matching interventions to support student needs

Matching Interventions to Support Student Needs

Robert Frantum-Allen, MA

Gilpin Public Schools

September 2014

Intro and Norms

The Trouble with Handouts http://rcause.wikispaces.com

• Paper on Specially Designed Instruction and Root Cause Analysis

• Today’s Presentation• Sample Root Cause Analysis in Reading on 6

students • Blank Templates for Root Cause Analysis

Outcomes

Participants will apply the ‘fishbone analysis’

to determine individual student needs for Reading

Participants will participate in a

problem solving process using one of

their students

Participants will receive a preview of

research based interventions for

reading

Agenda

Problem Solving Story

Fishbone Analysis

What are we trying to problem solve?

Case Studies: Individual Children

Interventions

Next Steps

Choosing an intervention is like choosing a diet

Body of Evidence

• Researched Diets- found a company that does something very unique and was intrigued right away…

Customized Meal What to eat…

Breakfast 1 protein, 1 dairy, 1 fruit, 1 carb, 1 fat

Snack High protein snack

Lunch 1 protein, 2 vegetables, 1 fruit, 1 carb, 1 fat

Snack High protein snack

Dinner 1 protein, 2 vegetables, 1 fat

Rules

- Certain fats like olive oil or avocado

- Majority of raw green veggies if possible

- As clean as possible (no GMO, and organic)

- Use Light Salt- Limit processed foods

Supports

-must check in with dietitian 3 x week-increase activity-must journal-8 glasses of water-etc…..

Progress Monitored

Wee

k 12

Wee

k 13

Wee

k 14

Wee

k 15

Wee

k 16

Wee

k 17

212214216218220222

Weight

Weight

week 1

2

Wee

k 13

Wee

k 14

Wee

k 15

Wee

k 16

Wee

k 17

0

40

80

120

BP SBP D

Average Weekly Blood Pressure

Results 252 lbs

162 lbs

242 lbs

232 lbs

222 lbs

212 lbs

192 lbs

182 lbs

172 lbs

1 2 543

252

231

207

6

200190

182

Playing Darts in the Dark

Multi-tiered System of Supports (MTSS)Integrated ContinuumAcademic

ContinuumBehavior

Continuum

Adapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS

Problem solving teams are looking at the body of evidence to determine need. A problem solving team

can be a data team, student intervention team, a special team that was created to address a unique need

or and IEP team

Problem solving teams design a plan to address the problem.

The plan is implemented by the designated personnel.

The problem solving teams determines if the plan was effective.

If the plan was not effective, attempts to adjust the plan accordingly should be

made and re-implemented.

What Does This Mean for Our School?

Agenda


Fishbone Analysis



Interventions

Next Steps

datadatadatadata

data

data

datadatadata

data constipation

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.

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

Phonological Awareness

Alphabetic Principle

Vocabulary and Comprehension Fluency

Reading What sources of data do

we currently have for each of these categories?

http://www.google.com/url?sa=i&rct=j&q=segmenting%20sounds&source=images&cd=&cad=rja&docid=_mMTiITVlD38AM&tbnid=dPS6G37i0YVgiM:&ved=0CAUQjRw&url=http://www.readingrockets.org/strategies/elkonin_boxes/&ei=RlFoUpnUIKeBygGWvIGQDw&bvm=bv.55123115,d.aWc&psig=AFQjCNGZvvBPRUms-hZL6Qg4g5KX18bvlg&ust=1382654642785098

http://www.google.com/url?sa=i&rct=j&q=alphabetic%20principle&source=images&cd=&cad=rja&docid=0pty4pzXJkQb6M&tbnid=pqVnbNA_guiSHM:&ved=0CAUQjRw&url=http://www.homework-help-secrets.com/teaching-reading.html&ei=blFoUuaCDYikyQGO44GoDQ&bvm=bv.55123115,d.aWc&psig=AFQjCNFcbIW4eSU2Zz1mVn4y9nV_qN-QrQ&ust=1382654688878072

Agenda


Fishbone Analysis



Interventions

Next Steps

Specific Learning Disability • Definition: Specific Learning Disability means

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Psychological Processor

Cognitive Sweat • She had a large piece of birthday cake.• I would love to have a slice of cake. • The first slice was very little.• Is there a chance I could talk to the

person in charge?• The house mouse also likes to eat cake. • Where are you going with that cake?

