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Strive Special Education Teachers

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1 Strive Special Education Teachers
Root Cause Analysis Strive Special Education Teachers

2 Outcomes Define Specially Designed Instruction
Gain a deeper understanding of how a Root Cause Analysis drives your instruction Understand processing disorders and why they must be identified before developing SDI Participate in a sample Root Cause Analysis

3 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)

4 Operational Definitions
Adapting Eligible Child Adapting: a change that helps a student overcome or work around the disability Eligible Child: a child who qualifies with an educational disability as defined by IDEA and the Exceptional Children’s Education Act (ECEA) of Colorado Content: the scope and sequence of instruction, designed to meet the state educational standards Methodology: underlying principles and rules of a philosophical system of teaching Delivery of Instruction: the art and science of pedagogy Content Methodology Delivery of Instruction

5 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)

6 Specific Learning Disability
Basic Reading Reading Fluency Reading Comprehension Math Computation Math problem Solving Written expression Oral expression Listening comprehension

7 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

8 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

9 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

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

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

12 Analysis of the Data Root Cause

13 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.

14 Creativity in Problem Solving

15 The IEP as a Problem Solving Process
Referral Annual review and Re-evaluation 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 1. Define the problem, 2. Gather data/evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement Intervention and 6. Evaluate Effectiveness. These steps clearly match up with the IEP process Progress Reports Initial Evaluations Implement Services IEP Meeting

16 Root Cause in the IEP Gathering data/evidence And
Delineating Root Cause 1. Define the problem 2. Gather data/Evidence 3. Delineate Root Causes 4. Develop Possible Solutions 5. Implement the interventions 6. Evaluate Effectiveness Today I am going to focus on these two steps which include gathering your data/evidence and then using that data to figure out the root cause that will inform your development of possible solutions… Too often in special education we make assumptions based on the label that we often don’t put too much emphasis on these two steps. As we will see from our case studies this afternoon there is a reason why there is and I in IEP.

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

18 Writing Writing Processing Model Planning Translating Transcribing
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

19 Mathematical Distraction
Verbal math Imagery Fluency Visual Spatial Mathematical Distraction Numeracy

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

21 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)

22 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.

23 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

24 When root cause analysis goes bad

25 Recommendations Recommendations

26 Recommendations are linked to
Root Cause

27 Recommendation address…
Supplementary Aids Services Accommodations or Modifications of… … methodology … content …delivery of instruction

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

29 Development of Goals Development of Goals

30 Goals are linked to Root Cause

31 Examples Orthographic processing processing speed
-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). Orthographic processing -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). processing speed

32 Least Restrictive Environment

33 Continuum of Services Mild Moderate Services General Education Gen Ed. with support Gen. Ed. with direct support outside classroom for targeted areas Pull out with intensive support Self Contained/center classroom Separate School Center Based Services (MI, AN, DHH) Out of District Placement Always start with the general education classroom…this should happen PRIOR to determining if the student qualifies for a disability, too. “Can the student meet grade level standards without specialized instruction?” This is why it is CRUCIAL that the general education teacher participate in the IEP conversation. Just because a student requires a center program, does not mean that the student needs this environment throughout their day. They may only need that specialized “intensive” support for part of their day or for very specific times throughout the day. Of course, there are additional continuums of services…institutional programs, hospital, residential programs and then homebound. During IEP meeting when determining LRE always start with the general education classroom!

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

35 Case Study Angie

36 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.

37 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

38 # 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)

39 Clues

40 Clues

41 Clues

42 Clues

43 Clues

44 Clues

45 Clues

46 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 +

47 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 +

48 Clues

49 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)

50 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

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

52 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

53 Interpreting the Body of Evidence
Root Cause of Reading Disorders Interpreting the Body of Evidence

54 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

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

56 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

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

58 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

59 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

60 Jesus Sam Savanna Jesse Dimetri
You Do Case Studies Jesus Sam Savanna Jesse Dimetri

61

62 Name: _____________________________
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 (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 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 Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

63

64 Name: _____________________________
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 (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 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 Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

65

66 Name: _____________________________
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 (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 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 Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

67

68 Name: _____________________________
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 (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 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 Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

69

70 Name: _____________________________
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 (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 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 Review Process again no Is there evidence to suggest difficulty with processing speed? no Reading Fluency Concerns yes

71 Questions

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