WEEK 5 part 2 sped 5043

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Southeastern Oklahoma State University *

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5043

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Statistics

Date

Feb 20, 2024

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docx

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4

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Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization Assessment 1. Describe why collecting data is essential in the DBI process. Be sure to mention the two types of data that should be collected. The teacher collects formative assessment data to determine how a student is responding to the validated intervention program. he teacher collects assessment data to determine why the student is not responding adequately to the validated intervention program. progress monitoring and diagnostic assessment. 2. Explain the importance of conducting error analyses of students’ data or work samples. Be sure to include the types of information that you can obtain. An error analysis can help a teacher determine what types of errors were made and why . By identifying error patterns, the teacher can identify a student’s skill deficits and can subsequently align intervention adaptations to the student’s specific needs. 1/4 iris.peabody.vanderbilt.ed
3. Noah is a third-grade student who has severe and persistent difficulties in reading. He receives intensive, individualized instruction (Tier 3). a. Below is a graph of his progress monitoring data for the last eight weeks. View the graph and note whether Noah is responding to the intervention. He has responded, but also fell back below baseline. b. Describe what the data pattern suggests (i.e., factors that might be contributing to his performance ). Testing environment, family support, did he get enough sleep on assessment day?, quality of instruction Description This chart represents Noah’s progress monitoring data. The x-axis is labeled “Weeks” and numbered from 1 to 11 in one-week increments. The y-axis is labeled “Words Read Correctly” and is numbered 0 to 14 in step-word increments. A vertical black dotted line divides the graph at between Weeks 3 and 4. The left side of his divide is labeled “Baseline Data,” while the right side is labeled “Progress Monitoring Data.” Noah’s red goal line begins at Week 3 and indicates the following goals for his reading: 3 words per minute in Week 3, just below 4 words per minute in Week 4, just above 4 words per minute in Week 5, 5 words per minute in Week 6, 6 words per minute in Week 7, just below 6.5 words per minute in Week 8, just above 7 words per minute in Week 9, 8 words per minute in Week 10, and 8.5 words per minute in Week 11. Noah’s blue data line suggests the following correct responses per minute: 2 words per minute in Week 1, 7 words per minute in Week 2, 3 words per minute in Week 3, 10 words per minute in Week 4, 4 words per minute in Week 5, 1 word per minute in Week 6, 3 words per minute in Week 7, 8 words per minute in 2/4
Week 8, 2 words per minute in Week 9, 7 words per minute in Week 10, and 5 words per minute in Week 11. c. Next, conduct an error analysis of Noah’s passage reading fluency probe using the attached error analysis form. Click here and print a cop y of the form . Click here to view the scored probe . Not sure what I need to do here, looks like the probe was scored and charted already. Let me know what I need to do Scored probe After scorin g, click here for feedback. Actual Word Student Responses Error Categories 3/4
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Actual Word Student Responses Error Categories cause cow X X trouble tro-uble X learned leaned X Hearon hero X weather weether X counted co-unted X early eerie X X Created by the Iowa Department of Education and made available by Doing What Works. Used under a Creative Common License. (Close this panel) d. Based on the information on the error analysis form, what type of errors is Noah typically making? He is getting the initial sound on some words and guessing what they are. He is missing vowel sounds and vowel sound teams. He needs more instruction in phonemic awareness. 4/4