Why is there a silent e? 1. Cake, Slice

2. Love, Have

3. Large, Piece, Charge, Chance, Slice

4. Little

5. House, Mouse

6. Where, Are

Executive Functioning

http://www.pbase.com/rcalmes/orchestra

Reasoning

VERBAL NONVERBAL

Reading Processors

orthographic phonologic

semantic

context

/r/ /ŭ/ /n/

run

Brain Images Comparing 9-Year-Old Average Reader and 9-Year-Old Un-remediated Poor Reader

Changes in Brain Activation Patterns in Response to Instruction

p. 63

Processing Speed

rapid retrieval

accuracy

Language Processing

ACADEMIC FISHBONE

Phonological Awareness

Alphabetic Principle

Vocabulary and Comprehension Fluency

Reading

http://www.google.com/url?sa=i&rct=j&q=segmenting%20sounds&source=images&cd=&cad=rja&docid=_mMTiITVlD38AM&tbnid=dPS6G37i0YVgiM:&ved=0CAUQjRw&url=http://www.readingrockets.org/strategies/elkonin_boxes/&ei=RlFoUpnUIKeBygGWvIGQDw&bvm=bv.55123115,d.aWc&psig=AFQjCNGZvvBPRUms-hZL6Qg4g5KX18bvlg&ust=1382654642785098

http://www.google.com/url?sa=i&rct=j&q=alphabetic%20principle&source=images&cd=&cad=rja&docid=0pty4pzXJkQb6M&tbnid=pqVnbNA_guiSHM:&ved=0CAUQjRw&url=http://www.homework-help-secrets.com/teaching-reading.html&ei=blFoUuaCDYikyQGO44GoDQ&bvm=bv.55123115,d.aWc&psig=AFQjCNFcbIW4eSU2Zz1mVn4y9nV_qN-QrQ&ust=1382654688878072

Handwriting/ Keyboarding

Spelling

Composition Grammar

Writing

Number Sense Operational Sense

Problem Solving Fluency

Math

● 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

increasinglystrategic

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading: Scarborough's Rope

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading Disability

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:PhonemicManipulation:

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

Agenda


Fishbone Analysis



Interventions

Next Steps

CASE STUDY: ANGELA

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

Case Study Student Intervention TeamAcademic Detectives

Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week

Progress Monitoring Oral Reading Fluency – no progress after 6 weeks.

Special Education • GORT- showed she is at the 21%ile

Program Manager Called the program manager and not sure

what to doReview indicated a very poor BOEA BOE was developed

Case Study

Phonological Awareness Alphabetic Principle


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

Clues

tabletibltabltebl

Total number of seconds

Grade level

>111 < K

111-95 K

94-76 1st grade

75-67 2nd grade

66-64 3rd grade

63-59 4th grade

58-52 5th grade

51-49 6th grade

48-45 7th grade

45-40 8th grade

<40 9th grade +

Angela is struggling with reading



Vocabulary and Comprehension (DRA/SRI and Critchlaw)


Rhyme: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 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 11/12Derivational Morphemes 0/12

Site Words: San Diego 5th grade level

ORF Rate: 93.8 Below Average ORF Accuracy: 92% Below Average

# of phoneme errors on spelling test: 57%

Color naming RAN: 6th grade level

Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark PP DRA 40 (5th grade level) MAZE Passage: 38%ile


Rosner Auditory Analysis: 1st Grade Level

Reading Vocabulary:

GORT Fluency: 16%ile

7th Grade Level

5th 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 sig medical concerns

No concern

Slight Concern

Serious Concern

Is there evidence to suggest

difficulty with executive

functioning?


difficulty with Language

Processing ?


difficulty with reasoning ?

Root Causes of Reading Difficulty

Student has the ability to sustain focus when basic

skills are automatic


difficulty with processing speed?

Student is able to learn through

various methods (mastery, inquiry)

yes

no

1.

2.

3.


problems with phonological processing?


problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. _____Basic Phonological_________2. _____Basic Orthographic _________3. ______________________________4. ______________________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns

Reading Comprehension

Concerns

Reading Fluency

Concerns

Basic Reading Phonological

Concern Basic Reading Orthographic

Concern

Create the Treatment

Plan

Name: ___________Angela ________________






Rhyme:Oddity Task:Oral Blending:Oral Segmentation:PhonemicManipulation:

Alphabet Skills: letter 100%, con 100% and vowels 60%Reading and Decoding:CVC 80%Digraphs80%Blends 40%Long Vowels 20%R Controlled 60%Variant 60%

Site Words: 153/200

ORF Rate: 4th grade 21

ORF Accuracy: 65%


Color naming RAN: 3rd grade

Reading Level: DRA 8 SD Primer

Oral Language Vocabulary: 3rd Grade Level

Name: _Marcelino____

Executive Functioning Skills: easily distracted; hyper-focus with interest areas; focus in small group; struggles in math; weak executive functioning

