root cause analysis: determining academic needs of twice exceptional learners robert frantum-allen,...

Root Cause Analysis: Determining Academic Needs of Twice Exceptional

LearnersRobert Frantum-Allen, MA

Robert_Frantum-Allen@dpsk12.org

www.rcause.wikispaces.com

CAGT

October 2014

Intro and Norms

Outcomes Participants will apply the ‘fishbone analysis’

to determine individual student

needs

Participants will be able to match best

practice interventions based on needs

Agenda

Problem Solving

Problem Solving in Public School and Lessons from Other Industries

What are we trying to problem solve?

Case Study: Individual Child

Interventions: Avoid the myths of learning and intervention

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.

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.

Playing Darts in the Dark

PROBLEM SOLVING IN PUBLIC SCHOOL AND LESSONS FROM OTHER INDUSTRIES

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data constipation

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

Phonological Awareness

Alphabetic Principle

Vocabulary and Comprehension Fluency

Reading What sources of data do

we currently have for each of these categories?

Handwriting/ Keyboarding

Spelling

Composition Grammar

Writing

Number Sense Operational Sense

Problem Solving Fluency

Math

WHAT ARE WE TRYING TO PROBLEM SOLVE?

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

Reasoning

VERBAL NONVERBAL

There is a difference in reasoning of academic knowledge and social knowledge.

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

Syntax

SemanticsPragmatics

● 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

CASE STUDY: INDIVIDUAL CHILD

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

Vocabulary and Comprehension

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

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Clues

Clues

Clues

Clues

Clues

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

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

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

Oral Language Vocabulary:

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

INTERVENTIONS: AVOID THE MYTHS OF LEARNING AND INTERVENTION

Avoid the Myths …

Avoid the Myths …

Avoid the Myths …

Use the strength to address the deficit

Avoid the Myths …

20%

2%rare

Avoid the Myths …

Would you use a “discovery method” to teach your teenage son to drive? Lack of decoding can also kill? Decoding and spelling are no skills to discover.

Phonological Awareness Alphabetic Principle

Vocabulary and Comprehension )

Fluency

Treatment

Executive Functioning Skills:

Reasoning Skills:

Other:

Reading

Fishbone Analysis Develop auditory

processing skills by focusing on the sub-phonemic features of the sounds of English

Beyond phonological awareness to phonological knowledge and understanding

Programs- Lindamood Bell LiPS; Jane Feld Green Sounds and Letters

Direct instruction in spelling

70 Most Frequent Graphemes of English

Rules of English Orthography

English syllable types English morphology

Layers of English

Programs- Orton Gillingham, Wilson, Writing Road to Reading, Word their Way

Must have strong phonological awareness and orthography before treatment

Fluency drills and repeated readings

Programs: Read Naturally; 6 Minute Solutions

Rule out phonological awareness, orthography and fluency before starting treatment

Oral language development

Oral and written vocabularyDevelop the mental model

Guided Reading and Strategy Instruction

Background knowledge and schema building

Programs: LLI, Reading Advantage, Collaborative Strategic Reading, Reciprocal Reading

Medical check; metacognition; accommodations (we become the EF)

Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400); programs Lang! and Readwell

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