Assignemnt: At-Risk and Struggling Readers
Review the following case scenario and complete the tasks that follow:
Student: Hannah
Age: 8
Grade: 3
Hannah is a third-grade student who transferred to Cartwright Elementary School late in the fall from a neighboring district. According to her records, Hannah has been in five different schools since kindergarten. Hannah is a very artistic and is easily distracted by her drawings. Her teacher, Mrs. Pei, has noticed that she seems to struggle with many independent reading assignments. When Mrs. Pei administered the mid-year universal screening measure, she was not surprised to see that Hannah's score had fallen below the grade-level benchmark. Consequently, Mrs. Pei decided to monitor Hannah's reading performance once a week for seven weeks using a measure of reading fluency. The rate of growth she is expected to achieve by the end of seven weeks is 1.2. Hannah's scores are in the graph and table below.
Compose a 500-750-word evaluation of Hannah. Incorporate the following:
1. Review journal articles on response-to-intervention (RTI) activities, including data-based decision-making, determining performance level, and making tier placement decisions.
2. Using the seven weeks of progress monitoring data outlined above, calculate Hannah's slope (change in x over the change in y) and identify the change in the number of words read correctly from beginning to end.
3. Determine whether Hannah is responding adequately to Tier 1 instruction. Elaborate.
4. Based on your evaluation, what tier of instruction would you recommend for Hannah?
5. What do you recommend Hannah read, based on her interests and background?
6. Cite a minimum of two scholarly sources.
Source: The IRIS Center for Training Enhancements, https://iris.peabody.vanderbilt.edu/
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Field Experience A: Content Knowledge
At least 3 hours of field experience should be used to complete Clinical Field Experience A. Select two or more field experiences from the
Focused Field Experience Activity List A:
Focused Field Experience Activity List A
• Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptionalities. (InTASC 4)
• Integrate affective skills with academic curricula for individuals with exceptionalities. (InTASC 4)
• Integrate social skills with academic curricula for individuals with exceptionalities. (InTASC 4)
• Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences for individuals with exceptionalities. (InTASC 4)
In completing your field experiences in this course, utilize a K-12 grade level classroom setting that includes students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Topic 1, DQ 1
How important is instructional planning in addressing the needs of individuals with exceptionalities and in facilitating understanding of the curriculum? Be specific.
Topic 1, DQ 2
As an educator, why is it beneficial to know about the unique aspects of each student - his or her interests, likes, dislikes, cultural background, social abilities, etc.? How do you find out these details?
Attachment:- Assignment.rar