Special Education & Direct Writing Instruction 1 Running Head: Special Education & Direct Writing Instruction CAN EIGHT WEEKS OF DIRECT WRITING INSTRUCTION TO SPECIAL NEEDS STUDENTS ENROLLED IN A SPECIAL EDUCATION STUDY SKILLS CLASS MOVE 50% OF THOSE WRITING SCORES UP TO THE NEXT LEVEL ON A PREDETERMINED WRITING RUBRIC? By CRYSTAL BOSCH Submitted to: The Educational Leadership Faculty Northwest Missouri State University Missouri Department of Educational Leadership College of Education and Human Services Maryville, MO 64468 Submitted in Fulfillment for the Requirements for: 61-683 Research Paper Spring 2011 April 26, 2012
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Special Education & Direct Writing Instruction 1 Running ... Variables - Direct writing instruction through mini-lessons in a special education Study Skills classroom. Dependent Variables
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Special Education & Direct Writing Instruction 1
Running Head: Special Education & Direct Writing Instruction
CAN EIGHT WEEKS OF DIRECT WRITING INSTRUCTION TO SPECIAL NEEDS STUDENTS ENROLLED IN A SPECIAL EDUCATION STUDY SKILLS CLASS MOVE 50% OF THOSE WRITING SCORES UP TO THE NEXT LEVEL ON A
PREDETERMINED WRITING RUBRIC?
By
CRYSTAL BOSCH
Submitted to:
The Educational Leadership Faculty
Northwest Missouri State University Missouri
Department of Educational Leadership
College of Education and Human Services
Maryville, MO 64468
Submitted in Fulfillment for the Requirements for:
61-683 Research Paper
Spring 2011
April 26, 2012
Special Education & Direct Writing Instruction 2
Abstract
The purpose of this study was to analyze the impact of 8 weeks of direct writing
instruction, with differentiation, in a special education Study Skills classroom. The study
included information regarding the effectiveness of grouping and differentiation, various
forms of direct writing instructional strategies, and strategies specifically designed for
students with learning disabilities in written expression. The study was conducted in four
special education Study Skills classrooms and data was collected using Google docs. The
groups in the study included students in the high school setting ranging from grades 9-12
who were enrolled in a Special Education Study Skills course. All participating students
had an Individual Education Plan (IEP), although their disabilities varied. Microsoft
Excel and A Statistical Program (ASP) were used to organize the raw data and calculate a
t-test. Findings indicated that direct writing instruction in a special education Study
Skills classroom does move 50% of writing scores up to the next level. A significant
difference was found between the p-value of 1.25154E-7, and the alpha level of 0.10.
Any p-value below 0.10 indicates a significant difference. Further research concerning
written expression and Common Core Standards would be beneficial for future
consideration, as the implementation of Common Core Standards becomes a reality.
Special Education & Direct Writing Instruction 3
Introduction
Background, Issues and Concerns
Written Expression was selected as a result of the foreshadowed Common Core
Curriculum Standards. With these standards and in anticipation of assessments, which are
performance based, writing skills will be essential for students’ future academic
successes. Study Skills classes were selected with the expectation that if significant
changes within a group of students were to happen within a few months, it would be
these students simply because most of them have placement in the regular education
setting more than the students in any other special education class.
Under Common Core Standards Writing #2 (Grades 9-10), students will be
expected to write informative/explanatory texts to examine and convey complex ideas,
concepts and information clearly and accurately through the effective selection,
organization and analysis of content (Common, 2012).
Introduce a topic: organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g. headings)
graphics (e.g. figures, tables, and multimedia when useful to aiding
comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
Special Education & Direct Writing Instruction 4
Provide a concluding statement or section that follows from and supports the
informative or explanation presented (e.g. articulating implications or the
significance of the topic) (Common, 2012).
By the 2014 school year, Benton High School will be teaching solely to the Common
Core Standards Curriculum. Students’ writing expectations in all core classes will be
aligned with those standards. In order to better prepare students for that transition, writing
was chosen for an area of improvement.
Practice under Investigation
Students were given writing pre-assessments to establish a baseline and then they
went through 8 weeks of direct writing instruction in their Study Skills class. After the
first 4 weeks of instruction, students were grouped according to their level of mastery and
expectation. Students were then re-taught the specific concepts they were struggling with.
After the 8 weeks, students were given a writing post-assessment to determine their
progress.
School Policy to be Informed by Study
Benton High School is currently implementing data teams across all department
areas. The purpose of data teams is to implement an action research project of sorts to
determine what “moves kids” to the next level. The study of writing instruction in Study
Skills was a great indicator that moving students to the next level is possible. The results
of this study were shared with all members of the Special Education Department as well
as all members of the Benton High School Administration. The final outcome showed
that writing instruction should be added to the Study Skills curriculum because it did
show improvement on student achievement in regards to writing skills.
