Root Cause Analysis: Determining Academic Needs of Twice Exceptional
LearnersRobert Frantum-Allen, MA
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
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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
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
