The use of evidence-based intervention strategies has been proven to enhance the overall academic achievement of students within the content areas when implemented with fidelity. Although research supports their use, strategies must also align with students’ individual needs and abilities. For instance, the integration of social stories through use of tape recordings will not be as effective as a teacher using social stories through modeling, shared reading, and continued practice for learners with strengths in visual representation. Students’ needs and abilities must be considered, along with applicable data collected from pre- and post-assessments, informal testing, interviews, and teacher observations. Using a variety of assessment methods, teachers are able to identify the most appropriate and effective strategy to assist the student in meeting his/her identified goals and objectives. For this Discussion, you will demonstrate your knowledge of using data to drive instruction. As you analyze Jamal’s baseline data and observations made by both teachers in the media piece, you will prepare a presentation, sharing your recommendations and appropriate evidence-based strategies to meet Jamal’s individual needs and abilities.
· Reflect back to the discussion you had in Discussion 1 for this module and review the case study video.
· Create a presentation on the correct evidence-based reading intervention strategies appropriate for meeting Jamal’s diverse learning needs.
A training presentation that includes the following:
· An analysis of the baseline data used
· Identification of at least two more evidence-based reading intervention strategies, integrating technology, to support Jamal’s individual learning needs
· Evidence/support that the identified reading intervention strategies meet Jamal’s individualized needs
Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.
- Chapter 3, “Effective Strategies for Teaching Beginning Reading”
- Chapter 4, “Effective Strategies for Teaching Reading Comprehension”
- Chapter 8, “Effective Strategies for Teaching Social Studies”
Ciullo, S., Lembke, E. S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention an observation study. Learning Disability Quarterly, 39(1), 44–57.
McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities. A synthesis of observation research. Learning Disability Quarterly, 38(4), 195–207.
Missett, T. C., & Foster, L. H. (2015). Searching for evidence-based practice: A survey of empirical studies on curricular interventions measuring and reporting fidelity of implementation published during 2004–2013. Journal of Advanced Academics, 26(2), 96–111.
Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2014). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School and Clinic, 50(3), 142–149.
Laureate Education (Producer). (2016b). Case study video: Implementing evidence-based practices with fidelity [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes.
In this video, the special education teacher calls a meeting to review Jamal’s progress on reading skills for the IEP progress report. The data are showing more reading growth in the social studies classroom, with little to no growth in the reading classroom. The team discusses how the reading interventions (which are the same) are being implemented in the classroom.
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