For This Discussion, You Will Review The Case Study Scenario

For This Discussion You Will Review The Case Study Scenario From This

Review the case study scenario from this module’s media of two teachers sharing reading strategies they have implemented within their classrooms for Jamal. It is apparent that some of the strategies are working, whereas others are not. You will assume the role of a special education leader in which you provide guidance and direction in determining the most appropriate evidence-based literacy interventions based on Jamal’s assessment data.

To prepare: · Review the case study video and the Module’s Learning Resources. · Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled "Implementing Evidence Based Practices." · Consider the following as you review the case study video for this module: o Both teachers have shared evidence-based reading interventions that they have used with Jamal; some are working, whereas others are not.

You are tasked with analyzing the evidence-based interventions and determining which interventions are appropriate to meet Jamal’s individual needs based on the data presented. · Analyze Jamal’s data summary sheet displaying his needs and abilities in reading. Think about the evidence-based literacy interventions discussed. Consider the most appropriate interventions for Jamal, based on the data provided. An evaluation of the reading intervention strategies identified by both teachers in the video. Include the following in your evaluation: An analysis of what you believe the problem is between the two different classrooms.

What are possible solutions to ensure fidelity of implementation across settings? As the special education leader in charge, an explanation of how would you structure this meeting to relatively analyze the data and bring the two teachers to consensus on the most effective approach for fidelity of the implementation for the outlined evidence-based practices. Support your responses with specific references to the case study video, the module’s Learning Resources, and outside resources, as well as personal experience.

Paper For Above instruction

Effective literacy instruction is critical for all students, particularly those with learning disabilities such as Jamal. Reviewing the case study scenario, this paper analyzes the differing interventions used by two teachers, assesses the possible causes of variation in implementation fidelity, and proposes strategies to ensure consistent, evidence-based practices across classrooms.

The scenario presents two classrooms at West Ridge Middle School where Jamal is receiving reading instruction. While some interventions appear effective in social studies, minimal progress is observed in the reading classroom. A key issue may be the fidelity of implementation, which refers to how closely teachers follow prescribed intervention protocols. Disparities in implementation can lead to inconsistent student outcomes (Coyne, Kame’enui, & Carnine, 2011). The root of the problem may lie in differing interpretations of intervention procedures, lack of adequate training, or support variability.

Analyzing Jamal’s assessment data reveals his specific needs: difficulty with decoding, reading fluency, and comprehension. Evidence-based practices such as guided reading, repeated reading, and strategic questioning have been shown to support these areas (Wexler et al., 2014). The teachers’ shared strategies must be evaluated against Jamal’s data to determine alignment with his needs.

Potential reasons for the disparity include inconsistent application of strategies, differences in classroom environments, or variability in teacher expertise. For example, the teacher in the social studies class might be more familiar with implementing certain comprehension routines, leading to better results. Conversely, the reading teacher might lack sufficient training or resources, contributing to the stagnation in progress.

To address these issues, I recommend structured collaborative planning meetings emphasizing data analysis and fidelity. During these meetings, it is crucial to review Jamal’s progress data, clarify intervention protocols, and perform role modeling of the strategies. Using a structured protocol such as the fidelity checklist (Missett & Foster, 2015), teachers can self-assess and peers can observe protocol adherence. Such practices promote consistency and accountability.

Furthermore, professional development focused on evidence-based reading strategies can enhance teacher competence. Establishing a culture of continuous improvement encourages teachers to share best practices, troubleshoot challenges, and adjust interventions based on student progress (Ciullo et al., 2016). Regular monitoring through observations and fidelity checks ensures that strategies are implemented as intended.

In conclusion, discrepancies in Jamal’s progress are likely due to fidelity issues and implementation variability. By structured data analysis meetings, targeted professional development, and ongoing fidelity monitoring, we can foster consistent, effective interventions. As a special education leader, creating a collaborative, data-driven environment with shared goals will optimize Jamal’s reading development and ensure equitable learning opportunities across classrooms.

References

• Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.
• Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2014). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School and Clinic, 50(3), 142–149.
• Ciullo, S., Lembke, E. S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention: An observation study. Learning Disability Quarterly, 39(1), 44–57.
• Missett, T. C., & Foster, L. H. (2015). Searching for evidence-based practice: A survey of empirical studies on curricular interventions measuring and reporting fidelity of implementation published during 2004–2013. Journal of Advanced Academics, 26(2), 96–111.
• McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38(4), 195–207.