Root Cause Analysis

Beach Court

Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/

Murder Myster

y!

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.

Murder Myster

y!

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.

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.

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

Analysis of the Data

Root Cause

Problem Solving Process

1. Define the problem

2. Gather data/Eviden

ce

3. Delineate Root Causes

4. Develop Possible Solutions

5. Implement

the intervention

s

6. Evaluate Effectivenes

s

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

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

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 +

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

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