Social Validity Adapted CIRP_Student” for PRE and POST See Implementation folder for “Social Validity Adapted CIRP_Student” for PRE and POST Completed by the student participating in the intervention at two time points: Pre and Post Intervention (Witt & Elliott, 1985)

22. What does the teacher think about it? See Implementation folder for “Social Validity Adapted-IRP15” See Implementation folder for “Social Validity Adapted-IRP15” Completed by the teacher and/or parent participating in the intervention at two time points: Pre and post intervention (Witt & Elliott, 1985)

23.  Writing probes  Types:  Story Prompt  Opinion Essay Prompt  Assessor  Research Assistant  Teacher  Academic engaged time  Treatment integrity  Social validity  Descriptive measures Assessment

24. Pre Intervention Opinion Essay Probe: Sample from Heather (Internalizing) Yes. Should children your age be allowed to choose their own pets? Illustration from: Lane, Harris. & Graham (2006). The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE; NCSER IES Grant).

25. Post Intervention Opinion Essay Probe: Sample from Heather (Internalizing) I think kids should pick their own bedtime. First, when your parents tell you to go to bed, you say, “I’m not tired.” Second, it would be more fun if kids pick their own bedtime. Third, you can watch movies all night long. These are the reasons why I think kids should pick their own bedtime. Should children your age be allowed to choose their own bedtime? Illustration from: Lane, Harris. & Graham (2006). The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE; NCSER IES Grant).

26. Pre Intervention Story Probe: Sample from Aaron (Externalizing) Two dogs riding in a boat to Hawaii. (Saddler, Moran, Graham, & Harris, 2004) Illustration from: Lane, Harris. & Graham (2006). The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE; NCSER IES Grant).

27. Post Intervention Story Probe: Sample from Aaron (Externalizing) Yesterday a girl was outside standing. She wanted to look at the egg. She climbs on the tree. The egg cracks. She was excited. Illustration from: Lane, Harris. & Graham (2006). The Effects of Strategy and Self-Regulation Instruction on Students' Writing Performance and Behavior: A Preventative Approach (Project WRITE; NCSER IES Grant). (Saddler, Moran, Graham, & Harris, 2004)

28. Percentage Academic Engaged Time (AET) & Words Written Student Outcomes Baseline (A 1 ) Intervention (B 1 ) Illustration: Hypothetical Data

29. Sample Elementary Grid SupportDescription School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Self- Regulated Strategy Development (SRSD) for Writing Students engage in small group strategic intervention focusing on specific writing instruction (e.g., story writing, persuasive writing) using the Self- Regulated Strategies Development approach to help students plan and write. Identified students meet 3-4 days/week for 30- min lessons over 3-6 week period (10-15 lessons). One of more of the following: Academic:  AIMSweb: intensive or strategic level (written expression)  Two or more missing writing assignments within a grading period Academic Measures: Weekly writing probes scored on quality, total words written, number of writing elements, and correct writing sequence AND Work completion Social Validity: Teacher: IRP-15 Student: CIRP Treatment Integrity: Procedural fidelity & treatment integrity checklist Completion of intervention curriculum. Writing goals met for increased gains in quality, number of total words written, writing elements, and correct writing sequence AND Passing grade on progress report or report card in writing or the academic area of concern AND/OR Zero missing assignments in a grading period

30. Will you please... Discuss: 1.What are your “take aways” from this session? 2.How might you use SRSD with your students?

31. Recommended Resources Questions: Kathleen.Lane@ku.edu Thank you!