using root cause analysis to choose interventions

Using Root Cause Analysis to Choose Interventions

Robert Frantum-Allen, MA

Colorado League of Charter Schools

August 2014

Intro and Norms

The Trouble with Handouts http://rcause.wikispaces.com

• Paper on Specially Designed Instruction and Root Cause Analysis

• Today’s Presentation• Sample Root Cause Analysis in Reading on 6

students • Blank Templates for Root Cause Analysis

Outcomes

Participants will be able to explain various problem

solving strategies and apply them to identifying

student needs

Participants will apply the ‘fishbone analysis’ to determine individual

student needs

Participants will discuss application and develop

next steps

Agenda

Problem Solving Story

Problem Solving in Public School and Lessons from Other Industries

What are we trying to problem solve?

Case Studies: Individual Children

Case Studies: Buildings Level

Next Steps

Choosing an intervention is like choosing a diet

Body of Evidence

• Researched Diets- found a company that does something very unique and was intrigued right away…

Customized Meal What to eat…

Breakfast 1 protein, 1 dairy, 1 fruit, 1 carb, 1 fat

Snack High protein snack

Lunch 1 protein, 2 vegetables, 1 fruit, 1 carb, 1 fat

Snack High protein snack

Dinner 1 protein, 2 vegetables, 1 fat

Rules

- Certain fats like olive oil or avocado

- Majority of raw green veggies if possible

- As clean as possible (no GMO, and organic)

- Use Light Salt- Limit processed foods

Supports

-must check in with dietitian 3 x week-increase activity-must journal-8 glasses of water-etc…..

Progress Monitored

Wee

k 12

Wee

k 13

Wee

k 14

Wee

k 15

Wee

k 16

Wee

k 17

212214216218220222

Weight

Weight

week 1

2

Wee

k 13

Wee

k 14

Wee

k 15

Wee

k 16

Wee

k 17

0

40

80

120

BP SBP D

Average Weekly Blood Pressure

Results 252 lbs

162 lbs

242 lbs

232 lbs

222 lbs

212 lbs

192 lbs

182 lbs

172 lbs

1 2 543

252

231

207

6

200190

182

Playing Darts in the Dark

Multi-tiered System of Supports (MTSS)Integrated ContinuumAcademic

ContinuumBehavior

Continuum

Adapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS

Problem solving teams are looking at the body of evidence to determine need. A problem solving team

can be a data team, student intervention team, a special team that was created to address a unique need

or and IEP team

Problem solving teams design a plan to address the problem.

The plan is implemented by the designated personnel.

The problem solving teams determines if the plan was effective.

If the plan was not effective, attempts to adjust the plan accordingly should be

made and re-implemented.

What Does This Mean for Our School?

Agenda






Next Steps

datadatadatadata

data

data

datadatadata

data constipation

Strategies for Interpreting the Data:Five Why Analysis

5 Why Tree 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 to determine the most logical cause and secondary causes

5 Why Analysis

• My car will not start. (the problem)• Why? - The battery is dead. (first why)• Why? - The alternator is not functioning. (second why)• Why? - The alternator belt has broken. (third why)• Why? - The alternator belt was well beyond its useful service life

and has never been replaced. (fourth why)• Why? - I have not been maintaining my car according to the

recommended service schedule. (fifth why, a root cause)• Why? - Replacement parts are not available because of the

extreme age of my vehicle. (sixth why, optional footnote)• I will start maintaining my car according to the recommended

service schedule. (solution)

Problem

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

5 Why’s Analysis Tree Struggles with writing a complete

paragraph

Weak transcriptions

skills

Doesn’t consistently use the paragraph

pattern

Weak translation skills

Writes from bottom up and reverses letters

Never received handwriting instruction

Handwriting is not legible

Uses incomplete sentences

Doesn’t know written subject predicate rules

Follows oral language

syntax

Struggles with focus during instruction

Has ADHD

Confuses the parts of a paragraph

Plus Delta

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

Plus Delta

Phonological Awareness

Alphabetic Principle

Vocabulary and Comprehension Fluency

Reading What sources of data do

we currently have for each of these categories?

