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