root cause analysis soar special education teachers
Post on 28-Dec-2015
231 Views
Preview:
TRANSCRIPT
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)
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
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
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement the
interventions
6. Evaluate Effectiveness
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
3. Delineate Root Causes
4. Develop Possible Solutions
5. Implement the
interventions
6. Evaluate Effectiveness
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
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
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
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).
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
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?
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
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
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
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 (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
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: _____________________________
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 (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
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: _____________________________
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 (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
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: _____________________________
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 (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
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: _____________________________
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 (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
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: _____________________________
top related