root cause analysis soar special education teachers

Root Cause AnalysisSOAR Special Education Teachers

Outcomes 1. Define Specially Designed Instruction 2. Gain a deeper understanding of how a

Root Cause Analysis drives your instruction

3. Understand processing disorders and why they must be identified before developing SDI

4. Participate in a sample Root Cause Analysis

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)

Operational Definitions

Adapting

Eligible Child

Content Methodology

Delivery of Instruction

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)

Specific Learning Disability

BASIC READING READING FLUENCY

READING COMPREHENSIONMATH COMPUTATION

MATH PROBLEM SOLVING WRITTEN EXPRESSION

ORAL EXPRESSIONLISTENING COMPREHENSION

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 SLD2286 Students qualified for reading fluency SLD

2102 Students qualified for reading comprehension SLD

Basic Reading Reading Fluency Reading Comp.2000

2050

2100

2150

2200

2250

2300

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

Basic and Fluency Basic and ComprehensionFluency and Comprehension Basic, Fluency and Comrehension BasicFluency Comprehsion

Psychological Processors

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

• Perception• Introspection•Memory• Creativity• Imagination• Conception• Belief• Reasoning • Volition or will • Emotion

Phonological Processing

Orthographic Processing

ProcessingSpeed

Language Processing Number

Processing

Visual Spatial Processing

Grapho-Motor Processing

Executive Functioning

Reasoning

Analysis of the Data

Root Cause

Problem Solving Process

1. Define the problem

2. Gather data/Evidenc

e

3. Delineate Root Causes

4. Develop Possible Solutions

5. Implement the

interventions

6. Evaluate Effectiveness

The IEP as a Problem Solving Process

1. Define the problem

2. Gather data/Evidence



5. Implement the

interventions


Referral

Initial Evaluations

IEP Meeting

Annual review and

Re-evaluation

Progress Reports

Implement Services

Root Cause in the IEP1. Define the

problem

2. Gather data/Evidence



5. Implement the

interventions


Gathering data/evidenc

eAnd

Delineating Root Cause

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading Disability

Writing

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

Verbal math

Imagery Mathematical Distraction

Numeracy

Math

Diagnostics

Follow the clues to

hypothesize the processing

disorder

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.

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

Recommendations Recommendations

Recommendations are linked to

Root Cause

Recommendation address…

Supplementary Aids Services

Accommodations or Modifications of… … methodology

… content…delivery of instruction

Examples Poor Reasoning and limited working memory

mastery based instruction

Phonological processing

Multisensory instruction, direct instruction in phonology

Development of Goals

Development

of

Goals

Goals are linked to

Root Cause

Examples

Orthographic processing

-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).

processing speed

-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).

Least Restrictive Environment

Continuum of Services

During IEP meeting when determining LRE always start with the general

education classroom!

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

Mild Moderate Services

Center Based Services (MI, AN, DHH)

Out of District Placement

Deep Look at Root Cause

Examples of Assessment Tools to hypothesize processing disorder

Case Study Angie

Case Study

6th Grade at a K-8 School Developed a reading problem

SRI- 498 or 2nd grade levelCSAP Reading of Unsatisfactory

SIT Read Naturally for 2 days a weekGuided Reading Plus for 3 days a week

Progress Monitoring Oral Reading Fluency – no progress after 6

weeks.

SPED GORT- showed she is at the 21%ile

Program Manager Called the program manager and not sure

what to doReview indicated a very poor BOEA BOE was developed

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:PhonemicManipulation:

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: 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:

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

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 +

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: 11/12Oddity Task: 12/12 Oral Blending: 12/12Oral Segmentation: 23/24PhonemicManipulation: 12/12

Short vowels: 21/21 Consonant Blends with short vowels: 15/15Short vowels, digraphs, and trigraph: 15/15R-Controlled vowels:13/15Long vowels spellings: 13/15Variant Vowels: 10/15Low frequency vowel and consonant spellings: 8/15 Multisyllabic words: 14/24

Morphology: Structural analysis 1/12Inflectional Morphemes 11/12Derivational Morphemes 0/12

# of Orthographic errors on spelling: 43%

Site Words: San Diego 5th grade level

ORF Rate: 93.8 / 15%ile

# of phoneme errors on spelling test: 57%

Color naming RAN: 6th grade level

Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP

DRA 40 MAZE Passage: 38%ile

Oral Language Vocabulary:

Rosner Auditory Analysis: 1st Grade Leve l

Reading Vocabulary: GORT Fluency: 16%ile 7th Grade Level

5th 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

Is there evidence to

suggest difficulty with

executive functioning?



Language Processing ?


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



processing speed?

Student is able to learn through various

methods (mastery, inquiry)

yes

no

1.

2.

3.


suggest problems with phonological processing?


suggest problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________

Executive Functioning Concerns

Reasoning Concerns

Reading Comprehensi

onConcerns

Reading Fluency

Concerns

Basic Reading

Phonological Concern

Basic Reading

Orthographic Concern

Review Process again

Name: ______Angie ________

Basic Reading Phonological Concern

Basic Reading Orthographic Concern

Targeted Normed Assessment

Just the phonological processing subjects not the rapid naming subtests

7%ile

Specially Designed Instruction Treatment

20 minutes daily6 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

INTERPRETING THE BODY OF EVIDENCE

Root Cause of Reading Disorders

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

Interpreting Assessments to determine possible language

comprehension concerns

If

then

the child has reached target for oral language skill development

the root cause of reading comprehension is likely due to another processing disorder.

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

Interpreting Assessments to determine possible processing

speed

ORF/FRY Sight

Words

FAST and ACCURATE:-expected outcome for a child with good reading skills

SLOW and ACCURATE:-Possible processing speed issues

SLOW and INACCURATE:-Possible processing speed issues and decoding issues (dual deficit)

FAST and INACCURATE:-Possible decoding issues and misplaced in a reading fluency intervention

Rapid Automatic Naming of NON –Words

Below norm: possible

processing speed

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

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 phonologic

al processing

disorder

You Do Case Studies

JesusSam

SavannaJesse

Dimetri



executive functioning?



Language Processing ?


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



processing speed?

Student is able to learn through various

methods (mastery, inquiry)

yes

no

1.

2.

3.


suggest problems with phonological processing?


suggest problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. ______________________________2. ______________________________3. ______________________________4. ______________________________5. ______________________________6. ______________________________

Executive Functioning Concerns

Reasoning Concerns

Reading Comprehensi

onConcerns

Reading Fluency

Concerns

Basic Reading

Phonological Concern

Basic Reading

Orthographic Concern

Review Process again

Name: _____________________________

Questions

root cause analysis soar special education teachers

Documents

designed instruction

disability eligible

poor instruction

sequence of instruction

data root cause problem

educational disability

basic reading sld2286

root causehint