Collaboration Project

WRITING
INTERVENTION
BY TAYNEE MILLER

Problem Identification
W H AT S TH E P R O B LE M ? ?
Student is not meeting their goals and is below the aim line for
Words Spelled Correctly (WSC) and Correct Writing Sequence
(CWS).
Student Goals:
1. On the CBM assessment for TWW, Student A will write 30 words on 4 out of 5 writing probes
by the end of the year.
2. On the CBM assessment for WSC, Student A will spell 22 words correctly on 4 out of 5 writing
probes by the end of the year.
3. On the CBM assessment for CWS, Student A will write 14 correct word sequences on 4 out of
5 writing probes by the end of the year.

WHY IS IT
HAPPENING??
WSC is low because

she was using larger

words and missed
frequent words such
as was.
CWS is low because

of spelling,
punctuation, and
capitalization errors.

Problem Analysis

Plan Development
What Should be Done??

Using the revision process

the special educator will
focus on:
Sentence Structure: Give

explicit instruction about

capitals at the beginning of a
sentence and punctuation at
the end of a sentence, through
small group lessons and oneon-one revising. Change after 6
weeks if needed.

Spelling: review high

frequency missed words such

as was and teach it through
revising. Change after 6
Core-standard Goal: Grade 2, W.S.5:
weeks if needed.
With guidance and support from

With guidance and support from

adults and peers, focus on a topic and
strengthen writing as needed by
revising & editing.

in a 3-minute weekly writing probe

to calculate TWW, WSC, and CWS.
The special educator will explicitly
teach the revision process and work
individually with the student once
a week on putting this into action.
All teachers will re-enforce the 3
components of a sentence.

Progress monitoring will be given

Im
ple
me
nt
ati
on

t
i
d
i
D k??
r
o
w
What was overlooked:

Vision problems vs
spelling.

Her learned habits

in reading. She
often skips over
words or makes
them up.

Plan Evaluation
What Worked:
Scores increased and showed
effectiveness because the gap between
TWW and CWS was smaller.
However it was inconsistent.
What Didnt Work:
Accuracy/CWS went up and TWW
went down.
Still below the aim line.

Plan Re-Eval
Spelling Assessment
Words Their Way

Problem Identification:
Spelling
Problem Analysis:
Needs spelling
intervention for long
vowels.

Plan Re-Eval
Intervention
Plan Development
Use the word study kit
from the Next Steps
intervention.
http://www.uurc.utah.edu/Ed
ucators/Videos-NextStepsWordStudy.php

Implementation:
4 times per week for 6
weeks.

Pre & Post Data

Pre & Post Data

Pre & Post Data