Special Education & Direct Writing Instruction 5
Conceptual Underpinning
Traditionally, Study Skills classes cover organization and strategies that cover
note taking, test taking, and studying. At Benton High School, the Study Skills class is
the only common special education course taught by four of the five special education
content area teachers. This study was put into action by all four of the Study Skills
teachers and data was collected using a common media.
The No Child Left Behind Act of 2001 was intended to “close the achievement
gap with accountability, flexibility, and choice, so that no child is left behind” (United
States Department of Education, 2012). The NCLB Act includes special education
students in establishing high standards and measurable goals with intent to close the
achievement gap (U.S. Department of Education, 2012).
According to the Individuals with Disabilities Education Act (IDEA), students
have the right to the Least Restrictive Environment (LRE) (United States Department of
Education, 2012). Students who have specific learning disabilities are placed in regular
education environments with accommodations. However, those students are still expected
to take and pass district, state, and national standards-based tests, many of which assess
through writing.
In accordance with federal and state legislation, it is imperative to improve
student-writing scores. Improved writing scores will benefit students in all content areas
and improve their performance on all forms of assessment in those areas. Special
Education students receive writing instruction in their Communication Arts class, the
additional direct writing instruction provided by the implementation of this study will
Special Education & Direct Writing Instruction 6
allow them additional time to focus on the writing skills they have not mastered which
are required for standards based testing.
Statement of the Problem
Prior to the study, the average student writing score was considered below basic.
Many content area teachers complained they were not able to grade the content of student
responses because of poor writing skills. Students seemed to struggle conveying their
answer/message not because they didn’t know the information but instead because of
their inability to write properly.
Special education students who were enrolled in Study Skills class made up a
large majority of these students who were struggling with the basics of writing. After
conferencing with other Study Skills teachers, we came to the conclusion that these
students were behind in the basics of writing, which was indeed hindering their
performance in all other subject areas. Student responses would regularly be submitted as
one large paragraph using elementary level vocabulary, poor usage of mechanics, lack of
transition statements, and little to no organization at all. We, as a Special Education
Department, determined that writing would be an area that could be drastically improved
and that it would best benefit our students to make writing a focus.
Purpose of the Study
The study will determine whether or not direct instruction in special education
Study Skills class will improve writing scores. If writing scores are improved, writing
mini lessons will be permanently implemented into the Study Skills curriculum to
improve writing for the anticipated Common Core Standards Curriculum.
Special Education & Direct Writing Instruction 7
Independent Variables - Direct writing instruction through mini-lessons in a special
education Study Skills classroom.
Dependent Variables - Student writing scores on a pre-determined rubric.
Other Variables to Consider - Student disability, consistency in mini-lesson instruction
(taught by four different teachers), student absences, student effort, and socioeconomic
status.
Research Question(s)
Is there a significant difference in student writing scores when 8 weeks of direct writing
instruction is implemented into a special education Study Skills class, using ability
grouping?
Null Hypothesis(es)
There is no significant difference in student writing scores when 8 weeks of direct
writing instruction is implemented into a special education Study Skills class, when
compared with student writing scores prior to receiving the 8 weeks of direct writing
instruction.
Anticipated Benefits of the Study
Improved writing scores will be beneficial for students when considering all
academic areas. This study compliments all state and federal legislation and the push
towards creating consistent standards and measurable goals for NCLB, IDEA, and
Common Core Standards.
The information gained from this study will be dispersed to all members of the
Special Education Department to improve the framework and structure of the Study
Skills class. Also, by improving writing scores, students will be better prepared for the
Special Education & Direct Writing Instruction 8
foreshadowed implementation of Common Core Standards Curriculum, which are
performance based, and will further develop essential writing skills for future academic
successes.
Definition of Terms
(Definitions taken for the U.S. Department of Education website)
Common Core Standards - Consistent and clear grade and content level standards of what
students are expected to learn for success in college and careers.
Least Restrictive Environment (LRE) - Part of IDEA stating that school districts are
required to educate students with disabilities in regular classrooms with their nondisabled
peers, in the school they would attend if not disabled, to the maximum extent appropriate.
No Child Left Behind (NCLB) - An Act to close the achievement gap with
accountability, flexibility, and choice, so that no child is left behind.
Individuals with Disabilities Education Act (IDEA) - A law ensuring children with
disabilities services throughout the nation. The law governs how public agencies provide
special education services.
Standards Based Testing - Assessment that measures individual content standards that
students should know to reach given levels in the subject area (usually “basic”,
“proficient”, or “advanced”.)
Special Education & Direct Writing Instruction 9
Summary
Benton High School is a Midwestern High School with a 12% special education
population and a 65% free-and-reduced lunch population. Students at Benton High
School are currently performing below state standards in several academic core areas.
