Assessment PDU 12-13

Participants will develop specially designed instruction plans (treatment plans) based upon the results of the “Root Cause Analysis” Participants will evaluate their current treatment plan to make sure all instruction is directly tied to the results of the “Root Cause Analsysis”

I.6 Provides differentiation that addresses student’s instructional needs and supports mastery of content/language objectives(s)

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Treatment Plans

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 (e.g. cognitive below SS 85? 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 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.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern SDI plan Name: Jesse Fluid reasoning Comprehension Processing Speed Phonological Processing Orthographic Processing

Treatment Plan

1. Direct Instruction 2. High Impact Accommodations 3. Home to School Connections

RecommendationsGoalsPlan

Treatment Plan for Jesse Direct InstructionAccommodations and Modifications of the Core Curriculum Home to School Connections Recommendations: instruction that is mastery based and multisensory (due to weakness in fluid reasoning) Areas of Concern:Home Engagement:  High  Medium  Low  Non-Existent Goals : increase phonological awareness skills in English; increase phoneme/grapheme knowledge; increase speed and accuracy of reading materials at recreational level; increase oral and written vocabulary Accommodations:Meaningful Homework Tasks : Plan: 90 or more minutes daily (literacy block) Modifications:

Area of concern that needs accommodations AccommodationsModification

Treatment Plan for Jesse Direct InstructionAccommodations and Modifications of the Core Curriculum Home to School Connections Recommendations: instruction that is mastery based and multisensory (due to weakness in fluid reasoning) Areas of Concern: cannot read the classroom materials (science, social studies, math); cannot complete written assignments Home Engagement:  High  Medium  Low  Non-Existent Goals : increase phonological awareness skills in English; increase phoneme/grapheme knowledge; increase speed and accuracy of reading materials at recreational level; increase oral and written vocabulary Accommodations: recorded text or text read to him; pair-share reading; screen reader programs; adapted books; picture supported text; speech-to-txt programs, word prediction programs Meaningful Homework Tasks : Plan: 90 or more minutes daily (literacy block) Modifications: Consider a replacement core curriculum such as Language! that is mastery based, multisensory and comprehension to address reading and writing

Hypothesize home engagement Meaningful homework that matches home engagement

Treatment Plan for Jesse Direct InstructionAccommodations and Modifications of the Core Curriculum Home to School Connections Recommendations: instruction that is mastery based and multisensory (due to weakness in fluid reasoning) Areas of Concern: cannot read the classroom materials (science, social studies, math); cannot complete written assignments Home Engagement:  High X Medium  Low  Non-Existent Goals : increase phonological awareness skills in English; increase phoneme/grapheme knowledge; increase speed and accuracy of reading materials at recreational level; increase oral and written vocabulary Accommodations: recorded text or text read to him; pair-share reading; screen reader programs; adapted books; picture supported text; speech-to-txt programs, word prediction programs Meaningful Homework Tasks : determine if there is an English speaker in the family who can assist; develop tasks that are consistent each week and train a family member in the system for the homework; assign homework that reinforces what is happening at school in the possible replacement core curriculum Plan: 90 or more minutes daily (literacy block) Modifications: Consider a replacement core curriculum such as Language! that is mastery based, multisensory and comprehension to address reading and writing

Treatment Plans

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 (e.g. cognitive below SS 85? 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 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.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern proceed to treatment plan Name: Jesse Processing Speed Phonological Processing

Treatment Plan for Jesse Direct InstructionAccommodations and Modifications of the Core Curriculum Home to School Connections Recommendations: Fluency drills to increase working memory capacity; direct instruction in phonology to address phonological processing concerns Areas of Concern: cannot read the classroom materials (science, social studies, math); cannot complete written assignments Home Engagement: X High  Medium  Low  Non-Existent Goals : increase phonological processing skills by recognizing and discrimination of all English sounds; increase her phoneme/grapheme knowledge; increase her fluency Accommodations: recorded text or text read to him; pair-share reading; screen reader programs; adapted books; picture supported text; speech-to-txt programs, word prediction programs Meaningful Homework Tasks : send lessons plans to parents each week; provide parents with specific fluency drills to work on at home to provide frequent distributive practice; teach parents the phoneme/graphemes correspondence Plan: 60 min daily until decoding skills are mastered; reduce to 30 min focusing on rapid recall of over learned materials Modifications: Consider a temporary reading curriculum that focuses on Duel Deficit kiddos such as RAVO

Treatment Plans

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 (e.g. cognitive below SS 85? 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 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.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern proceed to treatmen t plan Name: Jesse Processing Speed Orthographic Processing

