Root Cause Analysis

Root Cause Analysis

MTN BOCES

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

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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.

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 psychologicalProcessor?

● 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

increasinglystrategic

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading: Scarborough's Rope

Analysis of the Data

Root Cause

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading 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 weekProgress 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 < K111-95 K94-76 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 +



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 Accuracy 85%

# 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


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?



Language Processing ?


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



processing speed?

Student is able to learn through various

methods (mastery, inquiry)

yes

no

1.

2.

3.


suggest problems with phonological processing?


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



Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry

and RAN)


Alphabet Skills:

Reading and Decoding:

Spelling Skills:

Morphology:


Site Words:

ORF Rate:

ORF Accuracy:


Color naming RAN:

Reading Level:


Name: ________________

Executive Functioning Skills:

Reasoning Skills:

Other:


Reading Vocabulary:

Reading

Fishbone Analysis

Is there evidence to suggest

difficulty with executive

functioning?


difficulty with Language

Processing ?


difficulty with reasoning ?


Student has the ability to sustain focus when basic

skills are automatic


difficulty with processing

speed?

Student is able to learn through various methods

(mastery, inquiry)

yes

no

1.

2.

3.


problems with phonological processing?


problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no



Reasoning Concerns

Reading Comprehension

Concerns

Reading Fluency

Concerns

Basic Reading Phonological

Concern Basic Reading Orthographic

Concern

Create the Treatment

Plan

Name: _____________________________




and RAN)


Alphabet Skills:


Spelling Skills:

Morphology:


Site Words:

ORF Rate:

ORF Accuracy:


Color naming RAN:

Reading Level:


Name: ________________


Reasoning Skills:

Other:


Reading Vocabulary:

Reading

Fishbone Analysis



functioning?



Processing ?








speed?


(mastery, inquiry)

yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no



Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____________________________




and RAN)


Alphabet Skills:


Spelling Skills:

Morphology:


Site Words:

ORF Rate:

ORF Accuracy:


Color naming RAN:

Reading Level:


Name: ________________


Reasoning Skills:

Other:


Reading Vocabulary:

Reading

Fishbone Analysis



functioning?



Processing ?








speed?


(mastery, inquiry)

yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no



Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____________________________

Phonological Awareness Alphabetic Principle

Vocabulary and Comprehension ) Fluency

Treatment


Reasoning Skills:

Other:

Reading

Fishbone Analysis

Develop auditory processing skills by focusing on the sub-phonemic features of the sounds of English

Beyond phonological awareness to phonological knowledge and understanding Programs- Lindamood

Bell LiPS; Jane Feld Green Sounds and Letters

Direct instruction in spelling

70 Most Frequent Graphemes of English

Rules of English Orthography

English syllable types English morphology

Layers of English Programs- Orton Gillingham, Wilson, Writing Road to Reading, Word their Way

Must have strong phonological awareness and orthography before treatment

Fluency drills and repeated readings

Programs: Read Naturally; 6 Minute Solutions

Rule out phonological awareness, orthography and fluency before starting treatment

Oral language developmentOral and written

vocabularyDevelop the mental model Guided Reading and

Strategy Instruction Background knowledge and schema building

Programs: LLI, Reading Advantage, Collaborative Strategic Reading, Reciprocal Reading

Medical check; metacognition; accommodations (we become the EF)

Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400); programs Lang! and Readwell

Documents

Root Cause Analysis