KATIE: READING/LANGUAGE ARTS Katie has been identified for inclusion in the RTI program in Reading/Language Arts and

is being considered for SPED services because the results of the Universal Screener show She is performing below grade level expectations and has made less than average growth. Considering that data, your tasks are as follows: 1) Create a graph that can help explain to Katies parents the discrepancy between her scores on Test A and Test B, the end of the year target score, and the class average.

Katies Test Scores and Class Average

2) Using the following data, identify a subskill that should be included in Katies intervention plan and justify your choice: Based on the data of missed items on Test B, the subskill of reading literature will be included in Katies intervention. We decided that it is necessary that we focus on reading literature because this category is where Katie is struggling the most. Out of 20 questions Katie missed 6 in Reading: Literature, therefore we will use this intervention to focus on story elements, context clues, role of illustrations, and explicit details. 2) Create an intervention plan for 1 week including at least 3 resources that could help Katie with the subskill you have identified.

In order to strengthen Katies reading literature skills, we will create a book (from iBooks Author) that is tailored to her specific needs. Each day, she will read 5 pages of the book. Each 5 pages will focus on a specific area of literature. For example: on Monday (the first 5 pages) vocabulary words will be highlighted and defined for Katie to focus on. We will have her fill out this chart for each word in her vocabulary list.

On Tuesday, we will have her focus on the characters in the book. Every time she sees a characters name, she will have to write the characters name and a brief description of their characteristics and their role in the story. As shes reading the story, have her use the highlight feature on iBooks Author to highlight the text describing the character, and then she can save this information and access it later.

On Wednesday, we will focus on context clues. For pages 10-15 in her book, there will be sporadic pictures replacing paragraphs of the story. Katie will have to use context clues from the pictures to develop a paragraph about what she thinks is going on in the story. On Thursday, Katie will finish the book. She will use the iPad app Explain Everything to give a brief summary of the events of the book. On each slide, she will draw the corresponding part of the plot (conflict, climax, falling action, etc.) and write about the event that took place. Tutorial on how to use Explain Everything: https://www.youtube.com/watch?v=b00ZeszvjP4 On Friday, Katie will focus on the central message and the morals of the story by drawing pictures to illustrate her perception of them. 4) Katie was progress monitored on this subskill for 4 weeks. Katie had the following scores on the five, 10-question probes she was given: 4/10, 5/10, 7/10, 8/10, 8/10. Assuming your expectations for the probes are 80%, is the intervention plan working with Katie? Create a graph to help explain to the RTI Committee your recommendation for continuation or discontinuation of this intervention.

Using the following scores on the 10-questions probes Katie was given, 4/10, 5/10, 7/10, 8/10, and 8/10, Katie did not reach our overall expectations of 80%. Averaging all five scores, Katie reached 64% which is slightly below where we wanted her to be. However, as we look at the graph, Katie is continuing to improve and has reached the 80% expectation on the last two probes. We recommend that there is a continuation of this intervention as we can see the progress she making. We understand that on the first 3 probes she did not meet the expected score, but that should not be the determinate of discontinuing the intervention. We are excited about the progress we are seeing with Katie and would like to continue with it.