RTI Case Study Laney Is A Student At Rosa Parks El

RTI Case Study Laneylaney Is A Student At Rosa Parks El

Instructions: RTI Case Study: Laney Laney is a student at Rosa Parks Elementary. Every day, Laney receives 45 minutes of intensive, individualized instruction in Tier 2 in addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms. Jacobs administers a brief reading assessment and determines that Laney has difficulty with decoding. Using this information, Ms. Jacobs begins working with Laney on letter-sound correspondence and sight words. After three weeks of collecting progress monitoring data (six data points — two probes per week for three weeks) from Laney, Ms. Jacobs evaluates these data using a method known as the four-point rule. She examines the relationship between the four most recent data points on Laney’s graph and goal line. She uses these data to determine whether Laney is not making adequate progress. This graph shows Laney’s data point graph and goal line graph. The x-axis is labeled “1 through 6” in one-point intervals. The y-axis is labeled “15 through 40” in five-point intervals. Laney’s data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23. Laney’s goal line stretches from 20 at week 1 to 28 at week 6. Laney’s first three data points are around the goal line, but her last three data points fall below the goal line. When Laney doesn’t respond adequately to Tier 2 intervention, her teacher refers her for a special education evaluation. Laney’s parents indicate that there are no hearing and vision impairments to her continuing struggles with reading. Laney is well-liked by her peers and her teachers are not aware of any environmental or cultural disadvantage, motivation, and situational trauma as potential factors. Based on the information provided, begin the process of drafting a summary of Laney’s current educational performance that could later be incorporated into the Present Level of Academic Achievement and Functional Performance (PLAAFP) section of an IEP. Adapted from: The IRIS Center for Training Enhancements. (2008). RTI (part 5): A closer look at tier 3. Retrieved from Your writing should include: Student strengths; Evaluations; Performance in classes; Influences of language, culture, and family background; Strengths, preferences, and interests in nonacademic areas; and Any other relevant issues. Also indicate in your paper a summary any additional information that should be collected.

Paper For Above instruction

Laney is a student at Rosa Parks Elementary School demonstrating a number of strengths and resilience in her educational journey. Despite her current challenges with decoding skills, she exhibits notable social strengths, being well-liked by her peers and maintaining positive relationships with teachers. Her participation and social skills highlight her ability to engage with others effectively, which can be leveraged to support her academic growth. Additionally, Laney demonstrates motivation and interest in learning, particularly in areas that interest her, which provides a foundation to build on for her educational interventions.

Evaluations taken so far include a brief reading assessment administered at the start of her Tier 2 intervention, which indicated difficulties specifically with decoding, particularly letter-sound correspondence and sight word recognition. Behavioral observations suggest she approaches her learning tasks with diligence, but her progress monitor data over six weeks shows that her recent data points fall below her established goal line, indicating inadequate response to the current intervention. This suggests that her decoding difficulties may be more deeply rooted or require specialized instructional strategies. Her performance in class is generally positive when she can fully engage, but her struggles with decoding impact her overall reading proficiency and comprehension. Her ongoing difficulties highlight the need for continued assessments, including comprehensive psychoeducational evaluations, to better understand underlying cognitive or linguistic factors.

Language, cultural, and family background factors appear to have minimal influence on her reading difficulties based on available information. Her parents report no hearing or vision impairments, and there are no known environmental or cultural disadvantages impacting her academic performance. Furthermore, her motivation and interest levels are high, and her social environment is supportive. Nevertheless, further information should be gathered regarding her language development history, family literacy practices, and any nuanced cultural factors that might influence her learning style or support needs.

In terms of nonacademic strengths, Laney shows interests outside of academics, such as participation in extracurricular activities or hobbies, which could serve as motivational supports. Her preferences in nonacademic areas should be assessed more formally to identify potential areas to foster confidence and engagement within her academic interventions. It is also important to review her behavioral response to instruction, her engagement levels during different tasks, and her executive functioning skills, which could affect her ability to apply decoding skills across contexts.

Additional data collection could include classroom observations focusing on her reading behaviors and strategies, comprehensive language assessments, and analysis of her response to different instructional approaches. Gathering insights from her teachers, parents, and possibly speech-language pathologists will help refine her educational plan and facilitate targeted interventions that address her decoding difficulties more effectively.

References

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