Data Centered Instruction for Below Level Reading Fluency

Running Head: DATA BASED INSTRUCTION

DATA BASED INSTRUCTION

Data-Based Instruction

Below-Level Reading Fluency

Sam Magee is a student with a learning disability who qualifies for IDEA services. He has organizational issues, tends to be impulsive, and is two years behind in reading and math. He needs a structured environment and organizational assistance for success.

Tier 1

The activities

Whether you are teaching older or younger children with a learning disability, these easy and fun activities will guarantee successful lessons (McLeskey et al., 2018).

· Art - Drawing, painting, gluing, and cutting can be taken up a notch when used as a language activity. Have the kids asking each other for their art materials and mention what they would do with them. In the end, the children will have a beautifully created art project while practicing language and vocabulary.

· Pretend Encounters – Establishing encounters for children to pretend can assist with language and listening when the real encounter happens. Develop a restaurant and practice role-playing every component such as chef, clients, server, and ordering from the menu. With older children, practice ordering pizza to help give the students the chance to practice pragmatic, syntax, and vocabulary language while listening in a quieter place. The actual fun can happen if the pretense encounter is made real (McLeskey et al., 2018).

· Games – Commercial- and Teacher-formed games are a crucial means of practicing pragmatic and syntax language. Practice asking and answering questions, vocabulary, turn-taking, and games such as Memory and Candyland. Adapt a commercial-formed game by replacing the cards with the targeted language.

· Experience Stories – Capture pictures during science experiments, field trips, and nature walks. Use the pictures to develop a book and make Sam dictate the language used in the encounter.

· Role Plays – Use role-plays to retell tales using targeted language. Use simple books with characters that have a dialogue with the others. Add props to make the activity more fun.

Rules

· Personal induction to computer equipment and laboratory is crucial.

· Assist Sam with finding a practical notetaker from the class.

· A health and safety examination for Sam is crucial and should be done beforehand. Reasonable modifications should be considered in case of any perceived risk.

· Give electronic hand-outs in advance of lectures (King-Sears, 1997).

· Arrange field trips early and ensure site accessibility and transportation. Offer plenty of warning for adaptive equipment or a personal assistant can be arranged.

· When desks are arranged in rows, leave the front seats open for kids with hearing issues.

Consequences

· Lack of Resources – Usually, schools cannot supply children with learning disabilities with proper technology to increase the learning development process. Some of these assistive technologies are: ASL videos for testing materials, VRI, interactive whiteboards, closed captioning on videos and movies, digital pen technology, and chat rooms (King-Sears, 1997).

· Social Concerns – Kids with learning disabilities usually feel uncomfortable in class when drawing attention to their disability. The kids want to be like their peers, which drives them to keep to themselves and prefers not to engage in class activities. The lack of engagement usually makes the kid tired, causing headaches.

· Collaboration – Because of the school year’s busy schedules, it is usually hard to hold collaborative meetings with the people who are a crucial part of the students with learning disabilities’ academic progress. Teachers should remain in close communication with the kid and their parents and ensure assistance (King-Sears, 1997).

Strategies

1. Reinforcing meaning – Provide Sam with time to absorb what has been taught and rephrase it if necessary. It is crucial to remember that phrases and sentences are easier to lip-read than single words. Apply gestures were relevant but avoid exaggerated body language and facial expressions. If you change the subject, write it down for clarification.

2. Speak clearly and at a natural and reasonable pace. Avoid shouting because it will distort the lip-pattern and voice (King-Sears, 1997).

3. Visibility – Avoid covering your mouth using hands or a pen. Apply suitable cues with the kids beforehand to ensure you are getting their attention before you begin to talk.

4. Minimize Background Noise – Listening in the noisy background can make Sam have difficulty understanding what is being taught. Always insist on quiet while addressing the class. Let the kid sit away from the source of the noise.

Data collected to determine when a student(s) would need to go to Tier Two and Tier Three

· Multiple data points offer the kid problem-solving team a look at the student’s performance from several angles, enabling them to make the most precise data-based decisions.

· Teacher Recommendation – Teachers are on the front line as they know the students better. Teachers usually make recommendations based on the performance of the student.

· High Stakes Tests – Some states populate the RTI tiers centered on scores from last year’s testing.

· Universal Screener - You might have an assessment you are presently employing, such as Scranton, ACT Aspire, Renaissance Star, and NWEA Map Growth. Students’ performance levels will help determine which tier a kid is in to get intervention and serve as the determining factor for the interventional level. Classworks have a Universal Screener created right in for screening students and developing intervention in one spot. 

Tier 2

After eight weeks of Tier 1 instruction, progress monitoring data reveals that three kids – Amy, Bill, and Elizabeth – are not making enough progress. Though these kids will continue to get high-quality Tier 1 instruction, the teacher will find out if they would benefit from supplemental Tier 2 intervention and frequent progress monitoring. Tier 2 intervention provides more focused instruction than does the typical classroom reading instruction. It does offer immediate corrective feedback, offers several chances to practice, review and pre-teach skills for Tier 1 lessons, and remediate skill deficits.

The teacher will give the three students empirically validated intervention, covering the five components of high-quality reading instruction. The components include reading comprehension, vocabulary, fluency, word study and phonics, and phonemic awareness. Each component will take 5 minutes (Bull et al., 2013). A trained instructor or the general education teacher may give Tier 2 intervention outside or within the education classroom. If an individual different from the general education teacher offers Tier 2 intervention, a collaboration between the teachers is especially crucial so that the intervention program is aligned with Tier 1 instruction.

The teacher will identify supporting instructional resources such as progress monitoring assessments, word cards, strategies specific to working with English Language Learners, and letter or sound cards to supplement the comprehensive core reading program of the Tier 1 intervention. These resources will also be used to give additional practice chances for students getting Tier 2 intervention.

Tier 3

A small portion of the kids who do not make enough progress with Tier 2 intervention may benefit from the individualized and intensive Tier 3 intervention. An individual specializing in offering and designing individualized interventions delivers tier 3 intervention outside the education classroom, such as a reading specialist or a special education teacher. In some schools, Tier 3 is considered part of the general education program, while in others, the special education program is used to deliver Tier 3. Tier 3 intervention is more intense, usually with more frequent and longer sessions. It is guided by progress monitoring data and focuses on individualized goals (Bull et al., 2013).

Tier 3 interventions can be used as a supplement to the Tier 1 classroom instruction. In some schools, it is delivered through the special education program. Using the progress monitoring data, the teacher has decided that Sam’s progress is unsupportive of the end-of-year reading goal. A special education evaluation for Sam is recommended. The IEP team determines that Sam has a learning disability and will receive Tier 3 intervention, which the special education teacher offers.

Teachers delivering Tier 3 intervention should continue progress monitoring weekly. Besides, they need to collaborate with the general education teacher about kids’ progress. Adaptations for delivering core instruction must depend on students’ data and their responses to past instruction (Bull et al., 2013). The individualized and intensive Tier 3 instruction depends on research-validated instructional strategies that meet each child’s individual needs. Three variables that affect types of instructional intensity are time, duration, and reducing group size.