Root Cause Analysis Assessment PDU

Outcomes 1.Define Specially Designed Instruction 2.Understand the Components of Specially Designed Instruction 3.Gain a deeper understanding of how a Root Cause Analysis drives your instruction 4.Explore 4 types of Root Cause Analysis 5.Understand processing disorders and why they must be identified before developing SDI 6.Participate in a sample Root Cause Analysis

Specially Designed Instruction Specially designed instruction is defined as "adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction, (i) to address the unique needs of the child that result from the child's disability; and (ii) to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children." (IDEA 2004)

Operational Definitions

Revisit Specially designed instruction is defined as "adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction, (i) to address the unique needs of the child that result from the child's disability; and (ii) to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children." (IDEA 2004)

Components of SDI

Educational Disability -A child must be eligible for an Educational Disability -the largest disabling condition that you will be dealing with is a Specific Learning Disability

Reading SLD Number Past Year 3784 Students with a Learning Disability 3232 Students with a Reading Learning Disability 552 Students had a Non-reading Learning Disability

Specific Learning Disability

Interview and Observe Student Teacher Parent

Gather Universal Data State Testing District Benchmarks Universal Screening Classroom Assessment

Curriculum Based Measure -Determine the gap and -Progress Monitoring

Targeted Screening SO observed and interview gather universal data completed your benchmark CBM then

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

Targeted Assessment the purpose of the targeted NORMED assessment is to confirm your hypothesis and confirm that it is a significant delay ONLY IN THE AREA OF CONCERN

Reading SLD Number Past Year 2105 Students qualified for a basic reading SLD 2286 Students qualified for reading fluency SLD 2102 Students qualified for reading comprehension SLD

Reading SLD Number Past Year FluencyComprehensionBasicAll threeFluency and Comprehension Basic and Comprehension Basic and Fluency

Psychological Processors What is causing the problem? You must know this before you can design instruction.

Review the psychological processors

Perception Introspection Memory Creativity Imagination Conception Belief Reasoning Volition or will Emotion Phonological Processing Orthographic Processing Processing Speed Language Processing Number Processing Visual Spatial Processing Grapho- Motor Processing Executive Functioning Reasoning

Analysis of the Data Root Cause

Problem Solving Process 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness

Creativity in Problem Solving

Specially Designed Instruction 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness

The IEP as a Problem Solving Process 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness Referral Initial Evaluations IEP Meeting Annual review and Re- evaluation Progress Reports Implement Services

Root Cause in the IEP 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness Gathering data/evidence And Delineating Root Cause

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

Psychological Processors for Reading ProcessorWhoTreatment Language ProcessingExecutive Functioning Disorders – ADHD, Autism Metacognitive Reading Strategies Phonological ProcessingDyslexiaMulti-Sensory Reading Approach Processing SpeedAny ChildRepeated Reading and Guided Repeated Readings Working MemoryAny ChildMastery Based Learning- over learning of basic skills Dual DeficitAny ChildCombination Analytical ProcessingIQ Lower than 75Intense comprehensive programming

Reading Root Cause Basics Comprehension Is it because the child struggles with Language Comprehension? It is because the child struggles with automatic rapid word recall? It is because the child cannot decode? Basic Reading -If they have language comprehension and have rapid naming then choose Basic Reading Reading Fluency -if they have language comprehension and can decode then, choose Fluency Reading Comprehension -If they can decode and are fluent, then choose Comprehension Very few children have language comprehension, rapid naming and decoding issues. If so then we need to make sure the cognitive issues have been adequately ruled out.

Writing 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 Part 3 (final) Planning Translating Transcribing Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho- motor Processor Writing Reviewing Processing Speed

Numeracy Math

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

Strategies for Interpreting the Data: Five Why Analysis

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

Problem Why

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)

5 Why’s Analysis Tree Struggles with writing a complete paragraph

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

Pareto Principal 80% of Effects are cause by 20% of causes. Create a table listing causes and frequency Arrange the rows in decreasing order Identify 20% of the risks that have the biggest impact on the overall problem

Math Skills Causes of Mistakes on math problems FrequencyPercentage Lack of Number Sense5/2520% Lack of Operational Sense 12/2548% Lack of Operational Fluency 5/2520% Lack of Visual Spatial/Measurement knowledge 0/250% Lack of Algebraic Sense0/250% Lack of Problem Solving Strategies 3/2512%

Hypothesizing Function of Behavior Positively reinforced Getting something Negatively reinforced Avoiding Something

Hypothesizing Function of Behavior I want somethingI am avoiding something Student is pinching other children at 11:00 every day during reading Student blurts out the answer without raising their hand Student pushed others in line going to and from specials After five minutes of independent time, Student destroys the play center

When root cause analysis goes bad

Recommendations

Recommendations are linked to

Recommendation address…

Examples Poor Reasoning and limited working memory mastery based instruction Phonological processing Multisensory instruction, direct instruction in phonology

Development of Goals

Goals are linked to

Examples Orthographic processing -By (date), (name), will identify the 70 Orton graphemes/phonemes from (baseline) to (level of proficiency) in (under what conditions) as measured by a grapheme/phoneme assessment (by whom). processing speed -By (date), (name), will increase his/her oral reading fluency from (baseline) to (level of proficiency) in (under what conditions) as measured by an oral reading fluency curriculum based measure (by whom).

