Task 4 Module 2
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School
California State University, Bakersfield *
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Course
4100
Subject
English
Date
Apr 3, 2024
Type
Pages
7
Uploaded by DrTree3945
Task 4: Special Needs Instructional Modules and Assessment (30 points): Due March 12, 2024
Teacher Candidates will complete 3 online interactive modules (10 points each), along with the
assessments at the end of each module. These modules are designed to promote your knowledge
about the unique needs of learners with disabilities and/or gifted students, integrate relevant
adaptations and accommodations in inclusive settings, and design lessons and interventions to
that engage special needs students and create optimal learning opportunities for them in diverse
settings.
Following are the modules and some guidelines:
●
Complete each module by following the order of Challenge, Thoughts,
Perspectives and Resources, Assessment, and Wrap-up.
●
Respond to questions in ASSESSMENT from each module. Your responses
should demonstrate your understanding and reflections on the content of the
modules and should be in paragraph format.
1.
What are the four components of RTI?
The four components of RTI are:
a.
Universal screening
b.
Tier 1: Class- or school-wide interventions
c.
Tier 2: Targeted interventions
d.
Tier 3: Intensive, individualized interventions
2.
The two types of assessment used in RTI are universal screening and progress
monitoring. Describe the purpose of each of these two types of assessment.
The purpose of each type of assessment in RTI is as follows:
a.
Universal screening: Administered to all students in the class, the purpose
is to identify which students may be struggling with reading skills, enabling
early identification and intervention.
b.
Progress monitoring: Implemented within Tier 1 instruction, progress
monitoring assesses individual students' response to instruction over time,
helping teachers evaluate whether students are making adequate
progress and informing tier decisions for further intervention if needed.
For the next two questions, imagine that you are Ms. Hayes, a first-grade teacher at Rosa Parks who
is also piloting the RTI approach.
3.
You are concerned about how you will complete the universal screening measure with all
of your students and about how you will incorporate progress monitoring into your weekly
lesson plan. To prepare for this task, complete the table below.
Note: Some of the items (marked by *) have been selected by the S-Team and cannot be changed.
For these items, use the information that was provided in the module. Complete the remaining items
with information that will best work with your schedule.
Assessme
nt
Questions to Consider for Planning
Ms. Hayes’s Plan
Universal
Screening
How often will the universal screening be
administered (frequency)? When?
*
What universal screening measure is my school
using?
*
What is the selection criterion?
*
What day (week/ month) will I begin the
administration of the universal screening measure?
Note: must be completed
by the end of September
The administration will
begin in the first week of
September.
When during the day will I schedule the screening?
I will schedule the
screening during the
morning hours when
students are fresh and
attentive.
How much time will I set aside each day for the
screening?
I will set aside 10-15
minutes each day for the
screening to ensure
thoroughness while not
disrupting the daily
schedule significantly.
Progress
Monitoring
What progress monitoring measure(s) is my school
using?
*
How often will I administer progress monitoring
probes?
*
On which students will I collect progress monitoring
data?
I will collect progress
monitoring data on all
students in my first-grade
class.
When will I schedule the administration of probes
(days/ time)?
I will schedule the
administration of probes
every Friday morning
before our regular reading
lesson.
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What is the criterion set by the school to warrant
Tier 2 placement?
*
Who will graph the data?
I will guide students in
graphing their own data as
part of our weekly routine,
promoting ownership of
their progress.
4.
In September, you administer the beginning-of-year universal screening using a
Dolch
sight word list. Below is a list of the students’ scores. (Remember that Rosa Parks
identifies the students scoring in the bottom 25 percent as struggling readers.)
a.
What steps would you take to determine which students are in the bottom 25
percent of the class?
b.
List the names of the struggling students and describe what will happen to
them during Tier 1 instruction.
c.
Imagine that the criterion for identifying struggling readers is a score below 15. How would
this new criterion affect the number of students being identified as struggling readers?
Sasha 30
Peyton 6
Sam 18
Kamini 19
Christopher 14
Abby 10
Keisha 23
Dylan 17
Kaitlyn 13
Carson 7
Andrew 20
Holly 15
Bobby 12
Rachel 11
Maverick 9
Kayleigh 16
Porter 10
Shantaya 14
a.
To determine which students are in the bottom 25 percent of the class based on
the Dolch sight word list scores, I would follow these steps:
Rank Ordering:
Arrange the students' scores from lowest to highest.
Calculate the Number of Students in the Bottom 25%:
Since there are 18
students listed, calculate 25% of 18, which is 4.5. Round this number up to 5
since we cannot have a fraction of a student.
Identify Struggling Readers:
Select the lowest 5 scores as the struggling
readers as a score below 15.
b.
the following students would be considered struggling readers:
Peyton (6)
Abby (10)
Carson (7)
Bobby (12)
Rachel (11)
During Tier 1 instruction, these struggling readers will receive high-quality
instruction in the general education classroom alongside their peers.
Additionally, they will receive frequent monitoring of their performance to
track their progress. Depending on their progress, they may continue to
receive Tier 1 instruction or be considered for more targeted interventions
in Tier 2.
c.
If the criterion for identifying struggling readers is changed to a score below 15, it
would affect the number of students identified as struggling readers as follows:
●
Peyton, Abby, Carson, Bobby, and Rachel would still be identified as struggling
readers based on their scores below 15.
●
However, Sam (18) and Kamini (19) would no longer be identified as struggling
readers because their scores are at or above the new criterion. Therefore, the
total number of struggling readers would decrease from 5 to 3.
5. Below are the graphs for three students. View each graph and make a tier
decision for each student. The benchmark and slope criteria are those used for the
WIF
(i.e., slope ≥ 1.8; fall benchmark = 15; winter benchmark = 25; spring
benchmark = 30). Remember to use the slope calculator located on Perspectives
and Resources Page 5.
Tier Decision: The student is responding adequately to Tier 1 instruction.
Tier Decision: The student may benefit from Tier 2 instruction as they show a
positive response to it.
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Tier Decision: The student may benefit from Tier 2 or Tier 3 instruction as they
show a positive response to these interventions.