Spring 2016

First Author Writing Curriculum Series:
A Series for CI Teachers, SLPs and OTs
submitted by Theresa Augustyniak, Autism Spectrum Disorder Consultant, 231-767-7259 or taugustyniak@muskegonisd.org
“A beginning writer is one who is learning to use written language
to express communicative intent, and beginning writing is defined
as starting with emergent writing (drawing, scribbling and writing
letters) and ending with conventional writing abilities, usually
acquired by second or third grade for typically developing children.”
Previous assumptions on literacy
instruction for students with
disabilities continue to evolve into
new perspectives and practices
as reviews of research results
demonstrate that students with
significant disabilities make positive
gains in written expression when
provided with consistent, strategybased
instruction. Special education
teams from Fruitport, Mona Shores,
Muskegon Public, Oakridge, Reeths-
Puffer, Wesley, and Whitehall are
participating in a dynamic professional
development series featuring the
comprehensive, classroom-tested
writing curriculum for beginning
writers, the First Author Writing
Curriculum, at the MAISD.
This curriculum, developed by
Janet Sturm, Ph.D., CCC-SLP, in
coordination with Don Johnston
Incorporated and Central Michigan
University, was designed with
consideration for Universal Design
for Learning. It was created to
offer instructional supports and
accommodations for students with
complex learning needs such as
significant intellectual disabilities and
complex communication needs.
Special educational teams comprised
of classroom teachers, speech-language
pathologists, and occupational
therapists supporting students with
significant instructional needs in
Muskegon County, have been engaged
in the exploration of the resources
offered within the curriculum during
monthly sessions. Participants have
- Sturm, Cali, Nelson, Staskowski, 2012
used and reflected upon the sequential
daily lessons for explicit writing
instruction and have developed
additional modifications based
upon students’ needs. Participants
have also applied the use of various
tools included in the curriculum to
measure student accomplishments
in communication and behavior in
order to guide continued focused
and effective instruction thereby
increasing students’ overall capacity to
regulate their behavior successfully in
the classroom.
The First Author Writing Curriculum
is a unique instructional resource
that has been thoughtfully aligned
with the Common Core Essential
Elements for Writing, Speaking, and
Listening and draws from practices
of writing instruction that have been
scientifically validated. It is comprised
of the following three key components
that are part of the instructional
framework:
1) Mini-lessons - These lessons
emphasize a target concept and are
intended to be repeated over time to
foster student independence in the use
of writing strategies.
2) Writing Time - This crucial time
offers each student an opportunity to
write about a self-selected topic and
to create writing products that can be
shared.
3) Author’s Chair - Students learn
to value writing as communication
with others in this essential learning
environment where writing pieces are
shared with fellow authors.
The First Author Writing Curriculum
provides educational teams with the
necessary tools to provide students
with developmental disabilities access
to high-quality writing instruction to
optimize each student’s potential for
literacy learning while encouraging
joyfulness and fearlessness in
beginning writers. The value of this
curricular resource is matched only
by this training series participants’
willingness to reflect and continuously
improve on current instructional
practices, to embrace new perspectives
on students with developmental
disabilities, and to effectively create a
culture of writers by optimizing what
can be achieved in every classroom.
Many students and staff in local
schools and at the MAISD will be
celebrating Autism Awareness on
April 29, 2016, rather than World
Autism Awareness Day (WAAD) or
“Light It Up Blue” Day, which is
scheduled for Saturday, April 2,
2016, when schools will not be in
session. Plans for the events that
will occur within many districts will be
developed at the West Michigan Autism
Collaborative Coaches Meeting. Autism
Awareness posters and “Light It Up
Blue” stickers will be distributed to
all districts to encourage awareness
of autism throughout the month of
April. This campaign will stress the
importance of early diagnosis and early
intervention as well as an opportunity
to celebrate the unique talents and
skills of individuals with autism in our
local schools and around the world.