1. Outcome Measures for Beginning Writers with Disabilities Janet M. Sturm, Ph.D., CCC-SLP Central Michigan University [email_address] Nickola W. Nelson, Ph.D., CCC-SLP Western Michigan University Maureen Staskowski, Ph.D., CCC-SLP Macomb Intermediate School District Kathleen S. Cali, M.A. Doctoral Candidate, UNC-Chapel Hill Presentation for the American Speech, Language, Hearing Association Annual Convention, Philadelphia, PA

2. Janet M. Sturm Central Michigan University

3. Who is a beginning writer?

4. If I had a million dollars I waed bay a schools. I waed have a bab-q all time. Thaer waed be a spelling school. It waed be a art school for kids.

5. Who are these beginning writers? Kraz Anems I like kraz anems. My favoert anem is a meke. I like to wach thm sweg. I LIKE LA BKSISN Per brid Like tre eat wor I have a to dogs Darnames Luke and Prekss Day are my frends and I play with vam.

7. Who are these beginning writers? 8 year old with CP Typically developing 6 year old 23 year old with moderate DD 14 year old with moderate DD Kraz Anems I like kraz anems. My favoert anem is a meke. I like to wach thm sweg. I LIKE LA BKSISN Per brid Like tre eat wor I have a to dogs Darnames Luke and Prekss Day are my frends and I play with vam.

8. Maureen Staskowski Macomb Intermediate School District

10. Common Core State Standards for ELA APPLICATION TO STUDENTS WITH DISABILITIES

11. Supplement to Common Core Standards Regarding Special Education

15. Road Map Needed

16. Tools Needed

17. Kathleen S. Cali The University of North Carolina at Chapel Hill

18. What does the development of a typical student writer look like?

19. It starts with drawing....

20. And scribbling...

21. Gradually becoming intelligible to the reader...

22. With recognizable words...

23. And sentences...

24. Writing for different audiences... DeR George W. B Us h, WN R U gO N lKN The Lk . WON JOSPH NON PIG NON MY DASK!

25. And purposes...

26. Adding more sentences...

27. And details...

28. ...Moving toward becoming an INDEPENDENT WRITER.

30. What measures are being used in schools to assess beginning writers?

31. Formal & Informal Assessment Nickola W. Nelson Western Michigan University

41. Informal Measures for Beginning Writers

42. How to quantify observations?

45. Measuring Beginning Writers

47. Measuring Writing Quantity and Quality Writing Quantity & Quality Developmental Writing Scale for Beginning Writers Total Intelligible Words Number of Unique Words Topic Diversity Genre Diversity

49. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, 2010) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Purpose of the Measure To identify the overall developmental writing level of the student writer.

50. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, & Cali, 2010) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Level 1 Drawing only 2 Scribble writing which may include letter-like forms but with the majority of shapes not recognizable as letters 3 Some recognizable letters in strings but not grouped into words 4 Strings of letters grouped into “words” (i.e., with spaces between at least two groups of letters) but with no intelligible words 5 Strings of letters grouped into “words,” with only one possible real word (i.e., two or more letters in length) set apart, written repeatedly (e.g., dog, dog, dog), or embedded in a string of letters 6 Two to three different intelligible words embedded in strings, separated by spaces, or in a list format 7 More than three different intelligible words in a list format 8 More than three different intelligible words, with at least two of them in a partially formed sentence (i.e., grammatically related parts of a phrase, clause or sentence)

51. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, & Cali, 2010) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Level 9 One to two complete sentences with a subject phrase and a verb phrase 10 A minimum of three sentences, but with no coherent topic (i.e., most sentences are not related) 11 Organized writing with three or more sentences on a coherent topic but with limited cohesion between sentences (i.e., sentences can be reordered without changing meaning) 12 Organized writing with a coherent topic (i.e., on a consistent theme) and use of cohesive devices (e.g., pronoun or synonym replacement, logical connectors, subordinating conjunctions, conclusions that refer to prior content) across three or more sentences, so that sentences cannot be reordered without changing meaning 13 Organized writing with a coherent main topic and 2 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each 14 Organized writing with a coherent main topic and at least 3 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each

52. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, 2010) Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, & Cali, 2010) Definitions based on Halliday & Hasan (1976); Newkirk (1978); Ninio & Bruner (1978); Sulzby (1989) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Additional Definitions Drawings A line drawing or photo representing an event, object, person, or place. Scribbles A wavy, circular, or continuous line that may, or may not, show directionality. Letter-like Forms One or more forms representing or resembling printed or cursive alphabetic letters. Words A group of letters written in a sequence set off by spaces. An intelligible word that is not separated by a space and is adjacent to random letters or other intelligible words is also counted as a word.

53. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, 2010) Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, & Cali, 2010) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Additional Definitions Partially-formed sentence At least two words in proximity that appear to be related grammatically as parts of a sentence. Complete sentence A set of words organized grammatically with a subject and a verb. Punctuation is not required to be considered a sentence. Organized Discourse that conveys temporal, causal, categorical, or other logical relationships that are consistent with the author’s apparent purpose in conveying information, narrating a story, making a persuasive argument or some other emergent discourse form.

54. Developmental Writing Scale for Beginning Writers (Sturm, Nelson, Staskowski, & Cali, 2010) Definitions based on Halliday & Hasan (1976); Newkirk (1978); Ninio & Bruner (1978); Sulzby (1989) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Additional Definitions Cohesion Sentence-to-sentence language connections are made using cohesive devices (e.g., pronoun or synonym replacement, logical connectors, conclusions that refer to prior content); a test of cohesion is that the sentences cannot be reordered without changing meaning. Coherence A central main theme or topic is maintained across multiple sentences.

55. Level 1: Drawing Only © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities

56. Level 2: Scribble writing which may include letter-like forms but with the majority of shapes not recognizable as letters © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities

60. Level 6: Two to three different intelligible words embedded in strings, separated by spaces, or in a list format © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities A DRAGIN Lunch Time work

61. Level 7: More than three different intelligible words in a list format © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities Lltons Football Dethott Lbons This

62. Level 8: More than three different intelligible words, with at least two of them in a partially formed sentence (i.e., grammatically related parts of a phrase, clause or sentence) © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities Me at HRHe. On BRtDoY. APRIL25. Tom car cars red fast. Faster fun cars. mom mom. cars, blue, yellow blue orange. Love cars. The end.

63. Level 9: One to two complete sentences with a subject phrase and a verb phrase © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities We Ro gowg to The Big SLiDe To SLiDon A FASD onthefewtrrep Me And My Daddy R Play with Mounika. Alvin and the Chimpmuks They sing and dance

64. Level 10: A minimum of three sentences, but with no coherent topic (i.e., most sentences are not related) © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities I play a game. I went to my fnid house. I went to get a egg to eat. I went to chansh on Sun day. I kiss my momer sun day. I can walk my dog. I sat in my house. I went to the saing in ring. Happy Birthday Matthew. I like chocolate please Mom. I have a new school. Am 14. A new pet is a puppies and a dog and a cat and a shirt and a new baby.

65. Level 11: Organized writing with three or more sentences on a coherent topic but with limited cohesion between sentences (i.e., sentences can be reordered without changing meaning) © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities Frogs are eggs. Frog are cool. I no how a frog grows egg then grow mory. Frog eat lot of things that we don’t eat like bugs. I want a frog to play with. I thak frogs are mumloss because thae swim. I love to watch the garbageman to pick up our trash can to. I don’t watch the garman out to my window to. I love to watch the recycling person to get my recycling from my house to. Kristen I went on a pane so did I wish I was sleeping flying, My Mom was with me

66. Level 12: Organized writing with a coherent topic (i.e., on a consistent theme) and use of cohesive devices (e.g., pronoun or synonym replacement, logical connectors, subordinating conjunctions, conclusions that refer to prior content) across three or more sentences, so that sentences cannot be reordered without changing meaning © Sturm (2010) Typically Developing Beginning Writer Writer with Developmental Disabilities On monday my frid came over my house. We played and we had fun. She lath. She what houm I clin up my mast. I Love the move cars because is my faris move because Lighting Mcqueen is on the move Lightirgmcqueen ges stuck in the dith. and lightingmcqueen has friends sally and lightingmcqueen goes fast and hehasa fnind Mater.

