Post on 03-Jan-2016
Root Cause Analysis
University Park
Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/
Outcomes 1. Gain a deeper understanding of how a
Root Cause Analysis drives your instruction
2. Simple View of Reading, Writing and Math 3. Understand processing disorders verses
lack of instruction 4. Participate in a sample Root Cause
Analysis
Systematic Instruction and Application
Learning
systematic instruction
for the acquisition
of skills
project work (problems, dilemma,
instructional tasks, projects)
for the application of skills acquired
earlier
What is the difference?
Systematic Instruction Project Work
For acquiring skills For applying skills
Activity at instructional level Activity at independent level
Teacher directs the student's work
Teacher guides the student's work
Student follows instructionsStudent chooses from alternatives
Extrinsic motivation may be important
Intrinsic motivation characterizes the work particularly
Teacher addresses student's deficiencies
Teacher builds on student's proficiencies
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
Vocabulary
Reading Comprehensio
n
2 domains
5 components
Gough and Tumner, 1986; Cain,p 214
Reading: Simple View of Reading as an
algorithm Printed Word Recognition
Language Comprehension
x =Reading
Comprehension
1 x =0 0
0 x =1 0
.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
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
x x
self-regulation, working memory
Simple View of Math Mathematical problem solving is the product of low level
number skills and high level reasoning.
Number SkillsOperations
Reasoning x
Number Sense
Operations
logical thinking
-verbal and non-verbal
2 domains
=Problem Solving
Model of Math Instruction
Fluency
Procedure
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
Reading SLD Number Past Year
2105 Students qualified for a basic reading SLD2286 Students qualified for reading fluency SLD
2102 Students qualified for reading comprehension SLD
Basic Reading Reading Fluency Reading Comp.2000
2050
2100
2150
2200
2250
2300
Reading SLD Number Past Year
Fluency Comprehension
Basic All three Fluency and Comprehension
Basic and Comprehension
Basic and Fluency
302 386 428 1143 440 133 402
Basic and Fluency Basic and ComprehensionFluency and Comprehension Basic, Fluency and Comrehension BasicFluency Comprehsion
Analysis of the Data
Root Cause
Problem Solving Process
1. Define the problem
2. Gather data/Evidenc
e
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement the
interventions
6. Evaluate Effectiveness
Creativity in Problem Solving
Fluency/naming speed and language comprehension
Phonology and fluency/naming speed
Phonology and language comprehension
All three issues
Subtypes of Reading Concerns
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 Processor
Orthographic
Processor
Phonological Processor
Meaning Processor
Phonics
Grapho-motor
Processor
Writing
Reviewing
Processing
Speed
Verbal math
Imagery Mathematical Distraction
Numeracy
Subtypes of math concerns
Diagnostics
Follow the clues to
hypothesize the processing
disorder
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
When root cause analysis goes bad
Deep Look at Root Cause
Examples of Assessment Tools to hypothesize processing disorder
Case Study Angie
Case Study
6th Grade at a K-8 School Developed a reading problem
SRI- 498 or 2nd grade levelCSAP Reading of Unsatisfactory
SIT Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week
Progress Monitoring Oral Reading Fluency – no progress after 6
weeks.
SPED 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
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:PhonemicManipulation:
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:
Clues
Clues
Clues
Clues
Clues
Clues
Clues
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 +
RAN Norms
Have the child name the colors on each page. Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score.
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 +
Clues
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: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 12/12
Short vowels: 21/21 Consonant Blends with short vowels: 15/15Short vowels, digraphs, and trigraph: 15/15R-Controlled vowels:13/15Long vowels spellings: 13/15Variant Vowels: 10/15Low frequency vowel and consonant spellings: 8/15 Multisyllabic words: 14/24
Morphology: Structural analysis 1/12Inflectional Morphemes 11/12Derivational Morphemes 0/12
# of Orthographic errors on spelling: 43%
Site Words: San Diego 5th grade level
ORF Rate: 93.8 / 15%ile
# of phoneme errors on spelling test: 57%
Color naming RAN: 6th 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: 1st Grade Leve l
Reading Vocabulary: GORT Fluency: 16%ile 7th Grade Level
5th 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
Is there evidence to
suggest difficulty with
executive functioning?
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
noyes
no
Prioritize the concerns 1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________
Executive Functioning Concerns
Reasoning Concerns
Reading Comprehensi
onConcerns
Reading Fluency
Concerns
Basic Reading
Phonological Concern
Basic Reading
Orthographic Concern
Review Process again
Name: ______Angie ________
Basic Reading Phonological Concern
Basic Reading Orthographic Concern
Targeted Normed Assessment
Just the phonological processing subjects not the rapid naming subtests
7%ile
Specially Designed Instruction Treatment
20 minutes daily6 weeks
-phonology drills (5 min daily)-direct instruction in syllable types
and structural analysis (15 min) After initial treatment- 20 min 2x
week-application of syllable types and
morphology using core curriculum vocabulary
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