http://www.google.com/url?sa=i&rct=j&q=segmenting%20sounds&source=images&cd=&cad=rja&docid=_mMTiITVlD38AM&tbnid=dPS6G37i0YVgiM:&ved=0CAUQjRw&url=http://www.readingrockets.org/strategies/elkonin_boxes/&ei=RlFoUpnUIKeBygGWvIGQDw&bvm=bv.55123115,d.aWc&psig=AFQjCNGZvvBPRUms-hZL6Qg4g5KX18bvlg&ust=1382654642785098

http://www.google.com/url?sa=i&rct=j&q=alphabetic%20principle&source=images&cd=&cad=rja&docid=0pty4pzXJkQb6M&tbnid=pqVnbNA_guiSHM:&ved=0CAUQjRw&url=http://www.homework-help-secrets.com/teaching-reading.html&ei=blFoUuaCDYikyQGO44GoDQ&bvm=bv.55123115,d.aWc&psig=AFQjCNFcbIW4eSU2Zz1mVn4y9nV_qN-QrQ&ust=1382654688878072

Strategies for Interpreting the Data:Pareto Analysis

Vilfredo ParetoJoseph Juran

http://en.wikipedia.org/wiki/File:Vilfredo_Pareto.jpg

Pareto Principal

• 80% of Effects are instigated by 20% of causes.

Create a table listing causes and frequency

Arrange the rows in decreasing order

Identify 20% of the risks that have the biggest impact on the overall problem

Math Skills Causes of Mistakes on math problems

Frequency Percentage

Lack of Number Sense 5/25 20%

Lack of Operational Sense 12/25 48%

Lack of Operational Fluency 5/25 20%

Lack of Visual Spatial/Measurement knowledge

0/25 0%

Lack of Algebraic Sense 0/25 0%

Lack of Problem Solving Strategies

3/25 12%

num

ber s

ense

oper

ation

al se

nse

oper

ation

al flu

ency

visu

al sp

atial/

mea

sure

smen

t

algeb

raic

sens

e

prob

lem so

lvin

g 0

2

4

6

8

10

12

Series1

Plus Delta

Hypothesizing Function of Behavior

• Positively reinforced

Getting something

• Negatively reinforced

Avoiding Something

Hypothesizing Function of Behavior

I want something I am avoiding something

Student is pinching other children at 11:00 every day during reading

Student blurts out the answer without raising their hand

Student pushed others in line going to and from specials

After five minutes of independent time, Student destroys the play center

Agenda






Next Steps

Specific Learning Disability • 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.

Psychological Processor

Cognitive Sweat • She had a large piece of birthday cake.• I would love to have a slice of cake. • The first slice was very little.• Is there a chance I could talk to the

person in charge?• The house mouse also likes to eat cake. • Where are you going with that cake?

Why is there a silent e? 1. Cake, Slice

2. Love, Have

3. Large, Piece, Charge, Chance, Slice

4. Little

5. House, Mouse

6. Where, Are

Executive Functioning

http://www.pbase.com/rcalmes/orchestra

Reasoning

VERBAL NONVERBAL

Reading Processors

orthographic phonologic

semantic

context

/r/ /ŭ/ /n/

run

Brain Images Comparing 9-Year-Old Average Reader and 9-Year-Old Un-remediated Poor Reader

Changes in Brain Activation Patterns in Response to Instruction

p. 63

Processing Speed

rapid retrieval

accuracy

Language Processing

ACADEMIC FISHBONE

Phonological Awareness

Alphabetic Principle

Vocabulary and Comprehension Fluency

Reading

http://www.google.com/url?sa=i&rct=j&q=segmenting%20sounds&source=images&cd=&cad=rja&docid=_mMTiITVlD38AM&tbnid=dPS6G37i0YVgiM:&ved=0CAUQjRw&url=http://www.readingrockets.org/strategies/elkonin_boxes/&ei=RlFoUpnUIKeBygGWvIGQDw&bvm=bv.55123115,d.aWc&psig=AFQjCNGZvvBPRUms-hZL6Qg4g5KX18bvlg&ust=1382654642785098

http://www.google.com/url?sa=i&rct=j&q=alphabetic%20principle&source=images&cd=&cad=rja&docid=0pty4pzXJkQb6M&tbnid=pqVnbNA_guiSHM:&ved=0CAUQjRw&url=http://www.homework-help-secrets.com/teaching-reading.html&ei=blFoUuaCDYikyQGO44GoDQ&bvm=bv.55123115,d.aWc&psig=AFQjCNFcbIW4eSU2Zz1mVn4y9nV_qN-QrQ&ust=1382654688878072

Handwriting/ Keyboarding

Spelling

Composition Grammar

Writing

Number Sense Operational Sense

Problem Solving Fluency

Math

● 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

increasinglystrategic

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

Reading: Scarborough's Rope

Fluency/naming speed and language comprehension

Phonology and fluency/naming speed

Phonology and language comprehension

All three issues

Subtypes of Reading Disability

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:PhonemicManipulation:

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

Agenda






Next Steps

CASE STUDY: ANGELA

Case Study • K-2 Reached Benchmarks • 3rd Grade CSAP Satisfactory • 4th Grade CSAP P. Proficient • 5th Grade CSAP Unsatisfactory • Currently 6th Grade at a K-8 School • SRI Lexile- 498 or 2nd grade

Case Study Student Intervention TeamAcademic Detectives

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

Progress Monitoring Oral Reading Fluency – no progress after 6 weeks.

