1. Root Cause Howell k-8 January 31,2013

2. ACADEMIC FISHBONE

3. Simple View of Reading Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding those words). Printed Word recognition Language Comprehension x Phoneme Awareness Phonics Fluency VocabularyReading Comprehension 2 domains 5 components Gough and Tumner, 1986; Cain,p 214

4. Reading: Simple View of Reading as an algorithm Printed Word Recognition Language Comprehension x= Reading Comprehension 1 x = 00 0 x= 10.5 x = 1

5. ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Reading is a multifaceted skill, gradually acquired over years of instruction and practice. Reading: Scarborough's Rope

6. Fluency/naming speed and language comprehension Phonology and fluency/naming speed Phonology and language comprehension All three issues Subtypes of Reading Disability

7. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: Alphabet Skills: Reading and Decoding: Spelling Skills: Morphology: # of Orthographic errors on spelling: Site Words: ORF Rate: ORF Accuracy: # of phoneme errors on spelling test: Color naming RAN: Reading Level: Oral Language Vocabulary: Name: ________________ Executive Functioning Skills: Reasoning Skills: Other: Rosner Auditory Analysis: Reading Vocabulary: Reading Fishbone Analysis

8. Simple View of Writing Writing is the product of low level transcription skills and high level language processing and mental control processes. Transcription Skills Language Processing x handwriting, spelling, grammar Mental Control Planning, reviewing and revising 3 domains = Written Composition Model for Writing Instruction xx self-regulation, working memory Moats, 2011 Module 9 LETRS

9. Writing Memory Processes short term memory long term memory working memory Automatic Pilot Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Writing Processing Model -Moats LETRS Module 9 Planning Translating Transcribing Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho- motor Processo r Writing Reviewing Processing Speed

10. Handwriting (Handwriting without Tears Screener) Alphabetic Principle: Spelling (Core Phonics, Words their Way) Written Composition (Writing CBM with Rubric ) Grammar (Writing CBM CWS, Grammar Assessment) Memory: Orientation: Placement: Sentence: # of Orthographic errors on spelling: # of Phonologic errors on spelling: Writing CBM CWS: Parts of Speech: Subject/Predicate Identification: Sentence types : Sentence Identification: Syntax CLOZE: Writing Content: Writing Organization: Writing Style and Fluency: Language Usage: Name: ________________ Other: Writing Formation: Size: Neatness: Speed: Posture: Pencil Grip Developmental Stage of Spelling: Alphabet Skills: Reading and Decoding: Spelling Skills:

11. Simple View of Math Mathematical problem solving is the product of low level number skills and high level reasoning. Number Skills Operations Reasoning x Number Sense Operations logical thinking -verbal and non- verbal 2 domains = Problem Solving Model of Math Instruction Fluency Procedure

12. Numeracy Math

13. Number Sense (Math their Way; quantity discrimination; missing number ) Operations ( Math their Way; ) Reasoning and Problem Solving (Monitoring Basic Skills Progress; Pattern Block Design; Mathematics Navigator Screeners ) Fluency ( Monitoring Basic Skills Progress; Rapid Automatic Naming ) Counting by Rote Memory: One-to-One Correspondence: Instant Recognition: Conservation of Number: Counting Backwards: Estimation of Objects: Numeral Recognition: Numeral Forms : MBSP Correct Digit CBM (k-6; use 6 th grade for 6-12): Quantity Discrimination CBM: Color naming RAN: MBSP Applications (k-6): Mathematics Navigator Screener (6-12): Missing Number CBM: Pattern Block Design : + & - Concept Level: + & - Connecting Level: + & - Symbolic Level: + * - Visualization Level: Regrouping + & - Concept Level: Regrouping + & Connecting Level: Regrouping + & Symbolic Level: Place Value Concept Level: Place Value Connecting Level: Place Value Symbolic Level : Regrouping + & - Concept Level: Regrouping + & Connecting Level: Regrouping + & Symbolic Level: Multiplication Concept Level: Multiplication Connecting Level: Multiplication Symbolic Level: Name: ________________ Other:

14. CASE STUDY: ANGELA

15. Case Study K-2 Reached Benchmarks 3 rd Grade CSAP Satisfactory 4 th Grade CSAP P. Proficient 5 th Grade CSAP Unsatisfactory Currently 6 th Grade at a K-8 School SRI Lexile- 498 or 2 nd grade

16. Case Study Student Intervention Team Read Naturally for 2 days a week Guided Reading Plus for 3 days a week Progress Monitoring Oral Reading Fluency – no progress after 6 weeks.

