Root Cause Analysis

Root Cause Analysis MTNBOCES Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/

Murder Mystery! • 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 Mystery! • 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.

SLD Definition 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. What is a psychological Processor?

LANGUAGE COMPREHENSION ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition increasingly automatic Reading: Scarborough's Rope Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Analysis of the Data Root Cause

Subtypes of Reading Concerns Phonology and language comprehension Fluency/naming speed and language comprehension Phonology and fluency/naming speed All three issues

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.

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

Deep Look at Root Cause • Examples of Assessment Tools to hypothesize processing disorder

Case Study • Angie

6th Grade at a K-8 School Developed a reading problem SRI- 498 or 2nd grade level CSAP Reading of Unsatisfactory Case Study SIT • Read Naturally for 2 days a week • Guided Reading Plus for 3 days a week Progress Monitoring • Oral Reading Fluency – no progress after 6 weeks.

GORT- showed she is at the 21%ile SPED Program Manager • Called the program manager and not sure what to do • Review indicated a very poor BOE • A BOE was developed

Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Morphology: # of phoneme errors on spelling test: 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: Rosner Auditory Analysis: Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: # of Orthographic errors on spelling: Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP DRA Level 40 MAZE Passage: 38%ile ORF Rate: ORF Accuracy: Color naming RAN: Oral Language Vocabulary: Site Words: Sight Words are spelled correctly Reading Vocabulary: Fluency (ORF, Fry and RAN) Vocabulary and Comprehension (DRA/SRI and Critchlaw)

Clues

Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 Derivational Morphemes 0/12 # of phoneme errors on spelling test: 57% Rosner Auditory Analysis: 1st Grade Leve l Short vowels: 21/21 Consonant Blends with short vowels: 15/15 Short vowels, digraphs, and trigraph: 15/15 R-Controlled vowels:13/15 Long vowels spellings: 13/15 Variant Vowels: 10/15 Low frequency vowel and consonant spellings: 8/15 Multisyllabic words: 14/24 Rhyme: 11/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 12/12 # of Orthographic errors on spelling: 43% ORF Rate: 93.8 / 15%ile Accuracy 85% Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP DRA 40 MAZE Passage: 38%ile Color naming RAN: 6th grade level Site Words: San Diego 5th grade level Oral Language Vocabulary: 7th Grade Level GORT Fluency: 16%ile Reading Vocabulary: 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 5th grade level Fluency (ORF, Fry and RAN) Vocabulary and Comprehension (DRA/SRI and Critchlaw)

Executive Functioning Concerns Root Causes of Reading Difficulty yes Name: ______Angie ________ Is there evidence to suggest difficulty with executive functioning? 1. Student has the ability to sustain focus when basic skills are automatic Prioritize the concerns ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ no Basic Reading Phonological Concern Basic Reading Orthographic Concern Reasoning Concerns Is there evidence to suggest difficulty with reasoning (e.g. cognitive below SS 85? yes 2. Student is able to learn through various methods (mastery, inquiry) no Basic Reading Phonological Concern Reading Comprehension Concerns Basic Reading Orthographic Concern Is there evidence to suggest problems with phonological processing? yes yes Is there evidence to suggest difficulty with Language Processing ? yes Is there evidence to suggest problems with orthographic processing? 3. no no Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

Fishbone Analysis Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Morphology: Name: ________________ # of phoneme errors on spelling test: Alphabet Skills: Reading and Decoding: Spelling Skills: Rosner Auditory Analysis: Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: # of Orthographic errors on spelling: Reading ORF Rate: Reading Level: ORF Accuracy: Oral Language Vocabulary: Color naming RAN: Site Words: Reading Vocabulary: Executive Functioning Skills: Reasoning Skills: Other: Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry and RAN)

Executive Functioning Concerns Root Causes of Reading Difficulty yes Name: _____________________________ Is there evidence to suggest difficulty with executive functioning? 1. Student has the ability to sustain focus when basic skills are automatic • Prioritize the concerns • ______________________________ • ______________________________ • ______________________________ • ______________________________ • ______________________________ • ______________________________ no Reasoning Concerns Is there evidence to suggest difficulty with reasoning ? yes 2. Student is able to learn through various methods (mastery, inquiry) no Basic Reading Phonological Concern Reading Comprehension Concerns Basic Reading Orthographic Concern yes Is there evidence to suggest problems with phonological processing? yes Is there evidence to suggest difficulty with Language Processing ? yes Is there evidence to suggest problems with orthographic processing? 3. no no Create the Treatment Plan no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

Fishbone Analysis Phonological Awareness Alphabetic Principle Direct instruction in spelling Develop auditory processing skills by focusing on the sub-phonemic features of the sounds of English Treatment 70 Most Frequent Graphemes of English Rules of English Orthography Beyond phonological awareness to phonological knowledge and understanding English syllable types English morphology Layers of English Programs- Lindamood Bell LiPS; Jane Feld Green Sounds and Letters Programs- Orton Gillingham, Wilson, Writing Road to Reading, Word their Way Reading Must have strong phonological awareness and orthography before treatment Rule out phonological awareness, orthography and fluency before starting treatment Fluency drills and repeated readings Oral language development Oral and written vocabulary Programs: Read Naturally; 6 Minute Solutions Develop the mental model Guided Reading and Strategy Instruction Executive Functioning Skills: Reasoning Skills: Other: Medical check; metacognition; accommodations (we become the EF) Background knowledge and schema building Programs: LLI, Reading Advantage, Collaborative Strategic Reading, Reciprocal Reading Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400); programs Lang! and Readwell Vocabulary and Comprehension ) Fluency

Root Cause Analysis