Reasoning Skills: struggles with verbal reasoning

Other: boy 4th grade ; fun kid, cheerful, lighthearted; likeable and sociable; English; History- mother had same problems; younger brother

Rosner Auditory Analysis: 1st grade

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. _executive functioning concern____2. a minor oral reasoning concern___3. _phonological processing _____4. _orthographic processing ________5. ______________________________6. AT recommendations: Kruzweil 3000;

speech to text- word Q7. Intervention: P. Processing intervention


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____ Marcelino _________






Rhyme: 1/12Oddity Task: 8/12Oral Blending: 3/6Oral Segmentation: 4/6 PhonemicManipulation: 0/12

Alphabet Skills: Letter name 19/52Consonant sounds 16/32Long Vowel Sounds 0/5Short Vowel 3/5

Morphology:

Site Words:

ORF Rate:

ORF Accuracy:

# of phoneme errors on spelling test: did not take

Color naming RAN: Less than K level

Reading Level: DRA 1


Name: __Salivador ___

Executive Functioning Skills: small group – needs cue to stay on task with complex tasks ; pretty poor

Reasoning Skills: verbal- not a lot of opportunity to express himself; average

Other: a lot of energy; charismatic; behaviors – Montessori – struggles with letter boxes, couple letter sounds and shut down with writing; 7 years old; immature and behavior in the classroom; English; first grader

Rosner Auditory Analysis: k

Reading Vocabulary:

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. ___Executive Functioning_______2. ___Processing Speed __________3. ___Phonology ____________4. ___Orthography ________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____________________________






Rhyme: 9/12 Oddity Task: 12/12Oral Blending: 12/12Oral Segmentation: 24/24PhonemicManipulation: 12/12

Alphabet Skills: 100% Reading and Decoding:60% for CVC50% Digraphs60% Blends 20% Long Vowel 30% Variant30% r con0% multisyllable

Site Words: 91/100 50/100

ORF Rate: 37 wpm

ORF Accuracy: 79%


Color naming RAN: 5th grade

Reading Level: DRA 12

Oral Language Vocabulary: 4th grade level

Name: __Joselyn ______

Executive Functioning Skills: lacks focus in subject areas she is struggling; like art and music and social studies

Reasoning Skills: average reasoning skills;

Other: 3rd Grade; social, willing to help and hard worker; Dad is Spanish; No instruction in Spanish; not a Spanish speaker; 2 older brother both in Special Education – decoding comprehension; new to school

Rosner Auditory Analysis: 2nd grade level

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. __Basic Reading Phonological ____2. __Orthographic Processing ______3. ______________________________4. ______________________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: __ Joselyn ______

Agenda


Problem Solving in Public School and Lessons from Other Industries



Case Studies: Buildings Level

Next Steps

Phonological Awareness Alphabetic Principle

Vocabulary and Comprehension )

Fluency

Treatment

Executive Functioning Skills:

Reasoning Skills:

Other:

Reading

Fishbone Analysis

Develop auditory processing skills by focusing on the sub-phonemic features of the sounds of English

Beyond phonological awareness to phonological knowledge and understanding

Programs- Lindamood Bell LiPS; Jane Feld Green Sounds and Letters

Direct instruction in spelling

70 Most Frequent Graphemes of English

Rules of English Orthography

English syllable types English morphology

Layers of English

Programs- Orton Gillingham, Wilson, Writing Road to Reading, Word their Way

Must have strong phonological awareness and orthography before treatment

Fluency drills and repeated readings

Programs: Read Naturally; 6 Minute Solutions

Rule out phonological awareness, orthography and fluency before starting treatment

Oral language development

Oral and written vocabularyDevelop the mental model

Guided Reading and Strategy Instruction

Background knowledge and schema building

Programs: LLI, Reading Advantage, Collaborative Strategic Reading, Reciprocal Reading

Medical check; metacognition; accommodations (we become the EF)

Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400); programs Lang! and Readwell

Low Level Decoding Skills

pre- kindergarten

primary elementary

intermediatemiddlehigh school

Emergent

Letter name

Within Word Pattern

Syllable and Affixes

Derivational Relations

Phonological ProcessingPhonological Processing

speech

perception

production

metalinguistic awareness

syllable

onset-rime

phoneme

phonological memory

PWM

retrieval

naming

1 Speech Perception Production

2 Metalinguistic Awareness

3 Memory, naming and retrieval


speech

perception

production

Speech: Unconscious phonological processing. Pronunciation of sounds and sequences of sounds.

