1. Root Cause Analysis MTN BOCES Copy of this presentation is at http://dpsspedscreeners.wikispaces.com/

2. 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.

3. Murder Mystery! 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.

4. 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.

5. 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.

6. ● 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

7. Analysis of the Data Root Cause

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

10. 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.

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

13. Case Study Angie

14. 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.

15. 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

16. 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 DRA Level 40 MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: Reading Vocabulary:

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25. 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 Accuracy 85% # 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 DRA 40 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 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

26. 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 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.______________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________ Executive Functioning Concerns Reasoning Concerns Reading Comprehension Concerns Reading Fluency Concerns Basic Reading Phonological Concern Basic Reading Orthographic Concern Review Process again Name: ______Angie ________ Basic Reading Phonological Concern Basic Reading Orthographic Concern

28. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: Alphabet Skills: Reading and Decoding: Spelling Skills: Morphology: # of Orthographic errors on spelling: Site Words: ORF Rate: ORF Accuracy: # of phoneme errors on spelling test: Color naming RAN: Reading Level: Oral Language Vocabulary: Name: ________________ Executive Functioning Skills: Reasoning Skills: Other: Rosner Auditory Analysis: Reading Vocabulary: Reading Fishbone Analysis

29. Is there evidence to suggest difficulty with executive functioning? 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.______________________________ 2.______________________________ 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: _____________________________

30. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: Alphabet Skills: Reading and Decoding: Spelling Skills: Morphology: # of Orthographic errors on spelling: Site Words: ORF Rate: ORF Accuracy: # of phoneme errors on spelling test: Color naming RAN: Reading Level: Oral Language Vocabulary: Name: ________________ Executive Functioning Skills: Reasoning Skills: Other: Rosner Auditory Analysis: Reading Vocabulary: Reading Fishbone Analysis

31. Is there evidence to suggest difficulty with executive functioning? 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.______________________________ 2.______________________________ 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: _____________________________

32. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI, Core Vocabulary and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: Oddity Task: Oral Blending: Oral Segmentation: Phonemic Manipulation: Alphabet Skills: Reading and Decoding: Spelling Skills: Morphology: # of Orthographic errors on spelling: Site Words: ORF Rate: ORF Accuracy: # of phoneme errors on spelling test: Color naming RAN: Reading Level: Oral Language Vocabulary: Name: ________________ Executive Functioning Skills: Reasoning Skills: Other: Rosner Auditory Analysis: Reading Vocabulary: Reading Fishbone Analysis

33. Is there evidence to suggest difficulty with executive functioning? 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.______________________________ 2.______________________________ 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: _____________________________

34. 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 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 development Oral and written vocabulary Develop 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