1. Copy of this presentation is at
Root Cause Analysis
University Park
Copy of this presentation is at

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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.

9. 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

10. -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

11. 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

12. 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

13. 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

14. Analysis of the Data Root Cause

15. 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.

16. Creativity in Problem Solving

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

18. 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

19. Subtypes of math concerns
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. Examples of Assessment Tools to hypothesize processing disorder
Deep Look at Root Cause
Examples of Assessment Tools to hypothesize processing disorder

26. Case Study
Angie

27. 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.

28. 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

29. # 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)

30. Clues

31. Clues

32. Clues

33. Clues

34. Clues

35. Clues

36. Clues

37. 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 +

38. 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 +

39. Clues

40. 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)

41. 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

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

44. 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

46. 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