Root Cause Analysis Assessment PDU. Outcomes 1.Define Specially Designed Instruction 2.Understand...
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Root Cause AnalysisAssessment PDU
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Outcomes 1. Define Specially Designed Instruction 2. Understand the Components of Specially
Designed Instruction 3. Gain a deeper understanding of how a
Root Cause Analysis drives your instruction
4. Explore 4 types of Root Cause Analysis 5. Understand processing disorders and why
they must be identified before developing SDI
6. Participate in a sample Root Cause Analysis
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Specially Designed
Instruction Specially designed instruction is defined as "adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction, (i) to address the unique needs of the child that result from the child's disability; and (ii) to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children." (IDEA 2004)
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Operational Definitions
Adapting
Eligible Child
Content Methodology
Delivery of Instruction
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Revisit Specially designed instruction is defined as "adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction, (i) to address the unique needs of the child that result from the child's disability; and (ii) to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children." (IDEA 2004)
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Components of SDI
Educational
Disability Analysis
of the Data
Recommendations
Least
Restrictive
Environment Development
of
Goals
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Educational Disability
- A child must be eligible for an Educational Disability
- the largest disabling condition that you will be dealing with is a Specific Learning
Disability
Educational
Disability
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Reading SLD Number Past Year 3784 Students with a Learning Disability 3232 Students with a Reading Learning
Disability552 Students had a Non-reading Learning
Disability
Reading Disabiltiey Non-Reading Disabiltiey
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Specific Learning Disability
BASIC READING READING FLUENCY
READING COMPREHENSIONMATH COMPUTATION
MATH PROBLEM SOLVING WRITTEN EXPRESSION
ORAL EXPRESSIONLISTENING COMPREHENSION
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Interview and Observe
Step One
Student Teacher Parent
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Gather Universal Data
State Testing
District Benchmarks
Universal Screening
Classroom Assessment
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Curriculum Based Measure
DIBELS AIMSWEBEASY CBM
Monitoring
Basic Skills
Progress
-Determine the gap and
-Progress Monitoring
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Targeted Screening
SOAfter you have
•observed and interview•gather universal data•completed your benchmark CBMthe
n do targeted screenings in the area of concern
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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
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Targeted Assessment
the purpose of the targeted NORMED assessment is to confirm your hypothesis and confirm that it is a significant delay
BUT
ONLY IN THE AREA OF CONCERN
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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
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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
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Psychological Processors
What is causing the problem? You must know this before you can design instruction.
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Review the psychological
processors
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• Perception• Introspection•Memory• Creativity• Imagination• Conception• Belief• Reasoning • Volition or will • Emotion
Phonological Processing
Orthographic Processing
ProcessingSpeed
Language Processing
Number Processing
Visual Spatial Processing
Grapho-Motor Processing
Executive Functioning
Reasoning
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Analysis of the Data
Root Cause
Analysis
of the Data
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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
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Creativity in Problem Solving
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Specially Designed Instruction1. Define the
problem
2. Gather data/Evidenc
e
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement the
interventions
6. Evaluate Effectiveness
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The IEP as a 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
Referral
Initial Evaluations
IEP Meeting
Annual review and
Re-evaluation
Progress Reports
Implement Services
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Root Cause in the IEP1. Define the
problem
2. Gather data/Evidence
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement the
interventions
6. Evaluate Effectiveness
Gathering data/evidenc
eAnd
Delineating Root Cause
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Fluency/naming speed and language comprehension
Phonology and fluency/naming speed
Phonology and language comprehension
All three issues
Subtypes of Reading Disability
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Psychological Processors for
Reading Processor Who Treatment
Language Processing Executive Functioning Disorders – ADHD, Autism
Metacognitive Reading Strategies
Phonological Processing
Dyslexia Multi-Sensory Reading Approach
Processing Speed Any Child Repeated Reading and Guided Repeated Readings
Working Memory Any Child Mastery Based Learning- over learning of basic skills
Dual Deficit Any Child Combination
Analytical Processing IQ Lower than 75 Intense comprehensive programming
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Reading Root Cause Basics Comprehension
Is it because the child struggles with Language
Comprehension?
It is because the child struggles with automatic
rapid word recall?
It is because the child cannot decode?
Basic Reading-If they have language
comprehension and have rapid naming then
choose Basic Reading
Reading Fluency-if they have language
comprehension and can decode then, choose
Fluency
Reading Comprehension-If they can decode and are fluent, then choose
Comprehension
Very few children have language comprehension, rapid naming and decoding issues. If so then we need to make sure the cognitive issues
have been adequately ruled out.
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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 Part 3 (final)
Planning Translating
Transcribing
Context Processor
Orthographic
Processor
Phonological Processor
Meaning Processor
Phonics
Grapho-motor
Processor
Writing
Reviewing Holy Crap!
Processing
Speed
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Verbal math
Imagery Mathematical Distraction
Numeracy
Math
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Diagnostics
Follow the clues to
hypothesize the processing
disorder
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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.
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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
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Strategies for Interpreting the Data:Five Why Analysis
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5 Why Tree 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 to determine the most logical cause and secondary causes
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Problem
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
Why
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5 Why Analysis My car will not start. (the problem)•Why? - The battery is dead. (first why)•Why? - The alternator is not functioning. (second why)•Why? - The alternator belt has broken. (third why)•Why? - The alternator belt was well beyond its useful service life and has never been replaced. (fourth why)•Why? - I have not been maintaining my car according to the recommended service schedule. (fifth why, a root cause)•Why? - Replacement parts are not available because of the extreme age of my vehicle. (sixth why, optional footnote)
I will start maintaining my car according to the recommended service schedule. (solution)
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5 Why’s Analysis Tree Struggles with writing a complete
paragraph
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Strategies for Interpreting the Data:Pareto Analysis
Vilfredo Pareto Joseph Juran
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Pareto Principal
• 80% of Effects are cause by 20% of causes.
