1. Using Root Cause Analysis to Drive Your Literacy Instruction Robert Frantum-Allen, MA Council for Exceptional Children San Diego 2015

2. Agenda Introduction/Objectives Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

3. Objectives Participants will know one of the problem solving tools from LEAN 6 Sigma to determine root causes Participants will understand that a problem solving process includes collecting and analyzing data Participants will be able to analyze the body of evidence of various students to determine the root cause of their literacy deficits

4. Agenda Introduction Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

5. Copies of the Materials can be found at…

6. Agenda Introduction Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

7. 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.

8. 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. What Does This Mean for Our School?

10. Kaoru Ishikawa Fishbone Analysis AKA Fishykawa … 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.

11. 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

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

13. Agenda Introduction Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

14. 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.

15. Psychological Processor

16. Executive Functioning

17. Reasoning

18. Phonological/Orthogrpahic Processors

19. Processing Speed rapid retrieval accuracy

20. Language/Vocabulary Processing

21. ● 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

22. CASE STUDY: ANGELA

23. Case Study K-2 Reached Benchmarks 3 rd Grade CSAP Satisfactory 4 th Grade CSAP P. Proficient 5 th Grade CSAP Unsatisfactory Currently 6 th Grade at a K-8 School SRI Lexile- 498 or 2 nd grade

24. Case Study Student Intervention Team Academic Detectives 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.

25. Special Education 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 Case Study

26. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension Fluency Angela is struggling with reading Reading Comprehension GORT: 21%ile State Testing: Unsatisfactory DPS Benchmark PP DRA 40 San Diego Quick: 5 th Grade MAZE Passage: 38%ile

27. Clues

28. Clues

29. Clues

30. Clues

31. Clues

32. Clues

34. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI ; MAZE; Critchlaw) Fluency (ORF, Fry and RAN) Blevins PA Assessment Rhyme: 11/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 12/12 Core Phonics- mastered by end of 2 nd grade 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 LETRS Morphology Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 (k-2) Derivational Morphemes 0/12 (3-12) Oral Reading Fluency Grade Level ORF Rate: 93 wpm (below average) ORF Accuracy: 91% (well below average) Words their Way Spelling # of phoneme errors on spelling test: 57% (grade level phonemic based errors should be minimal at 6 th grade) Rapid Automatic Naming 6 th grade level Reading Comprehension GORT: 21%ile State Testing: Unsatisfactory DPS Benchmark PP DRA 40 San Diego Quick: 5 th Grade MAZE Passage: 38%ile Oral Language Vocabulary : Rosner Test of Auditory Analysis : 1 st Grade Level l Reading Vocabulary GORT Fluency 16%ile 7 th Grade Level 5 th grade level Executive Function: excellent focus, initiates tasks, can shift in midstream; no concerns with executive functioning Reasoning : excellent verbal ; non-verbal and quantitative reasoning Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family; no sig medical history Name: Angie Grade: Fall 6 th Grade Fry Sight Words 300/300

36. Agenda Introduction Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

37. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI ; MAZE; Critchlaw) Fluency (ORF, Fry and RAN) Blevins PA Assessment Rhyme: 12/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 9/12 Core Phonics- mastered by end of 2 nd grade Short vowels: 21/21 Consonant Blends with short vowels: 12/15 Short vowels, digraphs, and trigraph: 12/15 R-Controlled vowels:7/15 Long vowels spellings: 7/15 Variant Vowels: 6/15 Low frequency vowel and consonant spellings: 4/15 Multisyllabic words: 8/24 LETRS Morphology Morphology: Structural analysis DNT Inflectional Morphemes 11/12 DNT Derivational Morphemes 0/12 DNT Oral Reading Fluency Grade Level ORF Rate: 64 wpm (below average) ORF Accuracy: 82% (well below average) Words their Way Spelling # of phoneme errors on spelling test: 78% Rapid Automatic Naming 5 th grade level Reading Comprehension State Testing: Unsatisfactory DPS Benchmark PP DRA 24 San Diego Quick: 2 nd Grade Oral Language Vocabulary : Rosner Test of Auditory Analysis : 2 nd Grade Level l Reading Vocabulary 7 th Grade Level 2 nd grade level Executive Function: excellent focus, initiates tasks, can shift in midstream; no concerns with executive functioning Reasoning : excellent verbal ; non-verbal and quantitative reasoning Other: English is first language; family history of reading problems; older sibling have no issues with reading; engaged family; no sig medical history; able to comprehend text read to her Name: Savanna Grade: Fall 4 th Grade Fry Sight Words 300/300

38. 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 ? 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 no yes no Prioritize the concerns 1._____Basic Phonological_________ 2._____Basic Orthographic _________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Create the Treatment Plan Name: ___________Savanna________________ Classic Dyslexia

39. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI ; MAZE; Critchlaw) Fluency (ORF, Fry and RAN) Blevins PA Assessment Rhyme: 2/12 Oddity Task: 5/12 Oral Blending: 5/12 Oral Segmentation: 3/24 Phonemic Manipulation: 0/12 Core Phonics- mastered by end of 2 nd grade Short vowels: 5/20 Consonant Blends with short vowels: 2/15 Short vowels, digraphs, and trigraph: 0/15 R-Controlled vowels: 0/15 Long vowels spellings: 0/15 Variant Vowels: 0/15 Low frequency vowel and consonant spellings: 0/15 Multisyllabic words: 0/24 LETRS Morphology Morphology: Structural analysis- DNT Inflectional Morphemes- DNT Derivational Morphemes- DNT Oral Reading Fluency Grade Level ORF Rate: 8 wpm (well below average) ORF Accuracy: not calculated Words their Way Spelling # of phoneme errors on spelling test: 100% (grade level phonemic based errors should be minimal at 6 th grade) Rapid Automatic Naming 2nd grade level Reading Comprehension State Testing: Unsatisfactory DPS Benchmark Unsatisfactory DRA 40 San Diego Quick: K Grade Oral Language Vocabulary : Rosner Test of Auditory Analysis : < k Grade Level l Reading Vocabulary 4 th Grade Level K grade level Executive Function: poor focus, rarely initiates tasks, strong adaptive functioning skills; many friends Reasoning : very weak verbal and quantitative reasoning; non-verbal reasoning is low average Other: English and Spanish spoken at home- all formal instruction in English; no family history of reading problems; older sibling have no issues with academics; disengaged family; out sick a lot (5 th grade missed 32 days of school); no medical insurance Name: Jesus Grade: Fall 6 th Grade Fry Sight Words 10/100

40. 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 ? 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 no yes no Prioritize the concerns 1.executive functioning concern 2.reasoning concern 3.comprehension concerns 4.phonological processing 5.orthographic processing Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Create the Treatment Plan Name: _____ Jesus _________ Sweet and Low IQ 72

41. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI ; MAZE; Critchlaw) Fluency (ORF, Fry and RAN) Blevins PA Assessment Rhyme: DNT Oddity Task: 6/12 Oral Blending: 3/12 Oral Segmentation: 6/24 Phonemic Manipulation: 2/12 Core Phonics- mastered by end of 2 nd grade Short vowels: 12/20 Consonant Blends with short vowels: 5/20 Did not test rest of the skills LETRS Morphology Morphology: DNT Inflectional Morphemes DNT Derivational Morphemes DNT Oral Reading Fluency Grade Level ORF Rate: 42 / 15%ile ( well below average) ORF Accuracy: 82% (well below average) Words their Way Spelling # of phoneme errors on spelling test: 90% Rapid Automatic Naming K Grade Level Reading Comprehension State Testing: Unsatisfactory DPS Benchmark Unsatisfactory DRA 8 San Diego Quick: 1 st Grade Level Oral Language Vocabulary : Rosner Test of Auditory Analysis : K Grade Level l Reading Vocabulary 4 th Grade Level 1 st Grade Level Executive Function: troubles with focus during literacy but other subjects has strong focus Reasoning : excellent verbal and non-verbal reasoning Other: English and Spanish spoken at home – no formal instruction in Spanish; father reports a history of reading problems; older sibling struggle with reading ; engaged family; has asthma Name: Samual Grade: Fall 4th Grade Fry Sight Words 22/100

42. 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 ? 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 no yes no Prioritize the concerns 1.Processing Speed 2.Phonology 3.Orthography Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Create the Treatment Plan Name: Samual Dual Deficit Dyslexia

43. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI ; MAZE; Critchlaw) Fluency (ORF, Fry and RAN) Blevins PA Assessment Rhyme: 12/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 16/18 Phonemic Manipulation: 10/12 LETRS Morphology Morphology: DNT Inflectional Morphemes DNT Derivational Morphemes DNT Oral Reading Fluency Grade Level ORF Rate: 84 wpm (above average) ORF Accuracy: 100% (above average) Words their Way Spelling # of phoneme errors on spelling test: 10% Rapid Automatic Naming 3 rd Grade Grade Level Reading Comprehension DPS Benchmark Unsatisfactory DRA 10 (struggles with retell) San Diego Quick: 2 nd Grade Level Oral Language Vocabulary : Rosner Test of Auditory Analysis : 2 Grade Level l Reading Vocabulary K grade level 1 st Grade Level Executive Function: private diagnosis of Autism Spectrum Disorder; family history of ASD Reasoning : weak verbal and non-verbal reasoning; Other: English and Russian spoken at home – no formal instruction in Russian ; Mother suspects a history of ASD on father ‘s side – father is an computer engineer; no siblings; engaged family; sleep disorder Name: Dimetri Grade: Fall 2nd Grade Fry Sight Words 300/300 Core Phonics- mastered by end of 2 nd grade Short vowels: 21/21 Consonant Blends with short vowels: 15/15 Short vowels, digraphs, and trigraph: 15/15 R-Controlled vowels:12/15 Long vowels spellings: 12/15 Variant Vowels: 12/15 Low frequency vowel and consonant spellings: 13/15 Multisyllabic words: 20/24

44. 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 ? 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 no yes no Prioritize the concerns 1.Executive Functioning- ASD 2.Verbal Reasoning 3.Comprehension Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Create the Treatment Plan Name: Demetrius Autism Spectrum Disorder

45. Agenda Introduction Handouts Solving Mysteries Solving an Academic Mystery (I DO) Solving Academic Mysteries (WE/YOU DO) Next Steps

46. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension ) Fluency Common Core Standards Executive Functioning Skills: Reasoning Skills: Other: Reading Fishbone Analysis Reading Foundation Skills -Phonological Awareness -Alphabetic Principal -Fluency Language Reading: Literature Reading: Informational Text Speaking and Listening Instructional Shifts Require these skills to be taught

47. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension ) Fluency Treatment Executive Functioning Skills: 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 Direct instruction in spelling 70 Most Frequent Graphemes of English Rules of English Orthography English syllable types English morphology Layers of English Must have strong phonological awareness and orthography before treatment Fluency drills and repeated readings Rule out phonological awareness, orthography and fluency before starting treatment Oral language development Oral and written vocabulary Develop the mental model Guided Reading and Strategy Instruction Background knowledge and schema building Medical check; metacognition; accommodations (we become the EF) Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400);