1. Using Root Cause Analysis to Drive Intervention for Students with Reading Concerns Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/

2. Murder Mystery! A sailor goes into a restaurant. His hands are tanned except for where a watch and wedding ring once belonged. He orders albatross, eats one bite which reminds him of something. He goes outside and kills himself.

3. Murder Mystery! Bob and Carol and Ted and Alice all live in the same house. Bob and Carol go out to a movie, and when they return, Alice is lying dead on the floor in a puddle of water and glass. She has multiple lacerations all over her body. It is obvious that Ted killed her but Ted is not prosecuted or severely punished.

4. Objectives Participants will be able to orally interpret a body of evidence to determine the root cause of academic deficit in the area of reading using academic vocabulary and create a treatment plan for intervention.

5. 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

6. 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

7. ● 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

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

9. Hypothesize the Root Cause Hint: The root cause is one or more of the psychological processors that interfere with a child’s ability to read, write, listen, speak, compute or problem solve OR they received poor instruction

10. Reading SLD Number Past Year 2105 Students qualified for a basic reading SLD 2286 Students qualified for reading fluency SLD 2102 Students qualified for reading comprehension SLD

11. Analysis of the Data Root Cause

12. Problem Solving Process 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness

13. Creativity in Problem Solving

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

15. Subtypes of Writing Concerns 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 Planning Translating Transcribing context Letters Sounds meaning Phonics Handwriting Keyboarding Writing Reviewing Processing Speed

16. Diagnostics Follow the clues to hypothesize the processing disorder

18. Fishbone diagram is used when…. … a team needs to study a problem/issue to determine the root cause. … a team wants to study all the possible reasons why a process is beginning to have difficulties, problems, or breakdowns. … a team needs to identify areas for data collection. … a team wants to study why a process is not performing properly or producing the designed results.

19. 1) Draw the fishbone diagram 2) List the problem in the head of the fish 3) Label each bone with categories to be studied 4) Identify the factors within each category that maybe affecting the problem 5) Continue until you no longer get useful information 6) Analyze the results

20. When root cause analysis goes bad

21. Deep Look at Root Cause Examples of Assessment Tools to hypothesize processing disorder

22. Case Study Angie

23. Case Study 6 th Grade at a K-8 School Developed a reading problem SRI- 498 or 2 nd grade level CSAP Reading of Unsatisfactory SIT 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.

24. SPED 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

25. 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: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: Short vowels: Consonant Blends with short vowels: Short vowels, digraphs, and trigraph: R-Controlled vowels: Long vowels spellings: Variant Vowels: Low frequency vowel and consonant spellings Multisyllabic words: Morphology: # of Orthographic errors on spelling: Site Words: Sight Words are spelled correctly ORF Rate: ORF Accuracy: # of phoneme errors on spelling test: Color naming RAN: Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP DRA Level 40 MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: Reading Vocabulary:

26. Clues

27. Clues

28. Clues

29. Clues

30. Clues

31. Clues

32. Clues

34. 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 Short vowels: 21/21 Consonant Blends with 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 and consonant spellings: 8/15 Multisyllabic words: 14/24 Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 Derivational Morphemes 0/12 # of Orthographic errors on spelling: 43% Site Words: San Diego 5 th grade level ORF Rate: 93.8 / 15%ile # of phoneme errors on spelling test: 57% Color naming RAN: 6 th grade level Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP DRA 40 MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: 1 st Grade Leve l Reading Vocabulary: GORT Fluency: 16%ile 7 th Grade Level 5 th grade level Executive Function: excellent focus, initiates tasks, can shirt 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

35. 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 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.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: ______Angie ________ Basic Reading Phonological Concern Basic Reading Orthographic Concern

37. Targeted Normed Assessment Just the phonological processing subjects not the rapid naming subtests 7%ile

38. Specially Designed Instruction Treatment

40. As General Education Teachers… ReadingWritingMath Most reading issues are due to lack of mastery of low level skills - phonological awareness and alphabetic skills -poor fluency is mostly due to poor basic skills (teaching them to read faster doesn’t solve the problem) -comprehension is rarely the issue and strong indication of a learning disability (10%) or ELL Most writing issues are due to lack of mastery of transcription skills (handwriting, keyboarding, spelling and grammar) Second biggest issues is poor mental control -Writing is not simply transcribing what you say Most math issues are due to lack of number sense and non-verbal processing -concept first then automaticity - If reasoning is in place then not a problem with problem solving

41. 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 Intervention

42. CCSS Read closely for details and make inferences; find evidence in the text Identify ideas and summarize Analyze ideas, people and events develop over the course of the text Interpret words and phrases Analyze text structures Assesses point of view Integrate and evaluate content Evaluate arguments and claims Analyze themes between two or more text Read and comprehend complex literary and informational texts independently and proficiently.

