root cause analysis assessment pdu. outcomes 1.define specially designed instruction 2.understand...

Root Cause AnalysisAssessment PDU

Outcomes 1. Define Specially Designed Instruction 2. Understand the Components of Specially

Designed Instruction 3. Gain a deeper understanding of how a

Root Cause Analysis drives your instruction

4. Explore 4 types of Root Cause Analysis 5. Understand processing disorders and why

they must be identified before developing SDI

6. 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)

Components of SDI

Educational

Disability Analysis

of the Data

Recommendations

Least

Restrictive

Environment Development

of

Goals

Educational Disability

- A child must be eligible for an Educational Disability

- the largest disabling condition that you will be dealing with is a Specific Learning

Disability

Educational

Disability

Reading SLD Number Past Year 3784 Students with a Learning Disability 3232 Students with a Reading Learning

Disability552 Students had a Non-reading Learning

Disability

Reading Disabiltiey Non-Reading Disabiltiey

Specific Learning Disability

BASIC READING READING FLUENCY

READING COMPREHENSIONMATH COMPUTATION

MATH PROBLEM SOLVING WRITTEN EXPRESSION

ORAL EXPRESSIONLISTENING COMPREHENSION

Interview and Observe

Step One

Student Teacher Parent

Gather Universal Data

State Testing

District Benchmarks

Universal Screening

Classroom Assessment

Curriculum Based Measure

DIBELS AIMSWEBEASY CBM

Monitoring

Basic Skills

Progress

-Determine the gap and

-Progress Monitoring

Targeted Screening

SOAfter you have

•observed and interview•gather universal data•completed your benchmark CBMthe

n do targeted screenings in the area of concern

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

Targeted Assessment

the purpose of the targeted NORMED assessment is to confirm your hypothesis and confirm that it is a significant delay

BUT

ONLY IN THE AREA OF CONCERN

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.

Review the psychological

processors

• 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

Analysis

of the Data

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

Creativity in Problem Solving

Specially Designed Instruction1. Define the

problem

2. Gather data/Evidenc

e



5. Implement the

interventions


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

Psychological Processors for

Reading Processor Who Treatment

Language Processing Executive Functioning Disorders – ADHD, Autism

Metacognitive Reading Strategies


Dyslexia Multi-Sensory Reading Approach

Processing Speed Any Child Repeated Reading and Guided Repeated Readings

Working Memory Any Child Mastery Based Learning- over learning of basic skills

Dual Deficit Any Child Combination

Analytical Processing IQ Lower than 75 Intense comprehensive programming

Reading Root Cause Basics Comprehension

Is it because the child struggles with Language

Comprehension?

It is because the child struggles with automatic

rapid word recall?

It is because the child cannot decode?

Basic Reading-If they have language

comprehension and have rapid naming then

choose Basic Reading

Reading Fluency-if they have language

comprehension and can decode then, choose

Fluency

Reading Comprehension-If they can decode and are fluent, then choose

Comprehension

Very few children have language comprehension, rapid naming and decoding issues. If so then we need to make sure the cognitive issues

have been adequately ruled out.

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 Part 3 (final)

Planning Translating

Transcribing

Context Processor

Orthographic

Processor

Phonological Processor

Meaning Processor

Phonics

Grapho-motor

Processor

Writing

Reviewing Holy Crap!

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

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

Problem

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

Why

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)

5 Why’s Analysis Tree Struggles with writing a complete

paragraph

Strategies for Interpreting the Data:Pareto Analysis

Vilfredo Pareto Joseph Juran

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

Pareto Principal

• 80% of Effects are cause 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%

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

When root cause analysis goes bad

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

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


Test of Auditory Analysis Skills


Phonemic Awareness Assessment

Phonological and Orthographic Processor

Spelling Inventory

Orthographic Processor

Core Phonics

Orthographic Processor

LETRS Morphologic

al Survey

Fluency Processing (processing speed)

Rapid Automatic Naming


Sight Word Test


Oral Reading Fluency

Context and Meaning Processors

Verbal Language

Scales

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: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP MAZE Passage: 38%ile

Oral Language Vocabulary:

Rosner Auditory Analysis:

Reading Vocabulary:

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: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2011) PP 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

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


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

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: _____________________________

Questions

root cause analysis assessment pdu. outcomes 1.define specially designed instruction 2.understand...

Documents

designed instruction

disability eligible

sequence of instruction

childs disability

types of root cause

sample root cause analysis

root causehint

unique needs