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Using Root Cause Analysis to Choose Interventions

Using Root Cause Analysis to Choose Interventions

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Using Root Cause Analysis to Choose Interventions

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  1. Using Root Cause Analysis to Choose Interventions Robert Frantum-Allen, MA Colorado League of Charter Schools August 2014

  2. Intro and Norms

  3. 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

  4. Outcomes

  5. Agenda

  6. Choosing an intervention is like choosing a diet

  7. Body of Evidence • Researched Diets- found a company that does something very unique and was intrigued right away…

  8. Customized

  9. Progress Monitored Average Weekly Blood Pressure

  10. Results 252 lbs 252 242 lbs 232 lbs 231 222 lbs 212 lbs 207 200 192 lbs 190 182 lbs 182 172 lbs 162 lbs 1 2 3 4 5 6

  11. Playing Darts in the Dark

  12. Multi-tiered System of Supports (MTSS) Integrated Continuum Academic Continuum Behavior Continuum Adapted from the OSEP TA Center for PBIS Adapted from the OSEP TA Center for PBIS

  13. What Does This Mean for Our School? 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.

  14. Agenda

  15. data data data data data data data data data data constipation

  16. Strategies for Interpreting the Data: Five Why Analysis

  17. 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

  18. 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)

  19. Problem Why Why Why Why Why Why Why Why Why Why Why Why Why Why Why

  20. 5 Why’s Analysis Tree Struggles with writing a complete paragraph Weak transcriptions skills Doesn’t consistently use the paragraph pattern Weak translation skills Handwriting is not legible Confuses the parts of a paragraph Uses incomplete sentences Follows oral language syntax Writes from bottom up and reverses letters Struggles with focus during instruction Doesn’t know written subject predicate rules Never received handwriting instruction Has ADHD

  21. Plus Delta

  22. 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.

  23. 3) Label each bone with categories to be studied 2) List the problem in the head of the fish 4) Identify the factors within each category that maybe affecting the problem 1) Draw the fishbone diagram 5) Continue until you no longer get useful information 6) Analyze the results

  24. Plus Delta

  25. Phonological Awareness Alphabetic Principle What sources of data do we currently have for each of these categories? Reading Vocabulary and Comprehension Fluency

  26. Strategies for Interpreting the Data: Pareto Analysis Vilfredo Pareto Joseph Juran

  27. Pareto Principal • 80% of Effects are instigated by 20% of causes.

  28. Math Skills

  29. Plus Delta

  30. Hypothesizing Function of Behavior

  31. Hypothesizing Function of Behavior

  32. Agenda

  33. 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.

  34. Psychological Processor

  35. Cognitive Sweat • She had a largepiece 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 housemouse also likes to eat cake. • Whereare you going with that cake?

  36. 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

  37. Executive Functioning

  38. Reasoning VERBAL NONVERBAL

  39. Reading Processors context run semantic /r/ /ŭ/ /n/ orthographic phonologic

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

  41. Changes in Brain Activation Patterns in Response to Instruction p. 63

  42. Processing Speed rapid retrieval accuracy

  43. Language Processing

  44. Academic Fishbone

  45. Phonological Awareness Alphabetic Principle Reading Vocabulary and Comprehension Fluency

  46. Handwriting/ Keyboarding Spelling Writing Composition Grammar