RTI CASE STUDY

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Case Study Presentation:

Case Study Presentation RUBEN FERNANDEZ EDPY 556

Who was chosen?:

Who was chosen? Three 1st Grade students from Grandview Elementary School Student 1, 2, & 3 were chosen as candidates for the Practice, Practice, Practice intervention program due to concerns about their math proficiency; particularly in addition.

Intervention:

Intervention For student 1,2, & 3 The six weeks of implemented intervention were organized by a day in a week dedicated to the teaching of math addition followed by an assessment of the skill towards any improvement the next day. The instruction lasted about twenty minutes and two-three minutes of direct instruction. Following the direct instruction the students were given worksheets to complete. After completing a few of the problems as a group with my guidance they were left on their own to complete the rest of the worksheet. I saw that they did not use their fingers when they were trying to add, which is a common thing for children to do when they are learning how to add. I encouraged them to use their fingers to add throughout the sessions. I continued the session by having them practice the problems that were on worksheet on a board to see if they got the answers right or not. This way the student could see what the other students are doing, plus the student could also be corrected when they went up to the board if they had trouble with a problem. At the end of each session the students were given a small reward for their participation.

Progress Monitoring:

Progress Monitoring The progress monitoring data for students 1, 2, & 3 was gathered from six assessments that consisted of a brief multi-problem, double digit addition worksheet: without regrouping, found at intervention central.com. I would give the students three minutes to complete 9 addition problems with no regrouping. Based on the Administration and Scoring Mathematics Computation Curriculum-Based Measurement and Math facts probes handbook found on Aimsweb.com, I scored these problems out of 18. The assessments for the intervention was to see if the students were improving on their computation skills in addition and to see if they could complete a higher rate of problems with the time allotted to them.

Student 1:

Student 1 In speaking with the classroom teacher, I was informed that Student 1 is struggling to attain the knowledge and skills to perform at grade level in math concerning addition. His difficulty in acquiring this math skill serves as a disadvantage, because he is being left behind from most of his classroom peers, which in turn discourages him in attempting to become better at math and is leaving him below grade level.

Baseline:

Baseline The chart below shows, Student 1 is definitely performing below grade level. He scored 8 points out of 18 on the first assessment, 7 points on the second, and 8 points on the third. He averaged 7.7 points out of 18. This is 43 percent

Progress Monitoring:

Progress Monitoring Although Student 1 came into the intervention with a majority of low baseline scores. The data shows he made progress raising his percentage of performance from an average of 7.7 out of 18 or 43% to an average of 9.8 out of 18, or 54%.

Goal line :

Goal line According to the data for Student 1 as shown on the progress monitoring chart, the goal line is slightly above the trend line. In first two weeks there were slight improvements, but in the third and fourth week Student 1 stayed the same. Week 5 not only showed the biggest improvement, but the student managed to reach the benchmark. For some reason on week 6 Student 1’s performance went down. At the end of the intervention the trend line does not intersect the goal line, but given a few more weeks the trend line seems like it will eventually intersect the goal line. Student 1 increased his performance from his original average. This means that the intervention was a success

Student 2:

Student 2 In speaking with the classroom teacher, I was informed that Student 2 has the capability to perform at grade level but tends to over count or under count numbers. His difficulty in counting numbers by over counting or under counting serves as a disadvantage because the student may come close to a correct answer, but will never get it correct.

Baseline:

Baseline Student 2 is definitely performing below grade level. He scored 5 points out of 18 on the first assessment, 5 points on the second, and 4 points on the third. He averaged 4.7 points out of 18. This is 26 percent. The intervention data will be critical in determining and assessing the effectiveness of the intervention itself in strengthening Student 2’s math skills, and if Student 2 has the ability to perform at grade level .

Progress Monitoring:

Progress Monitoring Although Student 2 came into the intervention with a majority of very low baseline scores in addition, the data shows he made progress raising his percentage of performance from an average of 4.7 out of 18 or 26% to an average of 11.6 out of 18, or 65%.

Goal Line:

Goal Line According to the data for Student 2 as shown on the progress monitoring chart, the goal line is mostly below the trend line. Student 2 starts showing signs of improvement the first week, and by the second week the student surpasses the goal line. On week 3 he dips a falls below the goal line, but the rest of the weeks the student surpasses the goal line. At the end of the intervention the trend line does intersect the goal line. Student 2 increased his performance from his original average. This means that the intervention was a success. Student 2 benefited a lot from finger countung .

Student 3:

Student 3 In speaking with the classroom teacher, I was informed that Student 1 is not completing his math work, and only does so with help. She told me that he is often on task and doing other things when instruction is going on in the classroom. The teacher is concerned that he might not be able to attain the knowledge and skills to perform at grade level in math concerning addition, and this is why he is off task.

Baseline:

Baseline The chart below shows, Student 3 is not performing below grade level. He scored 15 points out of 18 on the first assessment, 15 points on the second, and 17 points on the third. He averaged 15.7 points out of 18. This is 87 percent. The intervention data will be critical in determining and assessing if the student is consistent with his math skills.

Goal Line:

Goal Line According to the data for Student 3 as shown on the progress monitoring chart, the goal line is way below the trend line. The student has surpassed the goal line on the first assessment and the rest of the assessments there after every week. This shows that student 3 has mastered addition. This means that the lack of completing work may be due to the little attention that Student 3 gets in class.

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