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Outcomes Gain a deeper understanding of how a Root Cause Analysis drives your instruction Simple View of Reading, Writing and Math Understand processing disorders verses lack of instruction Participate in a sample Root Cause Analysis

Systematic Instruction and Application Learning project work (problems, dilemma, instructional tasks, projects) for the application of skills acquired earlier systematic instruction for the acquisition of skills Special Education is often criticized for only focusing on skills development and not purposely transferring the skills to application. Both must occur! At the elementary, middle, and high school levels, there are some parts of the curriculum in which students are necessarily dependent on the teacher, and others in which students can work more independently. In particular, two aspects of the curriculum provide for students’ learning needs: 1.    systematic instruction for the acquisition of skills 2.    project work for the application of skills acquired earlier This is why the “30 min” lesson always ends with an Instructional Task that applies the skills learned.

What is the difference? Systematic Instruction Project Work For acquiring skills For applying skills Activity at instructional level Activity at independent level Teacher directs the student's work Teacher guides the student's work Student follows instructions Student chooses from alternatives Extrinsic motivation may be important Intrinsic motivation characterizes the work particularly Teacher addresses student's deficiencies Teacher builds on student's proficiencies

Reading Comprehension Simple View of Reading Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding those words). 2 domains Printed Word recognition Language Comprehension Review this figure with participants, outlining how each of the components are both independent and interdependent of each other in the reading process. Talk about how RC=D * C…if one component is nil, improvements in the other skill will not lead to overall improvement in reading ability. For alphabetic languages (English), the regularity of a word’s spelling sound relations, the consistency of its spelling, as well as the frequency of the word in the language all influence the speed and ease of word recognition (Cain p215) Automaticity is crucial to freeing up the cognitive desk space to allow for skilled comprehension. Reading is a complex mental skill! x Fluency 5 components Phoneme Awareness Phonics Vocabulary Reading Comprehension Gough and Tumner, 1986; Cain,p 214

Reading: Simple View of Reading as an algorithm Printed Word Recognition Language Comprehension Reading Comprehension x = Relative vocabulary list. 1 = x 1 = x .5 1 .5 = x

Reading: Scarborough's Rope ● 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 strategic Reading involves perception (seeing, hearing or feeling text), Introspection to make text to self connections, memory to recall vocabulary and ideas and manipulation of text being immediately read, Imagination to visualized the story/ideas, conceptions to process phonological, orthographic and language information, Reasoning to make inferences, summarize and cause and effect, and volition to stick with the task Reading is a very complex activity summarized by Hollis Scarborough in the Rope model Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Simple View of Writing Model for Writing Instruction Writing is the product of low level transcription skills and high level language processing and mental control processes. 3 domains Transcription Skills Language Processing Written Composition x = x x Mental Control handwriting, spelling, grammar Planning, reviewing and revising self-regulation, working memory

-verbal and non-verbal Model of Math Instruction Simple View of Math Mathematical problem solving is the product of low level number skills and high level reasoning. 2 domains Number Skills Operations Reasoning Problem Solving x = Number Sense Operations logical thinking -verbal and non-verbal Fluency Procedure

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

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 Fluency Comprehension Basic All three Fluency and Comprehension Basic and Comprehension Basic and Fluency 302 386 428 1143 440 133 402

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 The word process implies there are steps you follow. In a typical problem solving process the steps might include Define the problem, 2. Gather data/evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement Intervention and 6. Evaluate Effectiveness Do a simple problem solving activity with the group.

Creativity in Problem Solving

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

Subtypes of Writing Concerns Context Processor Orthographic Processor Phonological Processor Meaning Processor Phonics Grapho-motor Processor Planning Translating Writing Processing Model Processing Speed Transcribing Writing Memory Processes short term memory long term working Reviewing Higher-level reasoning: finding evidence, judging perspective, synthesizing or elaboration, having a new idea Self-regulation: revising, employing strategies, setting goals, managing attention, taking perspective of the reader Automatic Pilot

Subtypes of math concerns Verbal math Imagery Fluency Visual Spatial Mathematical Distraction Numeracy

Follow the clues to hypothesize the processing disorder Diagnostics Follow the clues to hypothesize the processing disorder

Businesses usually use a model for problem solving that was created in the 1960’s by a man named Kaoru Ishikawa from Japan. (click) Ishikawa was a professor at the University of Tokyo who was an innovator in quality management for large manufacturing firms. He created a systematic approach for helping to find root causes. This approach was use by Mazada motors in the development of the Miata. The approach uses something called the fishbone diagram. (click)

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. (click) … a team needs to study a problem/issue to determine the root cause. (click) … a team wants to study all the possible reasons why a process is beginning to have difficulties, problems, or breakdowns. (click) … a team needs to identify areas for data collection. (click) … a team wants to study why a process is not performing properly or producing the designed results. … 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 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 There are 6 basic steps in completing a fishbone chart. Draw the fishbone diagram List the problem/issues to be studied in the head of the fish Label each bone with categories to be studied Use an idea-generating technique to identify the factors within each category that maybe affecting the problem Continue until you no longer get useful information then ask “Why is this happening?” Analyze the result 5) Continue until you no longer get useful information 6) Analyze the results

When root cause analysis goes bad

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

Case Study Angie

Case Study SIT Progress Monitoring Read Naturally for 2 days a week 6th Grade at a K-8 School Developed a reading problem SRI- 498 or 2nd 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.

GORT- showed she is at the 21%ile 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

# of phoneme errors on spelling test: 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: ORF Rate: Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP DRA Level 40 MAZE Passage: 38%ile 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)

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Total number of seconds Grade level >111 < K 111-95 K 94-76 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 +

RAN Norms Total number of seconds Grade level >111 < K 111-95 K Have the child name the colors on each page. Use a stopwatch to calculate the time it takes for them to name the colors. Add the RAN 1 and RAN 2 to determine a score. Total number of seconds Grade level >111 < K 111-95 K 94-76 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 +

Clues

Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 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 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: GORT Fluency: 16%ile 7th Grade Level 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)

Name: ______Angie ________ 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 Is there evidence to suggest problems with phonological processing? Basic Reading Orthographic Concern 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

Targeted Normed Assessment Just the phonological processing subjects not the rapid naming subtests 7%ile

Specially Designed Instruction Treatment 20 minutes daily 6 weeks -phonology drills (5 min daily) -direct instruction in syllable types and structural analysis (15 min) After initial treatment- 20 min 2x week -application of syllable types and morphology using core curriculum vocabulary

As General Education Teachers… We must pay attention to the clues and dig a little bit deeper. Reading Writing Math Most reading issues are due to lack of mastery of low level skills -phonological awareness and alphabetic skills -poor fluency is mostly due to poor basic skills (teaching them to read faster doesn’t solve the problem) -comprehension is rarely the issue and strong indication of a learning disability (10%) or ELL Most writing issues are due to lack of mastery of transcription skills (handwriting, keyboarding, spelling and grammar) Second biggest issues is poor mental control -Writing is not simply transcribing what you say Most math issues are due to lack of number sense and non-verbal processing -concept first then automaticity -If reasoning is in place then not a problem with problem solving