1. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. What data will be used to supply baseline and measure progress of specific skills? Current Level of Functioning in Area of Concern: Intervention Cycle 1: Results of Intervention Cycle 1: Intervention Cycle 2: Results of Intervention Cycle 2: Progress Monitoring Charts attached for areas of intervention. Indentifying Academic/Behavioral Concern

2. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Writing – difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. What data will be used to supply baseline and measure progress of specific skills? Current Level of Functioning in Area of Concern: Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1:Results of Intervention Cycle 1: Intervention Cycle 2:Results of Intervention Cycle 2: Progress Monitoring Charts attached for areas of intervention. Present Level of Functioning

3. Determining What Data Will be Used to Supply Baseline and Monitor Progress Intervention Central - www.interventioncentral.org Intervention Central - www.interventioncentral.org www.interventioncentral.org Curriculum-Based Measurement: Directions for Administering and Scoring CBM Probes in… WRITING WRITING

4. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Writing – difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). Current Level of Functioning in Area of Concern: Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1:Results of Intervention Cycle 1: Intervention Cycle 2:Results of Intervention Cycle 2: Progress Monitoring Charts attached for areas of intervention. Determining What Data Will be Used to Supply Baseline and Monitor Progress

5. Intervention Resources Intervention Central - www.interventioncentral.org – Evidence-Based Interventions (EBI’s) for the following areas: reading fluency, reading comprehension, writing and multiple other areas. www.interventioncentral.org Jim Wright’s Teacher intervention manual (step-by-step instructions and intervention activities) for Vocabulary, Reading Fluency, & Reading Comprehension. Jim Wright’s Teacher intervention manual (step-by-step instructions and intervention activities) for Vocabulary, Reading Fluency, & Reading Comprehension.

6. Intervention Resources Step Up To Writing: Maureen Auman http://www2.pylusd.k12.ca.us/glk/jlaurich/StepUpToWriting.ht m http://www2.pylusd.k12.ca.us/glk/jlaurich/StepUpToWriting.ht m Specific writing intervention: Elementary and Secondary Writing Next (4th-12th) www.all4ed.org/files/WritingNext.pdf www.all4ed.org/files/WritingNext.pdf Specific interventions that will help 4th – 12 th grade students with written language University of Buffalo http://gse.buffalo.edu/org/writingstrategies/ http://gse.buffalo.edu/org/writingstrategies/ Specific writing interventions for grades 3-6 and 6-12

7. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Writing – difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). Current Level of Functioning in Area of Concern: Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1: Intervention Cycle 2:Results of Intervention Cycle 2: Progress Monitoring Charts attached for areas of intervention. Identifying Intervention Options

8. Writing Intervention Proofreading: Teach A Memory Strategy (Bos & Vaughn, 2002). When students regularly use a simple, portable, easily memorized plan for proofreading, the quality of their writing can improve significantly. Create a poster to be put up in the classroom summarizing the SCOPE proofreading elements: (1) SPELLING: Are my words spelled correctly; (2) CAPITALIZATION: Have I capitalized all appropriate words, including first words of sentences, proper nouns, and proper names?; (3) ORDER of words: Is my word order (syntax) correct?; (4) PUNCTUATION: Did I use end punctuation and other punctuation marks appropriately? (5) EXPRESSION of complete thoughts: Do all of my sentences contain a noun and verb to convey a complete thought? Review the SCOPE proofreading steps by copying a first-draft writing sample onto an overhead and evaluating the sample with the class using each item from the SCOPE poster. Then direct students to pair off and together evaluate their own writing samples using SCOPE. When students appear to understand the use of the SCOPE plan, require that they use this strategy to proofread all written assignments before turning them in. (Intervention Central)

9. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Writing – difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). Current Level of Functioning in Area of Concern: Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1: Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS). Intervention Cycle 2: Will utilize the Proofreading: Highlighting errors strategy during daily writing assignments. Results of Intervention Cycle 2: Progress Monitoring Charts attached for areas of intervention. Documenting Results of Cycle 1 Interventions

10. Writing Sample - Intervention 3 Proofreading: Use Selective Proofreading With Highlighting of Errors (Frus, n.d./18 November 2006). Proofreading: Use Selective Proofreading With Highlighting of Errors (Frus, n.d./18 November 2006). To prevent struggling writers from becoming overwhelmed by teacher proofreading corrections, focus on only 1 or 2 proofreading areas when correcting a writing assignment. Create a student ‘writing skills checklist’ that inventories key writing competencies (e.g., grammar/syntax, spelling, vocabulary, etc.). For each writing assignment, announce to students that you will grade the assignment for overall content but will make proofreading corrections on only 1-2 areas chosen from the writing skills checklist. (Select different proofreading targets for each assignment matched to common writing weaknesses in your classroom.) Also, to prevent cluttering the student’s paper with potentially discouraging teacher comments and editing marks, underline problems in the student’ text with a highlighter and number the highlighted errors sequentially at the left margin of the student paper. Then (if necessary) write teacher comments on a separate feedback sheet to explain the writing errors. (Identify each comment with the matching error-number from the left margin of the student’s worksheet.) With fewer proofreading comments, the student can better attend to the teacher feedback. Also, even a heavily edited student assignment looks neat and tidy when teachers use the highlighting/numbering technique—preventing students from becoming disheartened at the site of an assignment scribbled over with corrective comments. (Intervention Central)

11. Initial Assistance Team Meeting Academic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern) Writing – difficulty writing complete and grammatically correct sentences. Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentences. Counting the total number of Correct Writing Sequences (CWS). What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS). Current Level of Functioning in Area of Concern: Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). Sarah is able to write simple sentences; however she has difficulty forming more complex sentences in her writing. On her baseline writing probe, Sarah had a total of 12 Correct Writing Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS). Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments. Results of Intervention Cycle 1: Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS). Intervention Cycle 2: Will utilize the Proofreading: Highlighting errors strategy during daily writing assignments. Results of Intervention Cycle 2: Sarah continues to struggle with forming complete sentences without grammatical errors. Her number of Correct Writing Sequences (CWS) remained around an average of 14 Correct Writing Sequences (CWS). Progress Monitoring Charts attached for areas of intervention. Documenting Results of Cycle 2 Interventions

12. Sarah’s Correct Writing Sequences

13. Review of Cycle 2 Interventions and Determination of Need for Additional Action Summary of Intervention Outcomes and Basis for Decision: Initial results of the first interventions revealed that Sarah made slight improvement in her ability to form grammatically correct sentences. However, during the second cycle of interventions, Sarah’s performance showed no improvement. Her average number of Correct Writing Sequences has improved from 12 to 14, while the class average of CWS has increased from 25 to 32. Overall, Sarah has demonstrated limited progress during both intervention cycles. Sarah’s data indicates a lack of progress and a widening of the achievement gap between her performance and the average class performance. Therefore the team is recommending that Sarah be referred for an evaluation to the IEP Committee. Team Decision Continue with current services/interventions. Modify services/interventions and continue Assistance Team Process. (x) Recommend an evaluation to the IEP Committee OR Recommend a reevaluation for a student who currently receives EC services under an IEP. Other Decision______________________________________________________________________________________________________________ Signatures Date:____________ __________________________________Position__________________ ___________________________________Position__________________ _____________________________________________________Parent(s) Summary of Intervention Outcomes and Team Decision