Treatment Plan for Jesse Direct InstructionAccommodations and Modifications of the Core Curriculum Home to School Connections Recommendations: Fluency drills to increase working memory capacity; direct instruction in syllable types and advanced phonic skills focusing on long vowel spellings ; learn the most common morphemes of English Areas of Concern: struggles with reading content (latin-greek based words) Home Engagement:  High  Medium X Low  Non-Existent Goals : know and apply knowledge of the 6 syllable types to decoding; know all long vowel spellings in English; Know the most common morphemes of English; increase his fluency Accommodations: text reader programs for content text; predictive software for writing Meaningful Homework Tasks : review classroom homework to determine what might be a struggle and pre-teach or provide time in school to do homework with adult assistance; consider a separate spelling list that focused on the skills taught in the peer group Plan: 20 min daily in general education with a peer group for word work instruction; structured repeated reading program for increasing fluency skills Modifications: none at this time

Treatment Plans

ConcernResearch Validated Treatment Fluid ReasoningMastery Based Instruction Phonological ProcessingMultisensory instruction in Phonology Orthographic ProcessingMultisensory instruction in Spelling Processing SpeedOver learning (multiple repetitions) of basic skills Language ComprehensionMultisensory instruction in vocabulary, syntax and semantics Executive FunctioningMeta-cognitive awareness of the dysfunction and teach self determination skills

Executive Functioning Concerns RecommendationsAccommodations -Metacognitive awareness of their EF concerns; -highly structured environments; structure provided to learning -Mastery Based Learning- Scaffolding of discovery based learning methodology -Mastery Based Learning; Multisensory Learning; Direct instruction in phonology - Recorded text, speech to text software -Mastery Based Learning; Multisensory Learning; Direct instruction spelling -Recorded text, speech to text software -Repeated readings; guided repeated reading; fluency drills -Extended time -Vocabulary development, direct instruction in syntax, semantics and language -sheltered instruction, use of visuals, etc Reasoning Concerns Basic Reading Phonological Concerns Basic Reading Orthographic Concerns Basic Reading Fluency Concerns Reading Comprehension Concerns

Reading LETRS Modules 1-6 Writing LETRS Modules 2,3, and 9 Math

Treatment Plan

Value Streaming of Current Services Map out the current delivery of services the student receives in chronological order. Be detailed in streaming out the current process. Indirect Services Direct Services Task Data key Tasks the student completesWork flow adds value duplicate

Value Streaming of Current Services for Sam Map out the current delivery of services the student receives in chronological order. Be detailed in streaming out the current process. Root Cause Concern: processing speed and advanced phonics Indirect Services- 30 min Monthly Direct Services- 120 min Weekly (pull out) Task Data key Tasks the student completesWork flow adds value duplicate check in with teacher 10 m weekly Sam collects materials for instruction 2 min Introduced to a leveled text with small group 2 m Pre- teaching including word work and reading strategies 5 m During reading- oral reading; practices strategies 10 m After reading; summarizing and answering comprehensi on questions 5 m Silent Reading for Accelerated Reading 10 m Accelerated Reading Test 5 m Puts away materials 2 m

Value Streaming of Current Services for Sam Map out the current delivery of services the student receives in chronological order. Be detailed in streaming out the current process. Root Cause Concern: processing speed and advanced phonics Indirect Services- 30 min Monthly Direct Services- 120 min Weekly Task Data key Tasks the student completesWork flow adds value duplicate check in with teacher 10 m weekly Sam collects materials for instruction 2 min Introduced to a leveled text with small group 2 m Pre- teaching including word work and reading strategies 5 m During reading- oral reading; practices strategies 10 m After reading; summarizing and answering comprehensi on questions 5 m Silent Reading for Accelerated Reading 10 m Accelerated Reading Test 5 m Puts away materials 2 m

Value Streaming of Current Services for Sam Map out the current delivery of services the student receives in chronological order. Be detailed in streaming out the current process. Root Cause Concern: processing speed and advanced phonics Indirect Services- 30 min Monthly Direct Services- 120 min Weekly push in Task Data key Tasks the student completesWork flow adds value duplicate Consulting on Spelling and Word Work in the Classroom 5 m weekly Bring group together with Sam and Peers 2 min Introduce the goals for the session 2 m Review previously learned lessons on syllable types, morphemes, long vowel sounds 5 m Teach new advanced phonics concept 5 m Practice reading words, sentence and stories related to the content 5 m Writing practice through dictation of the targeted skills 5 m Repeated Reading Fluency 5 m Puts away materials 2 m Consulting on Repeated Reading Intervention s 5 m weekly