Create a table listing causes and frequency
Arrange the rows in decreasing order
Identify 20% of the risks that have the biggest impact on the overall problem
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Math Skills Causes of Mistakes on math problems
Frequency Percentage
Lack of Number Sense 5/25 20%
Lack of Operational Sense
12/25 48%
Lack of Operational Fluency
5/25 20%
Lack of Visual Spatial/Measurement knowledge
0/25 0%
Lack of Algebraic Sense
0/25 0%
Lack of Problem Solving Strategies
3/25 12%
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Hypothesizing Function of Behavior •Positively reinforced Getting
something
•Negatively reinforced Avoiding
Something
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Hypothesizing Function of Behavior
I want something I am avoiding something
Student is pinching other children at 11:00 every day during reading
Student blurts out the answer without raising their hand
Student pushed others in line going to and from specials
After five minutes of independent time, Student destroys the play center
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When root cause analysis goes bad
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Recommendations Recommendations
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Recommendations are linked to
Root Cause
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Recommendation address…
Supplementary Aids Services
Accommodations or Modifications of… … methodology
… content…delivery of instruction
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Examples Poor Reasoning and limited working memory
mastery based instruction
Phonological processing
Multisensory instruction, direct instruction in phonology
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Development of Goals
Development
of
Goals
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Goals are linked to
Root Cause
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Examples
Orthographic processing
-By (date), (name), will identify the 70 Orton graphemes/phonemes from (baseline) to (level of proficiency) in (under what conditions) as measured by a grapheme/phoneme assessment (by whom).
processing speed
-By (date), (name), will increase his/her oral reading fluency from (baseline) to (level of proficiency) in (under what conditions) as measured by an oral reading fluency curriculum based measure (by whom).
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Least Restrictive Environment
Least
Restrictive
Environment
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Continuum of Services
During IEP meeting when determining LRE always start with the general
education classroom!
General Education
Gen Ed. with support
Gen. Ed. with direct support
outside classroom for
targeted areas
Pull out with intensive support
Self Contained/center classroom
Separate School
Mild Moderate Services
Center Based Services (MI, AN, DHH)
Out of District Placement
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Deep Look at Root Cause
Examples of Assessment Tools to hypothesize processing disorder
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Phonological Processor
Test of Auditory Analysis Skills
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Phonological Processor
Phonemic Awareness Assessment
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Phonological and Orthographic Processor
Spelling Inventory
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Orthographic Processor
Core Phonics
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Orthographic Processor
LETRS Morphologic
al Survey
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Fluency Processing (processing speed)
Rapid Automatic Naming
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Fluency Processing (processing speed)
Sight Word Test
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Fluency Processing (processing speed)
Oral Reading Fluency
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Context and Meaning Processors
Verbal Language
Scales
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Case Study Angie
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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.
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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
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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 MAZE Passage: 38%ile
Oral Language Vocabulary:
Rosner Auditory Analysis:
Reading Vocabulary:
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Clues
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Clues
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Clues
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Clues
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Clues
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Clues
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Clues
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Clues
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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 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
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INTERPRETING THE BODY OF EVIDENCE
Root Cause of Reading Disorders
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Informal assessments that suggest a Language
Comprehension Disorder
Reading Level
Critchlaw Verbal Language Scales
or Speech Language
Assessment
Core Written Vocabulary Screener
• DRA or SRI • Relative level
compared to grade peers
• Oral Comprehension Ability
• Comprehension of Written Comprehension
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Interpreting Assessments to determine possible language
comprehension concerns
If
then
the child has reached target for oral language skill development
the root cause of reading comprehension is likely due to another processing disorder.
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Informal assessments that suggest a Naming Speed
Processing Disorder
ORF
Fry Sight Words
RAN
• Speed • Accuracy
• Rapidly reads the words with out decoding
• Color or object naming
• Independent of words
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Interpreting Assessments to determine possible processing
speed
ORF/FRY Sight
Words
FAST and ACCURATE:-expected outcome for a child with good reading skills
SLOW and ACCURATE:-Possible processing speed issues
SLOW and INACCURATE:-Possible processing speed issues and decoding issues (dual deficit)
FAST and INACCURATE:-Possible decoding issues and misplaced in a reading fluency intervention
Rapid Automatic Naming of NON –Words
Below norm: possible
processing speed
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Informal assessments that suggest a Phonological or Orthographic Processing
Disorder
Phonological Processing
Core Phonics and LETRS
Morphologic Survey
Words their Way Spelling
Inventory
• Blevins PA Assessment
• Rosner
• Alphabetic Knowledge
• Determine Orthographic vs Phonological errors
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Interpreting Assessments to determine possible phonologic and orthographic processing
disorders
Struggles with segmenting, blending and manipulation
High number of
phonological errors on a
spelling test
Cannot read non-sense words and multiple
syllable words
More and likely has a phonologic
al processing
disorder
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You Do Case Studies
JesusSam
SavannaJesse
Dimetri
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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: _____________________________
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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: _____________________________
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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: _____________________________
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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: _____________________________
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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: _____________________________
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Questions