Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of Response-to-Intervention Implementation
MED 5313 Teaching & Assessment Strategies for Exceptional Learners
Dr. Gabrielle Polk, Instructor
Jack is given the Work Attack Test
from the Woodcock Reading Mastery Test.
Jack's teachers (the "E" Team) begin to monitor his accuracy and fluency in reading selected texts. The team determines that Jack should undergo 6 weeks of group instruction (3 students in all).
With 10 minutes of individualized instruction each day for 6 weeks, Jack now reads 100% of words presented to him vs. only 55% prior to intervention.
By the end of March, Jack's PALS total score had jumped to 58, and he was reading at the target level-- 2nd grade. RTI can work!
(a 2nd grader)
In the early fall, Jack and his classmates at Edgemont High were administered the Phonological Awareness and Literacy Screening test. The test consisted of the following:
1. a 1st grade word list
2. a spelling assessment
Jack received a benchmark score of 22 (7/20 on the first-grade word list) and 15/20 on the spelling assessment, against an expected benchmark score of 35.
Jack's Assessment (Deficits)
1. Instructional level reading:
grade level 1
2. WCPM = 28 (words correct per
3. 20 words below the 50th percentile
for 2nd graders
Jack's Final Evaluation
Jack has the basic building blocks for reading but is still falling behind. Intervention is needed.
Jack needs to progress in his reading toward grade level norms.
Jack's Assessment (Accomplishments)
Jack, according to the data, has alphabetic skills like phonemic awareness and letters. So he does have a foundation upon which to build.
Strategies Chosen (Tier 2)
1. Modeling of fluent reading
2. Repeated readings
3. Error correction
4. Comprehension questions
*20 min. sessions/3 x per week
At the end of the 6 weeks, Jack's Phonological Awareness Literacy Screening test showed the following:
He was independent at the primer (1.1) level and barely instructional at the first-grade level with 14 errors and a reading rate of 42 WCPM.
Jack's teachers (Anita, Abigail, Derward, and Mr. E) determine that he needs more individualized instruction.
Jack has difficulty decoding words with more than one syllable and those that contain difficult vowel patterns.
The "E" Team enhanced the intervention by adding practice with problem words.
1. Jack practiced incorrectly read words.
2. He received instruction in how to
analyze word parts
3. He extended analytic skills to similar words.
4. And he practiced through