67. Level 13: Organized writing with a coherent main topic and 2 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each © Sturm (2010) Writer with Developmental Disabilities My dad got the New IPad it’s like a iPod but it’s tiwse as big it mostley for work but you can wath moves and Play games I like how it feels it’s alsom be cost you can also wath youtub I like how the scaren size it’s Medom size it also fun to yose be cost my dad bot u cast for it and it can hold it up or if you are working you can put it done but the oley thang I don’t like is the wate it’s a praty have IPad but if you want to see it’s size you can turn the paepre ourond

68. © Sturm (2010) Level 13: Organized writing with a coherent main topic and 2 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each Typically Developing Beginning Writer The poll at my house opende up it was callde the pig picin and we went swiming ther and it was very very very fun to me. My babey seter took me to the stoer at I got so spra cande and some wacs coke bodolls with some drek cande it was very very very good cande.We eat food and food and food. I eat my food then I fellt the woder and it was very very very coold so I stod and the top step of the poll. My friends cris and darice wer ther and I stad ther a lidoll bit and then I rode my bike bake home and I went to bed and I went to slep!

69. Level 14: Organized writing with a coherent main topic and at least 3 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each © Sturm (2010) Typically Developing Beginning Writer One morning my mom told me where mooveing tomorrow. I was scared. That night I dramed that a dragon swooped down and ate the car. The next day I said gooby to my freinbsand left. I was releved wen wegothere. I helped onpack. This time I was wored about school. It started tomorrow. That night I braned the teacher was the menest teacher im all the land. The naxt morning I got up got breseb and went to school. Wan I god there the teacher gave us cookies. Indsted of the menest teacher in all the land she was niceisd teacher in the hole intir world. The End.

70. Level 14: Organized writing with a coherent main topic and at least 3 cohesive subsections (sub-topics or story parts) with at least two sentences elaborating the meaning of each Writer with Developmental Disabilities Me and my mom are going shopping for school clothes. For next year. When me and my mom go clothes shopping and sometimes we buy some new shoes. I like to go shopping with my Aunt Mandy. She buys me whatever I want. Like last time I went shopping with her. Last time I went shopping with her she brante me some new earrings and they are so cool for me. I like going shopping with my grandma singer she likes to go shopping with her and when I go shopping with my grandma she buys me a ring that is red. I love it so much. I like to take my cousins shopping to They love it when I take them shopping I buy them everthing they want. But I tell them that if They do not listen to me or their mom and dad I will not take them shopping ever again. I go shopping by myself and when I do I buy my mom and dad something and they love it. Before my grandpa passed away we used to go shopping all the time but now its just me and my mom, grandma, Aunt mandy and my cousins going shopping. I want to go shopping so bad with my mom and my grandma when I go home today I am going to ask my mom and see if we can go shopping with my grandma singer. And if we can we are going shopping so bad.

74. Total Intelligible Words in Beginning Writers Purpose of the Measure To quantify number of intelligible words produced by a beginning student writer. Measurement of Total Intelligible Words The number of correctly and/or phonetically spelled words in a written product. Intelligible words are defined as words of at least 2 letters that can be identified by two independent raters. The average number of total intelligible words across multiple writing samples will be measured.

76. Practice Sample Total Words: 8

77. Practice Sample Total Words: 22

78. Practice Sample Total Words: 8

79. Number of Unique Words in Beginning Writers Purpose of the Measure To quantify number of unique words produced by a beginning student writer.

80. Number of Unique Words in Beginning Writers Purpose of the Measure To quantify number of intelligible words produced by a beginning student writer. Measurement of Number of Unique Words The total number of different words in the students writing sample that follows conventional or phonetic spelling. The average number of unique words across multiple writing samples will be measured.

82. Practice Sample Unique Words: 7

83. Practice Sample Unique Words: 20

84. Practice Sample Unique Words: 8

85. Topic Diversity Measure (Sturm & Cali, 2010) © Sturm (2010) Purpose of the Measure To quantify the variations in self-selected topics chosen by student writers. Measurement of Topic Diversity Each writing sample will be assigned a topic (overall gist). The number of different types of topics composed across multiple writing samples will be measured.