17. Special Education GORT- showed she is at the 21%ile Program Manager Called the program manager and not sure what to do Review indicated a very poor BOE A BOE was developed Case Study

18. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension Fluency ( Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2010) PP DRA Level 40 MAZE Passage: 38%ile Angela is struggling with reading

19. Universal Data Targeted Screening InterventionIntervention Progress Monitoring TargetedAssessmentTargetedAssessment Eligibly Determination Interview and Observe

20. Clues

21. Clues

22. Clues

23. Clues

24. Clues

25. Clues

26. Clues

28. Angela is struggling with reading Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: 11/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 12/12 Phoneme/Grapheme: Short vowels: 21/21 Consonant Blends w/ short vowels: 15/15 Short vowels, digraphs, and trigraph: 15/15 R-Controlled vowels:13/15 Long vowels spellings: 13/15 Variant Vowels: 10/15 Low frequency vowel /consonant spellings: 8/15 Multisyllabic words: 14/24 Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 Derivational Morphemes 0/12 Site Words: San Diego 5 th grade level ORF Rate: 93.8 Below Average ORF Accuracy: 92% Below Average # of phoneme errors on spelling test: 57% Color naming RAN: 6 th grade level Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark PP DRA 40 (5 th grade level) MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: 1 st Grade Level Reading Vocabulary: GORT Fluency: 16%ile 7 th Grade Level 5 th grade level Executive Function: excellent focus, initiates tasks, can shift in midstream; no concerns with executive functioning Reasoning : excellent verbal and non-verbal reasoning Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family No concern Slight Concern Serious Concern

30. Is there evidence to suggest difficulty with executive functi oning? Is there evidence to suggest difficulty with Language Processing ? Is there evidence to suggest difficulty with reasoning ? Root Causes of Reading Difficulty Student has the ability to sustain focus when basic skills are automatic Is there evidence to suggest difficulty with processing speed? Student is able to learn through various methods (mastery, inquiry) yes no 1. 2. 3. Is there evidence to suggest problems with phonological processing? Is there evidence to suggest problems with orthographic processing? yes no yes no yes no yes no yes no Prioritize the concerns 1._____Basic Phonological_________ 2._____Basic Orthographic _________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Create the Treatment Plan Name: ___________Angela ________________

31. Universal Data Targeted Screening InterventionIntervention Progress Monitoring TargetedAssessmentTargetedAssessment Eligibly Determination Interview and Observe

32. Redo of the Intervention But now in the area of concern

33. Universal Data Targeted Screening InterventionIntervention Progress Monitoring TargetedAssessmentTargetedAssessment Eligibly Determination Interview and Observe

34. Targeted Assessment

35. Universal Data Targeted Screening InterventionIntervention Progress Monitoring TargetedAssessmentTargetedAssessment Eligibly Determination Interview and Observe

36. SDI Plan – 3 areas to focus on 1. Direct Instruction 2. High Impact Accommodations 3. Home to School Connections

37. Direct Instruction RecommendationsGoalsPlan

38. Treatment Plan for Angela Direct Instruction Recommendations: Instruction is direct, systematic, sequential and multisensory Instruction is focused on phonology, six syllable types and morphology As soon as skills are mastered, immediately apply to core curriculum Goals : Angela will identify the six syllable types and decode multiple syllable words at grade level Angela will identify the 127 most frequent morphemes of English and determine the meaning of a word based on these morphemes. Plan: 20 Minutes daily- 5 min of phonological drills; 15 min direct instruction on syllable types and English Morphemes for 6 weeks 20 Minutes two times a week applying the syllable types and morphemes to vocabulary from the core instruction

39. Accommodations and Modification of the Core Curriculum Area of concern that needs accommodationsAccommodationsModification

40. Treatment Plan for Angela Accommodations and Modifications of the Core Curriculum Areas of Concern: Struggles decoding multiple syllable words Accommodations: Use multiple syllable word decoding strategies (chunking, syllabication, etc) Pre-teaching vocabulary Direct instruction of spelling words Modifications: None needed

41. Home to School Connections Hypothesize home engagement Meaningful homework that matches home engagement

42. Treatment Plan for Angela Home to School Connections Home Engagement: X High  Medium  Low  Non-Existent Meaningful Homework Tasks : Teach parents the chunking and syllable strategies and the five linguistic features of spelling Ask them to use these when assisting her with her spelling or vocabulary homework