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.