Special Education • 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

Case Study

Phonological Awareness Alphabetic Principle


Fluency

Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2010) PP

DRA Level 40 MAZE Passage: 38%ile

Angela is struggling with reading

Clues

tabletibltabltebl

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 +

Angela is struggling with reading



Vocabulary and Comprehension (DRA/SRI and Critchlaw)


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

Phoneme/Grapheme: Short vowels: 21/21 Consonant Blends w/ 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 /consonant spellings: 8/15 Multisyllabic words: 14/24

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

Site Words: San Diego 5th grade level

ORF Rate: 93.8 Below Average ORF Accuracy: 92% Below Average

# of phoneme errors on spelling test: 57%

Color naming RAN: 6th grade level

Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark PP DRA 40 (5th grade level) MAZE Passage: 38%ile


Rosner Auditory Analysis: 1st Grade Level

Reading Vocabulary:

GORT Fluency: 16%ile

7th Grade Level

5th grade level

Executive Function: excellent focus, initiates tasks, can shift 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; no sig medical concerns

No concern

Slight Concern

Serious Concern

Is there evidence to suggest

difficulty with executive

functioning?


difficulty with Language

Processing ?


difficulty with reasoning ?

Root Causes of Reading Difficulty

Student has the ability to sustain focus when basic

skills are automatic


difficulty with processing speed?

Student is able to learn through

various methods (mastery, inquiry)

yes

no

1.

2.

3.


problems with phonological processing?


problems with orthographic processing?

yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. _____Basic Phonological_________2. _____Basic Orthographic _________3. ______________________________4. ______________________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns

Reading Comprehension

Concerns

Reading Fluency

Concerns

Basic Reading Phonological

Concern Basic Reading Orthographic

Concern

Create the Treatment

Plan

Name: ___________Angela ________________






Rhyme:Oddity Task:Oral Blending:Oral Segmentation:PhonemicManipulation:

Alphabet Skills: letter 100%, con 100% and vowels 60%Reading and Decoding:CVC 80%Digraphs80%Blends 40%Long Vowels 20%R Controlled 60%Variant 60%

Site Words: 153/200

ORF Rate: 4th grade 21

ORF Accuracy: 65%


Color naming RAN: 3rd grade

Reading Level: DRA 8 SD Primer

Oral Language Vocabulary: 3rd Grade Level

Name: _Marcelino____

Executive Functioning Skills: easily distracted; hyper-focus with interest areas; focus in small group; struggles in math; weak executive functioning

Reasoning Skills: struggles with verbal reasoning

Other: boy 4th grade ; fun kid, cheerful, lighthearted; likeable and sociable; English; History- mother had same problems; younger brother

Rosner Auditory Analysis: 1st grade

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. _executive functioning concern____2. a minor oral reasoning concern___3. _phonological processing _____4. _orthographic processing ________5. ______________________________6. AT recommendations: Kruzweil 3000;

speech to text- word Q7. Intervention: P. Processing intervention


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____ Marcelino _________






Rhyme: 1/12Oddity Task: 8/12Oral Blending: 3/6Oral Segmentation: 4/6 PhonemicManipulation: 0/12

Alphabet Skills: Letter name 19/52Consonant sounds 16/32Long Vowel Sounds 0/5Short Vowel 3/5

Morphology:

Site Words:

ORF Rate:

ORF Accuracy:

# of phoneme errors on spelling test: did not take

Color naming RAN: Less than K level

Reading Level: DRA 1


Name: __Salivador ___

Executive Functioning Skills: small group – needs cue to stay on task with complex tasks ; pretty poor

Reasoning Skills: verbal- not a lot of opportunity to express himself; average

Other: a lot of energy; charismatic; behaviors – Montessori – struggles with letter boxes, couple letter sounds and shut down with writing; 7 years old; immature and behavior in the classroom; English; first grader

Rosner Auditory Analysis: k

Reading Vocabulary:

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. ___Executive Functioning_______2. ___Processing Speed __________3. ___Phonology ____________4. ___Orthography ________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____________________________






