Case Study -RTI
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3.3Directions-CaseStudy-51.docx.pdf
College of Education and Behavioral Science Department of Educational Leadership, Curriculum, and Special Education
Case Study: Response to Intervention
Overview
In this course, you learn about the various aspects of reading and literacy related to exceptional children, including formal and informal assessments of students. For this assignment, the Case Study provides how reading assessments and teaching strategies can be used in the classroom to identify at-risk students by pinpointing the skills the student struggles with and determining the appropriate intervention to get students back on track. Please make sure to read the directions carefully. To complete the assignment, use the provided Template document and submit your work to Canvas and LiveText by the due date.
Learning Outcomes
Know and demonstrate professional roles and responsibilities relevant to ethical and legislative requirements as related to the Council of Exceptional Children (CEC) Code of Ethics, professional certification standards, and confidentiality.
Gather, interpret, and communicate background and assessment information from a variety of sources to make educational decisions and design individualized instruction.
Design developmentally appropriate lessons to include research-based and differentiated instruction and technology.
Understand and adhere to legal and ethical guidelines for assessing, identifying, and monitoring diverse learners with exceptionalities.
Understand and apply research-based strategies to teach or assess pre-literacy skills appropriate to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess early literacy skills appropriate to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess advanced literacy skills appropriate to the needs of learners with exceptionalities.
Identify, compare, and categorize traits and characteristics of learners with exceptionalities.
Select, analyze, and justify, use of formal and informal assessments based on models, theories, and philosophies to effectively convey results.
Directions As Lucy’s teacher, use the screening and diagnostic data to complete a Tier I Intervention Plan
for group instruction. What phonemic awareness and short vowel instruction/lessons will you
plan, with assessments, to teach to Lucy? Using the available 5.2 Module Task Template, make a
plan and reflect.
Case Study: Response to Intervention
Introduction: The following case study provides an example of how reading assessments and teaching strategies can be used in the classroom to identify at-risk students by pinpointing the skills the student struggles with and determining the appropriate intervention to get students back on track.
Assessments: Meet Lucy, your second-grade student. As a part of the beginning-of-year screening process you, the teacher, administer a brief screening assessment that yields this data about Lucy’s reading:
Nonsense Word Fluency: ● Correct Letter Sounds (phonics): Below Benchmark ● Whole Words Read (decoding): Well Below Benchmark
Oral Reading Fluency: ● Accuracy (passage reading accuracy): Below Benchmark ● Words Correct (passage reading fluency): Well Below Benchmark
Background: As the teacher, you recognize that Lucy is struggling with reading and is not on track to
meet future reading goals. Lucy has difficulty reading the Oral Reading Fluency passage
accurately and smoothly due to her lack of accurate and fluent word reader skills. Based on these
screening data, you administer diagnostic assessments to help her differentiate instruction.
You decide to give Lucy a decoding assessment to understand specific phonics patterns
she has mastered and which patterns she needs instructional strategies. After assessing, you learn
Lucy has not mastered short vowel sounds. You also use a phonemic awareness assessment to
check her blending and segmenting, which reveals skill gaps. You realize that Lucy is having
difficulty with word recognition skills. To check on her oral language skills, you read a story to
Lucy and ask her oral comprehension questions. Lucy, with ease, answers the questions about
what she hears, indicating that her reading difficulties stem from decoding and word
recognition difficulties and not language comprehension difficulties.
With this information, you will build small reading groups. Instead of using reading
levels to group students, you will use reading skills. You will group Lucy with other students
needing phonemic awareness and short vowel instruction.
3.3TemplateCaseStudyRtI-21.docx
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Case Study: Response to Intervention
Your Name
Arkansas State University
ELSE 5633: Literacy Assessment and Diagnosis of Exceptional Learners
Dr. Jessie King
Due Date
Case Study: Response to Intervention
Steps for Lucy’s Response to Intervention Tier I:
1. What phonemic awareness and short vowel instruction/lessons (with assessments) will you teach to your targeted student? Use the embedded Backward Design Lesson Plan Unit document on page three to complete your plans for instruction of at least five lessons.
2. How will you continue to monitor Lucy’s progress?
3. How often will you progress-monitor your students?
Explain here…
4. How will you know if Lucy is progressing at a fast enough rate to close the gap?
Explain here…
5. It is two months later and you have completed all the steps above. Lucy is not making sufficient progress toward the benchmark score. What should you do next?
Explain here…
Phonemic Awareness and Short Vowel Lesson Plan Unit:
Develop a Unit Plan for Lucy. What Phonemic Awareness and Short Vowel strategies/lesson plans and activities/assessments will you develop to implement for Lucy’s learning? Complete the information in the “Backward Design Lesson Plan Unit” template below.
Backward Design Unit
Phonemic Awareness and Short Vowel Strategies/Lessons and Activities/Assessments (At least 5 lesson plans):
Step 1 Desired Results:
What students will learn...
AR Standards:
Targeted Grade Level:
This should directly relate to the academic development of your exceptional (struggling) student.
Step 2 Assessment Evidence:
Assessment to check for learning…
Performance task:
What will students do to show what they have learned?
Assessments of Student Learning: What measurable criteria are necessary to show mastery of the skill?
Performance criteria:
How good is good enough to meet standards? Provide checklists, rubrics, or criteria… Example: The student will be able to match 10 out of 15 cards correctly to show mastery.
Step 3 Five Lesson Plans:
Detailed enough for another teacher to follow…
Purpose:
Why did you choose these Strategies? What are the objectives of the strategies? How do these strategies align with the needs of your struggling student?
Learning activities:
Steps for students. Use action verbs (step by step from start to finish) …
Step 4 Differentiation/Accommodation/Modifications:
Which strategies/methods will you use to differentiate for different learning styles?
Reflection:
I. While planning your Phonemic Awareness and Short Vowel strategies/lessons and assessments/activities, what difficulties or positive experiences did you encounter?
II. How did the brief screening assessments help with the instruction you provided for Lucy’s planning?
III. What did you learn from this assignment that you can apply to teaching future students with exceptionalities or struggling using assessments and the Response to Intervention process?
References
You must use the 7th Edition APA format.