The purpose of this study was to analyze the impact of 8 weeks of direct writing
instruction, with differentiation, in a special education Study Skills classroom. The
research includes information regarding the effectiveness of grouping and differentiation,
various forms of direct writing instruction strategies, and strategies specifically guided
for learning disabilities in written expression. The study was conducted in four special
education Study Skills classrooms amongst students ranging from grades 9-12 who were
enrolled in a Special Education Study Skills course. All participating students had an
Individual Education Plan (IEP), although their disabilities varied.
Special Education & Direct Writing Instruction 10
Review of Literature
Writing is an essential skill included in the recent adoption of Common Core
Standards (Common, 2012). The research presents a reliable view of the importance of
direct writing instruction for children with special needs. In addition, the research also
suggests that ability grouping is successful way to better advance student scores with
varying levels of performers. The review of literature includes information regarding the
effectiveness of grouping and differentiation, various forms of direct writing instruction
strategies, and strategies specifically designed for students with learning disabilities in
written expression.
Most simply put, differentiated instruction is a process in which teachers enhance
learning by associating individual student characteristics to instruction and assessment
(Johnston, 2006). Differentiated instruction was previously considered a technique used
for special education, but it is now a common practice in all classrooms across the U.S.,
offering each student an education on a more individual basis.
Lenz & Conklin suggest that “differentiation encompasses what is taught, how it
is taught, and the products students create to show what they have learned (2004).”
Teachers can differentiate content, process, and/or product for students (Johnston, 2006).
Differentiating content refers giving the students different content to cover (Lenz &
Conklin, 2004). Differentiation of process requires several instructional techniques and
materials to better accommodate all styles of learners (Lenz & Conklin, 2004).
Differentiation of products occurs when students are allowed to demonstrate their
learning through different formats of assessment (Lenz & Conklin, 2004).
Special Education & Direct Writing Instruction 11
Differentiation is a way to implement a variety of effective instructional skills, a
few of those skills/strategies include: tiered assignments, questioning, multiple
U.S. Department of Education (2012). Retrieved from http://www.ed.gov/
Vaughn, S., Gersten, R., & Chard, D. (2000). The underlying message in LD intervention
research: Findings from research synthesis. Exceptional Children, 67 (1), 99-114.
Retrieved from ERIC.
Special Education & Direct Writing Instruction 40
APPENDIX
APPENDIX A Timeline:
The table in Appendix A shows the timeline followed for pre-assessment, mini-lesson
instruction, and post-assessment. The first four weeks of the timeline were taught as
whole-group instruction. The last four weeks were taught in ability groups, which was
determined by mastery of skills.
Special Education & Direct Writing Instruction 41
APPENDIX B Student Groups for Mastery:
Appendix B is the rubric used to determine mastery for student groups. Once students
fulfilled the performance strength criteria for the group in which they were placed, they
were advanced to the next student group level.
APPENDIX C
Special Education & Direct Writing Instruction 42
Instructional Strategies:
Appendix C displays the specific needs of the student groups as well as the strategies
used for instruction and topics for mini-lessons. This chart does not include the fourth
group of “Students Not Likely” in writing instruction because, although they received the
writing instruction, it was determined ahead of time that they were not likely to progress
because of their disability or due to outside factors. Their main focus was on improving
their grades in all other classes.
APPENDIX D
Special Education & Direct Writing Instruction 43
Scoring Rubric: Appendix D is the predetermined scoring rubric used on the pre and post assessment. Writing submissions for both assessments were hand-scored by the Study Skills teachers. Two teachers reviewed each submission and determined a score of 1, 2, 3, or 4.
4 3 2 1
Special Education & Direct Writing Instruction 44
ORGANIZATION Title, 4+ Paragraphs, Logical Organization of Thoughts, Paragraphing
No Title, 4+ Paragraphs, Logical Organization of Thoughts and Paragraphing
Missing Title, 2-3 Paragraphs, Missing Organizational Features to Organize Ideas, No Paragraphing Structure
Missing Title, 1-2 Paragraphs, Missing Organization Features, No Paragraphing Structure
VOCABULARY Specific Vocabulary, 30% Multi-syllable Words
General Vocabulary, 10% Multi-Syllable Words
General Vocabulary, Mo Multi-syllable Words, Many misspellings
General Vocabulary, Misspellings interfere with comprehension of text
OPENING/ CLOSING
Opening and Closing Paragraphs explain the main idea of the essay
Opening OR Closing Paragraphs explain the main idea of the essay
Missing Opening and Closing Paragraphs, but has a Opening and/or Closing statement
Missing Opening and Closing Paragraph, no Opening/ Closing statements
TRANSITIONS Transitions aid in the flow from paragraph to paragraph
Transitions do not aid in the flow from paragraph to paragraph OR transitions are “then, next, so, etc”