Using Root Cause Analysis to Choose Interventions

1. Using Root Cause Analysis to Choose Interventions Robert Frantum-Allen, MA Colorado League of Charter Schools August 2014

2. Intro and Norms

3. 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

4. Outcomes

5. Agenda

6. Choosing an intervention is like choosing a diet

7. Body of Evidence • Researched Diets- found a company that does something very unique and was intrigued right away…

8. Customized

9. Progress Monitored Average Weekly Blood Pressure

10. Results 252 lbs 252 242 lbs 232 lbs 231 222 lbs 212 lbs 207 200 192 lbs 190 182 lbs 182 172 lbs 162 lbs 1 2 3 4 5 6

11. Playing Darts in the Dark

13. Multi-tiered System of Supports (MTSS) Integrated Continuum Academic Continuum Behavior Continuum Adapted from the OSEP TA Center for PBIS Adapted from the OSEP TA Center for PBIS

14. What Does This Mean for Our School? 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.

15. Agenda

16. data data data data data data data data data data constipation

17. Strategies for Interpreting the Data: Five Why Analysis

18. 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

19. 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)

20. Problem Why Why Why Why Why Why Why Why Why Why Why Why Why Why Why

21. 5 Why’s Analysis Tree Struggles with writing a complete paragraph Weak transcriptions skills Doesn’t consistently use the paragraph pattern Weak translation skills Handwriting is not legible Confuses the parts of a paragraph Uses incomplete sentences Follows oral language syntax Writes from bottom up and reverses letters Struggles with focus during instruction Doesn’t know written subject predicate rules Never received handwriting instruction Has ADHD

22. Plus Delta

24. 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.

25. 3) Label each bone with categories to be studied 2) List the problem in the head of the fish 4) Identify the factors within each category that maybe affecting the problem 1) Draw the fishbone diagram 5) Continue until you no longer get useful information 6) Analyze the results

27. Plus Delta

28. Phonological Awareness Alphabetic Principle What sources of data do we currently have for each of these categories? Reading Vocabulary and Comprehension Fluency

29. Strategies for Interpreting the Data: Pareto Analysis Vilfredo Pareto Joseph Juran

30. Pareto Principal • 80% of Effects are instigated by 20% of causes.

31. Math Skills

33. Plus Delta

34. Hypothesizing Function of Behavior

35. Hypothesizing Function of Behavior

36. Agenda

37. 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.

38. Psychological Processor

39. Cognitive Sweat • She had a largepiece 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 housemouse also likes to eat cake. • Whereare you going with that cake?

40. 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

41. Executive Functioning

42. Reasoning VERBAL NONVERBAL

43. Reading Processors context run semantic /r/ /ŭ/ /n/ orthographic phonologic

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

45. Changes in Brain Activation Patterns in Response to Instruction p. 63

46. Processing Speed rapid retrieval accuracy

47. Language Processing

48. Academic Fishbone

49. Phonological Awareness Alphabetic Principle Reading Vocabulary and Comprehension Fluency

50. Handwriting/ Keyboarding Spelling Writing Composition Grammar