43. Work backwards to 8 th grade Knowledge of conventions of English grammar Knowledge of conventions of English mechanics Determines meaning of unknown multi- meaning words Interprets Figurative Language Increases Vocabulary

44. We read with our brain! Occipital LobeWernicke’s Area Broca’s Area Angular Gyrus

45. Processing Model for Word Recognition Context Processor Orthographic Processor Phonological Processor Meaning Processor writing outputlanguage outputreading input speech sound system letter memory Phonics language input

48. How we teach spelling https://vimeo.com/57935735

49. Meaningful Homework? Make a list of spelling homework tasks commonly assigned in school. e.g. write the word ten times, use in a sentence, etc. Sort into the instructional spelling approaches. What pattern do you see? Whole Word Spelling Phonetic Spelling Morphemic Spelling

50. Spelling Words- how do I pick the words? Based on their stage of spelling development that follow a pattern for discovery Words their Way Spelling Inventory Follow the prescribed curriculum based on a strong sequence of spelling instruction Writing Road to Reading, Spectrum Spelling, Just Words Do Not…. -use the words that they spelled wrong from their writings – unless they are a part of a pattern of words -sight words- unless they are one or two trick words that are taught by whole word spelling -vocabulary words- vocabulary words are to teach word meaning -words they don’t know the meaning of (the problem with Spellography is that most of the words are unknown to urban school children

51. Writing to Read I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. 1.Respond to a Text in Writing ES=.77 2.Write Summaries of a Text ES=.52 3.Write Notes About a Text ES=.47 4.Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text ES=.27 II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT. 1.Teach the Process of Writing, Text Structures for Writing, Paragraph or Sentence Construction Skills ES=.18 to.27 2.Teach Spelling and Sentence Construction Skills ES=.79 3.Teach Spelling Skills ES=.68 II. INCREASE HOW MUCH STUDENTS WRITE ES=.30 Graham & Hebert (2012)

52. (sentences) (words) syllables onset-rime phonemes 1:11:1 digraphs trigraphs vowel teams blends word families inflections syllable types roots/affixes word origin Orthography (Contributed by Carol Tolman, used with permission) Phonological Awareness Scope and Sequence of Word Level Reading Instruction Pre-k-k K-1 grade K-2 grade K-3 grade 1-3 grade 2-12 grade Emergent Letter name Within Word Pattern Syllable and Affixes Derivational Relations

53. Synthetic vs Analytical Synth etic Analytical -direct instruction of the sounds -taught in a systematic manner -each one building on the next -discovery based instruction of the sounds -taught in the context of meaningful tasks -each one building on the next

54. CH- sort these ch spellings; what is their language or origin chauffer chalk character machine chair chalet cheek chestnut chagrin cholesterol chateau chlorophyll lunch chaos chase school chapstick chuck cache chemical chlorine Speech to Print Workbook, L Moats Greek Latin French Anglo-Saxon Analytical

55. Silent E- six reasons in English Example cake have chance little house are The e makes the vowel say its name English words do not end in the letter V The e lets the c say /s/ or g say /g/ Every syllable must have one vowel; final stable Indicates that this is not a plural No job…historical spelling

56. Spelling Words aim today gray mayor away brain grain stray explain drain make sure they have meaning around the words Synth etic

57. Listen and Look for the pattern aim today gray mayor away brain grain stray explain drain aim today gray mayor away brain grain stray explain drain What is the one sound that all these words have ? I am going to circle 5 of these words. What do all five of these words have in common? What is the position of the ai spelling in the words? beginning, middle or end? Analytical

58. 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 Intervention

59. Work backwards to 8 th grade Cite evidence from text; draw inference from text Identify central idea and analyze the development Evaluate arguments and determine if sound reasoning is present Compare and contrast text; identify contradictions Connections

60. Figure 2.1: The RAND Model, Factors Influencing Comprehension p. 18

61. Influence of the Text Text Clarity of words Precision of words that express underlying ideas Text cohesion Genre Layout of text Reader “friendliness” Readability

62. The Task Task Reading for what purpose? Is choice involved or not? Limited or unlimited time? Consequences for reading? Presence of support and instruction?.

63. The Reader Reader Decoding skills Experience Interests Motivation Reasoning ability p. 23

64. In What Context Does Reading Occur? Context Community/cultural norms Peer group habits Family literacy

65. The “Surface Code” Refers to literal word and phrase meanings in a sentence. “A pack of wolves roamed the valley.” What would the reader know at the surface level? –Who roamed the valley? –Where did the wolves roam? –What did the wolves do?

