Special education Case Study Hannah

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Writing

SPD 580

Description

Review the following case scenario and complete the tasks that follow:

Student: Hannah

Age: 8

Grade: 3

Hannah is a third-grade student who transferred to Cartwright Elementary School late in the fall from a neighboring district. According to her records, Hannah has been in five different schools since kindergarten. Hannah is a very artistic and is easily distracted by her drawings. Her teacher, Mrs. Pei, has noticed that she seems to struggle with many independent reading assignments. When Mrs. Pei administered the mid-year universal screening measure, she was not surprised to see that Hannah’s score had fallen below the grade-level benchmark. Consequently, Mrs. Pei decided to monitor Hannah’s reading performance once a week for seven weeks using a measure of reading fluency. The rate of growth she is expected to achieve by the end of seven weeks is 1.2. Hannah’s scores are in the graph and table below.

Compose a 500-750-word evaluation of Hannah. Incorporate the following:

  1. Review journal articles on response-to-intervention (RTI) activities, including data-based decision-making, determining performance level, and making tier placement decisions.
  2. Using the seven weeks of progress monitoring data outlined above, calculate Hannah’s slope (change in x over the change in y) and identify the change in the number of words read correctly from beginning to end.
  3. Determine whether Hannah is responding adequately to Tier 1 instruction. Elaborate.
  4. Based on your evaluation, what tier of instruction would you recommend for Hannah?
  5. What do you recommend Hannah read, based on her interests and background?
  6. Cite a minimum of two scholarly sources.

Source: The IRIS Center for Training Enhancements, http://iris.peabody.vanderbilt.edu/

Prepare this assignment according to the APA guidelines found in the APA Style Guide

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Other material that might help answer the assignment

Read "Differentiated Instruction: Making Informed Teacher Decisions," by Watts-Taffe, Laster, Broach, Marinak, McDonald Connor, and Walker-Dalhouse, from Reading Teacher (2012).

Reading Strategies for Elementary Students With Learning Difficulties: Strategies for RTI (2nd Edition) William N. Bender, Martha J. Larkin

"Crossing Boundaries and Initiating Conversations about RTI: Understanding and Applying Differentiated Classroom Instruction" by Walker-Dalhouse et al., from Reading Teacher (2009).

Read pages 17-20 of "RTI: Data-Based Decision Making" from the Iris Center.

http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/08/ICS-012.pdf


Unformatted Attachment Preview

SPE-580 Advanced Methods and Strategies of Teaching Students with Mild to Moderate Disabilities At Risk and Struggling Readers Assignment Data © 2014. Grand Canyon University. All Rights Reserved. Course Code SPD-580 Class Code SPD-580-O501 Criteria Criteria Percentage 100.0% Student Evaluation 35.0% Student Recommendations 35.0% Thesis Development and Purpose 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Paper Format (use of appropriate style for the major and assignment) 5.0% Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 10.0% Total Weightage 100% At-Risk and Struggling Readers No Evidence (0.00%) No submission. No submission. No submission. No submission. No submission. No submission. 50.0 Nominal Evidence (69.00%) Student evaluation provided fails to outline slope, number of words read, and tier instruction response. Student recommendations fail to provide detailing tiered instruction and suggested reading. Paper lacks any discernible overall purpose or organizing claim. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Template is not used appropriately, or documentation format is rarely followed correctly. No reference page is included. No citations are used. Unacceptable Evidence (74.00%) Inadequate student evaluation provided outlining slope, number of words read, and tier instruction response. Evaluation somewhat supported by research. Inadequate student recommendations provided detailing tiered instruction and suggested reading. Recommendations somewhat supported by research. Main claim is insufficiently developed and/or vague; purpose is not clear. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Reference page is present. Citations are inconsistently used. Acceptable Evidence (87.00%) Adequate student evaluation provided outlining slope, number of words read, and tier instruction response. Evaluation supported by research. Adequate student recommendations provided detailing tiered instruction and suggested reading. Recommendations supported by research. Main claim is clear and forecast the development of the paper. It is descriptive and appropriate to the purpose. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Appropriate template is fully used. There are virtually no errors in formatting style. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. Target Evidence (100.00%) Comprehensive student evaluation provided outlining slope, number of words read, and tier instruction response. Evaluation clearly supported by research. Comprehensive student recommendations provided detailing tiered instruction and suggested reading. Recommendations clearly supported by research. Main claim is comprehensive. The essence of the paper is of the paper clear. Writer is clearly in command of standard, written, academic English. All format elements are correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. Comments Points Earned
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Explanation & Answer

Attached.

OUTLINE

Introduction


This paper analyses a case study of Hannah’s RIT.

Body


Hannah is responding well to tier one. This is because, since its intervention, there has
been a drastic change in the number of words she could read correctly.



The best RTI tier for Hannah is one. Under the intervention and follow up by the
instructor, Hannah is now showing improvement with a score of above fifty in reading.

Conclusion


Based on Hannah’s passion for painting, adventure and comics books will provide great
exposure.

1

OUTLINE

2
References

Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of
Response to Intervention Practices for Elementary School Reading. NCEE 20164000. National Center for Education Evaluation and Regional Assistance.
Bineham, S. C., Shelby, L., Pazey, B. L., & Yates, J. R. (2014). Response to intervention:
Perspectives of general and special education professionals. Journal of School
Leadership, 24(2...


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