Least Restrictive Environment

Continuum of Services During IEP meeting when determining LRE always start with the general education classroom! General Education Gen Ed. with support Gen. Ed. with direct support outside classroom for targeted areas Pull out with intensive support Self Contained/cent er classroom Separate School Mild Moderate Services Center Based Services (MI, AN, DHH) Out of District Placement

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

Phonological Processor Test of Auditory Analysis Skills

Phonological Processor Phonemic Awareness Assessment

Phonological and Orthographic Processor Spelling Inventory

Orthographic Processor Core Phonics

Orthographic Processor LETRS Morphological Survey

Fluency Processing (processing speed) Rapid Automatic Naming

Fluency Processing (processing speed) Sight Word Test

Fluency Processing (processing speed) Oral Reading Fluency

Context and Meaning Processors Verbal Language Scales

Case Study Angie

Case Study 6 th Grade at a K-8 School Developed a reading problem SRI- 498 or 2 nd grade level CSAP Reading of Unsatisfactory 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.

SPED GORT- showed she is at the 21%ile 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) Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: 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 MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: Reading Vocabulary:

Clues

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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: 11/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 12/12 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 Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 Derivational Morphemes 0/12 # of Orthographic errors on spelling: 43% Site Words: San Diego 5 th grade level ORF Rate: 93.8 / 15%ile # of phoneme errors on spelling test: 57% Color naming RAN: 6 th grade level Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: 1 st Grade Leve l Reading Vocabulary: GORT Fluency: 16%ile 7 th Grade Level 5 th grade level

INTERPRETING THE BODY OF EVIDENCE Root Cause of Reading Disorders

Informal assessments that suggest a Language Comprehension Disorder Reading Level Critchlaw Verbal Language Scales or Speech Language Assessment Core Written Vocabulary Screener DRA or SRI Relative level compared to grade peers Oral Comprehension Ability Comprehension of Written Comprehension

Interpreting Assessments to determine possible language comprehension concerns If then the child has reached target for oral language skill development the root cause of reading comprehension is likely due to another processing disorder.

Informal assessments that suggest a Naming Speed Processing Disorder ORF Fry Sight Words RAN Speed Accuracy Rapidly reads the words with out decoding Color or object naming Independent of words

Interpreting Assessments to determine possible processing speed ORF/FRY Sight Words FAST and ACCURATE: -expected outcome for a child with good reading skills SLOW and ACCURATE: -Possible processing speed issues SLOW and INACCURATE: -Possible processing speed issues and decoding issues (dual deficit) FAST and INACCURATE: -Possible decoding issues and misplaced in a reading fluency intervention Rapid Automatic Naming of NON – Words Below norm: possible processing speed

Informal assessments that suggest a Phonological or Orthographic Processing Disorder Phonological Processing Core Phonics and LETRS Morphologic Survey Words their Way Spelling Inventory Blevins PA Assessment Rosner Alphabetic Knowledge Determine Orthographic vs Phonological errors

Interpreting Assessments to determine possible phonologic and orthographic processing disorders Struggles with segmenting, blending and manipulation High number of phonological errors on a spelling test Cannot read non-sense words and multiple syllable words More and likely has a phonological processing disorder

You Do Case Studies Jesus Sam Savanna Jesse Dimetri

Is there evidence to suggest difficulty with executive functi oning? 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 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 no yes no Prioritize the concerns 1.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehensio n Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: _____________________________

Is there evidence to suggest difficulty with executive functi oning? 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 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 no yes no Prioritize the concerns 1.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehensio n Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: _____________________________

Is there evidence to suggest difficulty with executive functi oning? 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 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 no yes no Prioritize the concerns 1.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehensio n Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: _____________________________

Is there evidence to suggest difficulty with executive functi oning? 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 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 no yes no Prioritize the concerns 1.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehensio n Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: _____________________________

Is there evidence to suggest difficulty with executive functi oning? 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 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 no yes no Prioritize the concerns 1.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehensio n Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: _____________________________

Questions