1. Root Cause Analysis Beach Court 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.

5. 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.

6. Simple View of Reading Reading is the product of decoding (the ability to read words on a page) and language comprehension (understanding those words). Printed Word recognition Language Comprehension x Phoneme Awareness Phonics Fluency VocabularyReading Comprehension 2 domains 5 components Gough and Tumner, 1986; Cain,p 214

7. Reading: Simple View of Reading as an algorithm Printed Word Recognition Language Comprehension x= Reading Comprehension 1 x = 00 0 x = 10.5 x = 1

8. ● 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

9. Analysis of the Data Root Cause

10. 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

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

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

13. Numeracy Subtypes of math concerns

15. 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.

16. 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

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

18. Case Study Angie

19. 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.

20. 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

21. 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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30. 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 # 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

31. 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

33. As General Education Teachers… ReadingWritingMath 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