Field experience Citation report SPD 320

Submission Id: 10794ba2-c4b9-410a-ab0a-51d776e2ab81

37% SIMILARITY SCORE 5   CITATION ITEMS 10   GRAMMAR ISSUES 0   FEEDBACK COMMENT Internet Source   21% Inst itut ion   16%

Antoinette Pearsall

SPD 320 Analyzing Student Data RIT.docx

Summary  650 Words  

Running Head: RESPONSE TO INTERVENTION 1

RESPONSE TO INTERVENTION 4

Response to Intervention (RTI)

“Analyzing Student Data: RTI Model Student Progress Monitoring Scenario”

Antoinette Pearsall

GCU

SPD 320

09/27/2019

Summary of Overall Janet’s Progress

A student who is placed in Tier 2 is at some risk. The student needs regular

supplemental or strategic instruct ion to support his or her learning and raise their

achievement to proficiency in the core curriculum. The students served in Tier 2 is

part of general and not special education. Small groups are formed, based on

assessment, to focus on the specific components of reading in which the student is

deficient (Douglas, 2019). This instruct ion may consist of increasing the t ime and

intensity of the student’s exposure to the core curriculum and its intervention

support materials. Other research-based supplementary materials may be used.

According to Young, and Johnson, (2019), a students served at this level is assessed

regularly using progress monitoring assessments to determine whether or not the

intervention is effect ive. In regards to Janet, who is currently a fourth grader at

Bellmont Elementary School, she st ill lags behind her peers in relat ion to reading

comprehension.

Interpretat ion of the Data and Determination of Whether Janet Is Responding

Adequately To Tier 2 Instruct ion

The college and career ready “stretch” Lexile bands for a fourth grade student is 740L

to 940L which is within the range of 790L the average the other students are in her

class. Janet’s Lexile reader measure level was 545L in the seventh week of the school

year compared to the average peer Lexile level of 790 in her class. This is an indicator

of Janet’s difficulty with reading comprehension. Since the introduction of Tier 2

instruct ion until the tenth week, her Lexile Stretch is 590L against a goal of 605L. This

 Web Content: https://www.readnaturally.com/userfiles…

 Possible agreement error: a students

 Possible wordiness: whether or not  whether

 Nonstandard ph...: In regards to  In regard to

 currently: currently  now

 Statistically detect wrong use of ...: To  The

 Student: Submitted to Grand Canyon University 1…

is st ill below the minimum Lexile band of 740 that students in fourth grade are

expected to score.

Why I Think the Support Team Members Disagree about What Tier of Instruct ion

Would Best Meet Janet’s Needs

I think the support team members disagree about what t ier of instruct ion would best

meet Janet’s needs because she is not responding adequately to the instruct ions and

interventions in t ier 2. Despite there being small groups being formed, based on

assessment, to focus on the specific components of reading compression, the

intervention support materials are not effect ive enough (Tan, 2018). It is worth noting

that after reviewing the results, the school-based student support team members

disagree about what t ier of instruct ion should now be used because they think

believe that Janet’s reading comprehension skills have not developed to significant

and satisfactory levels for her fourth grade.

The Tier of Instruct ion That I Would Recommend For Janet

The Tier of instruct ion that I would recommend for Janet is intensive Tier 3 instruct ion.

Intensive Tier 3 instruct ion is for those students who lag behind their peers by one or

more years demonstrat ing very week progress on the area being assessed (Zirkel,

2018). They thus require intensive instruct ions intervention. Given that Janet is not

able to make sufficient progress with Tier 2 support, remedial materials, methods,

and practices that are found in Tier 3 should be used. It should be noted that, in Tier 3,

Janet will be assessed more frequently using progress monitoring assessments. The

small group of she is in will also require intensive instruct ion. She will need Tier 3

instruct ions to further develop her reading comprehension skills and help her reach

grade level on the Lexile assessment. She will receive targeted lessons related to

reading comprehension.

References

Douglas, P. R. (2019). Elementary teachers’ and principals’ report ing of factors that

impact the implementation of response to intervention (Doctoral dissertat ion).

Tan, F. (2018). Response to Intervention (RTI) Model. The TESOL Encyclopedia of

English Language Teaching, 1-6.

Young, N. D., & Johnson, K. (2019). The Potency of the Response to Intervention

Framework. Creating Compassionate Classrooms: Understanding the Continuum of

Disabilit ies and Effect ive Educational Interventions, 11.

Zirkel, P. A. (2018). Response to intervention: Lore v. Law. Learning Disability

Quarterly, 41(2), 113-118.

 Statistically detect wrong us...: there  their

 Student: Submitted to Grand Canyon University 2…

 Spelling mistake: Zirkel  Nickel

 Possible typo: instructions

 not able (unable): not able  unable

 sufficient (enough): sufficient  enough

 Web Content: https://www.readnaturally.com/userfiles…

 Student: Submitted to Grand Canyon University 2…