66. The Text Base The underlying meanings that the words refer to. “A pack of wolves roamed the valley.” What are the underlying meanings in the text base? –Groups of 6–12 large, canine, wild animals –Have a social structure –Wander freely

67. A Reader’s Goal: Mental Model p. 24 Goal: Mental Model Long Term Memory Text Base (meaning behind words) Surface Code (words, sentences) Working Memory

68. Three Ways Children Build Word Knowledge 1.Incidental encounters with words, most likely through reading and/or in a “rich-language” environment 2.Direct, planned, explicit teaching of selected words 3.Fostering of word consciousness that enables students to learn words on their own

69. 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 Intervention

70. filiopietistic Say, echo, listen, correct, define and put in sentence file Closed Syllable Open Syllable FILIOPIETISTIC reverence of forebears or tradition, especially if carried to excess iopitistic Open Syllable Schwa Closed Syllable

71. filiopietistic Latin Roots Filio means brotherly Piet means piety -istic noun related to a verb- becomes an adjective FILIOPIETISTIC

72. filiopietistic The popular historical narratives of the many immigrant groups may indeed be filiopietistic in the exaggerated and often shrilly made claims for their important contributions to the making of the country of their choice. -- Orm Øverland, immigrant Minds, American Identities In a filiopietistic age it would be difficult to find a more filiopietistic man — toward his own father, the founders, and the past generally — than Edward Everett. -- Paul A. Varg, Edward Evertt: The Intellectual in the Turmoil of Politics

73. filiopietistic with your shoulder partner, create a highly visual sentence using the word filiopietistic

74. Many of our oldest words, given to English from Anglo-Saxon, have undergone the most changes in meaning over time. run (Anglo-Saxon) Multiple Meanings

75. RUN 175 meanings to run about in the park. The horse ran second. to run in huge shoals. The car ran along the highway. The ship ran aground. This bus runs between New Haven and Hartford. A rope runs in a pulley. Let the water run before you drink it. Your work runs from fair to bad. Wax ran down the burning candle. The ball struck the green and ran seven feet past the hole. The dyes in this fabric are guaranteed not to run in washing. How does your new watch run?

77. Structural Analysis and Word Origin Latin – and classical Greek – are as vital to beginning vocabulary development as phonics is to reading. Just as phonics helps children figure out what words are, Latin and Greek help them figure out what words mean. - Joegil Lundquist centum Hundred Cent- one hundredth of a dollar Century- a set of one hundred Centurion- Roman Military office over 100 men Centimeter- one hundredth of a meter Centennial- a hundred-year celebration or anniversary Percent- a number of parts in every hundred Centipede- one hundred footed ‘bug’ Centigrade- temperature scale with one hundred degrees between freezing and boiling

78. pathos logos a metron anti syn tele etic

79. NRP…

80. 7 Comprehension Strategies Comprehension Monitoring Cooperative Learning Graphic/Semantic organizers Questioning /Answering Questioning the Author Summarization Mental Imagery

81. Willingham’s Analysis of the NRP Strategy instruction can be effective. Strategies that have not been studied thoroughly may still be of some benefit … results are inconclusive. Brief instruction may be sufficient; amount of practice needed will vary. Instruction in strategies is most effective for grades 3 or 4 and beyond. (Willingham, 2006–07) p. 73

82. Multiple Strategies Guided Reading Reciprocal Teaching Collaborative Strategic Reading

83. Reciprocal Teaching PredictQuestion Clarify Summarize

84. 3 levels of CSR Modeling- ‘think alouds” Facilitation and coaching Independent

86. 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 Intervention

89. Reading fluency is not just about reading fast! p. 8 It is also about accuracy.

90. Provide direct instruction and feedback Teach sound/spelling correspondence, high-utility words and syllabication strategies and a large core of sight words. Have students practice reading new or difficult words prior to reading text Time students’ reading occasionally Include oral recitations lessons. Teach students about “smooshing” the words together Explain the return-sweep eye movement Teach about eye-voice span Find alternatives to round- robin reading Teach appropriate phrasing and intonation Conduct 2-minute drills to under-line or located a word Motivate students to read using incentives, charting and rewards.

91. Provide reader support Reading aloud simultaneously with a partner or small group Echo reading Readers Theatre Choral Reading Paired repeated reading Books on Tape

92. Use repeated readings of one text Child reads passage at instructional level reading is timed Teacher provides feedback word errors Expression Child re-reads the same passage graphs the progress