Perception (receptive language): How our brains perceive the acoustic signals of speakers

Production (expressive language): Assembly and pronunciation of sounds and sequences of sounds.





metalinguistic awareness

syllable

onset-rime

phoneme



3 Metalinguistic awareness


phonological memory

PWM

retrieval

naming




Case Study- three childrenDevon age 6 Sasha age 8 Lucida age 10

Says God for dogPoor for door

Reads Cam for can Zee for see

Spells Dot for got

Says Nana for banana Bu loo for blue Eflent for elephant

Reads Strait for straightenedLook for looked

Spells Srv for serving

Choo for chewed

Spells Sbider for spider Sbesl for specialSdashn for station Sdrt for start sgin, for skinSgary for scary

HINT: SAY THE WAY THEY SPELLED THE WORDS AND HOW IT IS SUPPOSE TO BE PRONOUNCED

Language of Origin

Greek

Latin

French

Anglo-Saxon

https://www.youtube.com/watch?v=H3r9bOkYW9s&list=PLA03075BAD88B909E&index=11

chauffer

chalk

character

machine

chair

chalet

cheek

chestnut

chagrin

cholesterol

chateau

chlorophyll

lunch

chaos

chuck

chase

school

chapstick

cache

chemical

chlorine

Speech to Print Workbook, L Moats

Language of Origin

Phoneme/Grapheme Correspondence

GraphemeGraph= write; -eme = unit of structure

Written form of a sound

Phoneme Phono= sound; -eme = unit of structure

distinctive sounds

Examples:1 letter: a as in strap2 letters: ng as in ring3 letters: tch as in ditch4 letters: ough as in through

We Use Graphemes: Letters and Letter Combinations

Phoneme-Grapheme Correspondence:

/ch/ /ē/ /z/ /d/ /ū/ /d/ /l/ /z/

ch ee se d oo d le s

Phoneme/Grapheme Correspondence

Position of the Phoneme or Grapheme

Are spelled by …

Where the phoneme is

placed

What other sound comes

before or after it

beginning middle end

/k/ word sort- sort the words by how the /k/ sound is spelled (c, k, ck). What is the pattern you see?

coat kettle knack clear

Kyle deck cuddle sneak

pick cover hook kind

squawk catch flock stuck

Position of the Phoneme or Grapheme

Six Syllable Types

1. Closedpet, cats

2. Vowel-Consonant-e

slide, scare, cute

3. Open

ri-pen

4. Vowel Team

teeth

5. Vowel-r

car, bird, her

6. Consonant-le

ap-ple

Orthographic Conventions

What to Teach?• Most common prefixes:

in un mis dis fore re de pre a

• Most common roots:duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology(these roots account for more than 100,000 multisyllable words)

• Most common suffixes:hood ion ship y s es ed ing er or ible able

From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company.

Meaning and Parts of Speech

Memory Skills

Use repeated readings of one text pg 20 Child reads passage at instructional level

• reading is timed

Teacher provides feedback• word errors• Expression

Child re-reads the same passage • graphs the progress

Use repeated readings of one text pg 20

After the 5th readings it becomes memorized text!

Do not use this for readers with decoding issues (use recreation

level or fluent readers.

Repeated Readings

Day 1 Day 2 Day 3 Day 4 Day 5

•Select text •Add markings •Model reading •Choral reading

•Model reading aloud marked text •Chorally read aloud•Read aloud in pairs or small groups

•Read aloud chorally•Reading in pairs or small groups •Tape record child reading •Have them listen and comment on their reading

•Provide unmarked text•Students read aloud the passage•Practice reading in pairs or groups •Tape record the reading and compare to the previous days

•Meet with student individually and read the unmarked version•Have student take it home

VocabularyAnd

Comprehension

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

words

phrases

sentences and inter-sentence connections

paragraph and discourse structure

ReadingComprehension

metacognitive strategies

integration with knowledge of self and

the world

Topics Within the Study of ComprehensionTopics Within the Study of Comprehension

We process these aspects of language in parallel, not in a sequence!

Agenda


Problem Solving in Public School and Lessons from Other Industries



Case Studies: Buildings Level

Next Steps

How could this be facilitated by school leaders?

What structures need to be in place for the individual unit of analysis to occur?

What knowledge does the problem solving team need to be successful at completing an individual unit of analysis?

What role does the school leader play in this process?

What are the questions school leaders need to ask?

As General Education Teachers…

We must pay attention to the cluesand dig a little bit deeper.

Reading Writing Math

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

matching interventions to support student needs

Documents

diets interventions

gap analysis

fishbone analysis

interventions didnt

math interventions dont

seans root cause

customized diet

life6body of evidence