Rhyme: 9/12 Oddity Task: 12/12Oral Blending: 12/12Oral Segmentation: 24/24PhonemicManipulation: 12/12

Alphabet Skills: 100% Reading and Decoding:60% for CVC50% Digraphs60% Blends 20% Long Vowel 30% Variant30% r con0% multisyllable

Site Words: 91/100 50/100

ORF Rate: 37 wpm

ORF Accuracy: 79%


Color naming RAN: 5th grade

Reading Level: DRA 12

Oral Language Vocabulary: 4th grade level

Name: __Joselyn ______

Executive Functioning Skills: lacks focus in subject areas she is struggling; like art and music and social studies

Reasoning Skills: average reasoning skills;

Other: 3rd Grade; social, willing to help and hard worker; Dad is Spanish; No instruction in Spanish; not a Spanish speaker; 2 older brother both in Special Education – decoding comprehension; new to school

Rosner Auditory Analysis: 2nd grade level

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. __Basic Reading Phonological ____2. __Orthographic Processing ______3. ______________________________4. ______________________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: __ Joselyn ______






Reading and Decoding:CVC 60%Blends 60%Variant vowel 60%

Site Words:

ORF Rate:

ORF Accuracy:


Color naming RAN: 5th grade level

Reading Level: STAR-

Oral Language Vocabulary: 7th grade

Name: __Dakota___

Executive Functioning Skills: excellent focus; strong social skills

Reasoning Skills: IQ 91 – reasoning and processing speed

Other: personality; caring; psychologist; interpersonal gifts; English; no known history; FAS; small

Rosner Auditory Analysis: 1st grade

Reading Vocabulary:

Reading

Fishbone Analysis



functioning?



Processing ?










yes

no

1.

2.

3.





yes

no

yes

no

yes

no

yes

noyes

no

Prioritize the concerns 1. __processing speed ________2. __phonological processing______3. __orthographic processing______4. ______________________________5. ______________________________6. ______________________________


Concerns

Reasoning Concerns


Concerns

Reading Fluency

Concerns



Concern


Plan

Name: _____________________________

Agenda






Next Steps

Literacy Focus Schools

Case Study Diagnostic/ Root Cause Analysis

Treatment Plan Progress Monitoring

Evaluation

-Informal Measures-20 Minutes

-As many people to participate as

possible

-Collaborative-Based on building

resources -Fidelity to IEP

-All children receive core

-Treatment based on the deficit

-IEP Driven-Quick

-After each 5 hours of treatment

-Check in-Mentoring,

Coaching and Collaboration

Near North East Year One

• 13 E. S. • Mostly SPED and SLP Teachers • 3rd grade CSAP status of P or PP grew 25%

for a total of 43% of Special Education Students were P or PP on CSAP

• Sustained these levels in year two with less support

West Side Literacy Focus Year Two

• 18 E. S. • Mostly SPED and SLP Teachers• Largest ELL Population in the district • When doing root cause-introduced the

concepts of errors of transfer for ELL • 3rd grade CSAP status of P or PP grew 14%

for a total of 26% of Special Education Students were P or PP on CSAP

Green Valley Ranch

• Turn Around School• New Leadership• New Curriculum

Green Valley Ranch

• 60 4th and 5th Graders Scoring Unsatisfactory

• Screening data indicated • 40 needed word level reading

• 15 needing phonological awareness work

• 12 needed language • 8 needed comprehensive intervention

Green Valley Ranch Word Level Reading (40) Language (12) Comprehensive (8)

Grapheme Work (25)

-Writing Road to Reading 1 hour daily

Phoneme Work (15)

-Writing Road to Reading with Phonological Awareness work daily

Vocabulary and Oral Language work with leveled (LLI) and decodable text (text from the Core)

Language!

September to December 2012

Green Valley Ranch

• 48 have returned to the general education classroom

• Remaining 12 had a deeper root cause analysis completed

• 9 will continue intervention that focuses more on multi-syllable word work and morpheme instruction

• 3 have been referred to special education

Agenda






Next Steps

How could this be facilitated by school leaders?

What structures need to be in place for the individual unit of analysis to occur?

What knowledge does the problem solving team need to be successful at completing an individual unit of analysis?

What role does the school leader play in this process?

What are the questions school leaders need to ask?

As General Education Teachers…

We must pay attention to the cluesand 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

using root cause analysis to choose interventions

Documents

gap analysis

diets interventions

fishbone analysis

interventions didnt

seans root cause

math interventions dont

customized diet

life6body of evidence