87. Practice Sample Topic: Bike

88. Practice Sample Topic: Faith Hill

89. Practice Sample Topic: Clifford

91. Why do students use different genres? To recount a personal experience: I cach frogs with my cosin. I cote a tod in my gradma's pool. I got a cup and cote him. I keep him for a wile and then I put hem back in the pool. I cote a frog at my other grandmas house with my cosin. He was sticky on his back we put him in a cool wipe thing. He looked like a lafe. To describe a process: Little egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. To retell a favorite story: There once was a wide-math frog. He saw a bird. He said…Whort do you like to eat? The bird said…I like to eat worms. And then the wide-math frog hoped to a cradile. The wide math frog said to the cradile What do you like to eat? The cradile said I like to eat wide math frogs. Then the wide math frog made his math small and jumed into the pond and he made a big Splash! To explain why two things are different: You can tell the deffrent of a toad and a frog because a toad has brown skin and a frog has green skin. A toad has bumpy skin very bumpy skin. I like frogs the best because green is beateter then brown. Toads are aguley to me. Frogs are prettyer then a toad. I wish that frogs and toad could go to scool like us.

92. Genre Diversity (Cali & Sturm, 2010) © Sturm (2010). Permission may be granted for clinical application, with an email to sturm1j@cmich.edu Genre Function Emergent Graphic expression using drawings, pencil marks, scribbles, a string of letters, or letter-like forms. Label Describe elements of a drawing. Story Create an imaginary event. Recount Recount a past event. Plan Plan a future event. Procedure Explain how an event happens. Explanation Explain why an event happened or happens. Description Explain why an event happened or happens. Report Describe a group or category of things. Opinion Express an opinion about a thing or event. Poetry Use carefully chosen words to create meaning or share emotion (May employ word order, connotation, imagery, figures of speech, sound, or rhythm.)

95. Emergent Genres © Sturm (2010) Genre Typically Developing Beginning Writer Writer with Developmental Disabilities Emergent OIXHFUTYYIDBON I My Cum is not he see Ball From yes we said to and longe big tR Label A DRAGIN Me at HRHe. On BRtDoY. APRIL25 Me And My Daddy R Play with Mounika. Car Red

96. Narrative Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Story The lost Girl. Once upon atime there was a girl and her name was Stacy. Once when Stacy's mother took her to the toy store her mother told her to hold her hand so she wouldn't get lost. When her mother was paying for the toy's Stacy saw what she realy wanted but it was a little far away but she realy wanted it badly so she let go of her mothers hand and went to get it then her was done. Her mother thought Stacy was behind her so she kept going. When Stacy came back she didn't see her mother. Stacy started to cry. Then a lady that worked there said to Stacy don't cry. once upon there was a squirrel. The squirrel got dead. The squirrel got to get surgery. The squirrel had to get his tail cut off. The squirrel had to get some popcorn. The squirrel did not brush his teeth at all. The squirrel had to go to the girls bathroom The squirrel had to drive a car.

97. Narrative Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Recount On monday my frid came over my house. We played and we had fun. She lath. She what houm I clin up my mas We went camping. My Grandpa and Grandma were there . my Mom and Dad were there. My brother was there WE slept in tents and had a camp fire and we had a picnic.

98. Narrative Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Plan The egg ra going to hatch. It will be fn. I am going to hav some new ketes. Thar mother is namd Prashes. My dad and mom prdet that sh is going to hav 7. I want a thomas toy box for christmis des year. I am haveng my Brthday Prte at the rolrskating rekn I am ging to have Brthday CAK I am goingtohave whit CAK with vuniu frostingfrnds Name Dallas Bill Seth Larry Kahl Tristan Jared Jesse Dominic Cherry Cory Andy

99. Narrative Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Procedure Little egg's hach in to tadpol's. The tadpol's groe back lag's. Thin they groe font lag's. The taol gits smolr Thairis yor frog. Did you know that a a pond at night there is a lif saicl. First the watre plants grow with sun, watre and soil. Then the bugs eat the watre plants. Nixct the frogs, todes and trdls eat the bugs. Last the rakcons eat's frogs and todes when the racoons die thay tren into soil and it all hapis agin.

100. Expository Genres O © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Description I have a dog named nutmeg. Nutmeg jumps on her fence a lot. My dog runs fast. My dog is specail to me. My dog wondreds aornd. My dog is a shatepnad. My dog is two years old. I love my dog. Alvin and the Chimpmuks They sing and dance I have a to dogs Darnames Luke and Prekss Day are my frends and I play with vam.

101. Expository Genres O © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Report Cats have four paws. Cats eat cat food. Some cats can be nice or mean. People buy cats. Cats are orange, brown, black, white. Cats drink milk. People take care of their cats. Cats have four legs. Cats have kittens. Bird's Birr's are pretty and colr fol. There fer is sauf. They pataks ther safe with ther beck. They eat worm's And bug's. They live in a bird house. in a tree The is lets of cise of bird's in the wode Penguins live in Alaska and they in live in the north Pole Penguins are black and wite and theylive in the water and they aso swim in the water and penguin also laugh and get hungry and penguins also grow and also go in the sand Penguins have wings and they can' fly and they do traks

102. Expository Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Opinion I do not like school. I am glad we got 5 mor days in school. onley I like part of the school. I like birds Like a canary. Canarys sing pretty. Canarys are tellow and they fly very good. I thank brids are very good pets to have in your house. Birds stat to be a egg then they crate then little birds.Humming birds bon't jumt eat flerow they eat one flerow. I like cat Cat are nice I want a cat I love to watch the garbageman to pick up our trash can to. I don’t watch the garman out to my window to. I love to watch the recycling person to get my recycling from my house to.

103. Expository Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Explanation I LIKE LA BKSISN I can not go at scheol because is halodays. My Mom. My mom is nice. She is prety, frindly and cute! She is speshl! She is speshl becauase she takes care of me and my family! My mom takes me plases. She cooks me and my family brekfest and diner. I love my mom very very very much!! I want a thomas bed because I want oun so bad for my birthday. My dad got the New IPad it’s like a iPod but it’s tiwse as big it mostley for work but you can wath moves and Play games I like how it feels it’s alsom be cost you can also wath youtub I like how the scaren size it’s Medom size it also fun to yose be cost my dad bot u cast for it and it can hold it up or if you are working you can put it done but the oley thang I don’t like is the wate it’s a praty have IPad but if you want to see it’s size you can turn the paepre ourond

104. Poetic Genres © Sturm (2010) Genre Typically Developing Writer Writer with Developmental Disabilities Poetry Pumpkins Orange, round Carve, seeds, slimy Light, glow Jack-O-Lantern Eagle Big special Fly glide attack Good exciting wondering thankful Bird

109. First Week in Writer’s Workshop Level = 8 Total Words = 7 Unique Words = 6 Topic = Alvin & Thomas Genre = Label

110. Week Two in Writer’s Workshop Level = 9 Total Words = 8 Unique Words = 7 Topic = Alvin & the Chipmunks Genre = Description

111. Spring Semester in Writer’s Workshop (February 2010) Level = 12 Total Words = 36 Unique Words = 22 Topic = Big Wheel Trucks Genre = Report

112. Fall 2010 in Writer’s Workshop (October 7, 2010) Level = 12 Total Words = 40 Unique Words = 24 Topic = Cars Movie Genre = Explanation

113. Fall 2010 in Writer’s Workshop (October 7, 2010) Level = 12 Total Words = 32 Unique Words = 24 Topic = Chipmunks Genre = Report

114. Dakota’s Outcomes for the Developmental Writing Scale (September 2009-November 2010)

115. Dakota’s Outcomes for Word Intelligibility & Word Diversity (September 2009-November 2010)

116. Dakota’s Outcomes for Topic Diversity (September 2009-November 2010) Total Topics = 33 Different Topics = 22

117. Dakota’s Outcomes for Genre Diversity (September 2009-November 2010) Total Writing Samples = 33 Number of Different Genres = 7

118. Writers live their lives differently because they write. (Atwell, 1987)