csse study 2nd grde learning disability class

csse study 2nd grde learning disability class

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the student name is Majed 2nd grade in learning disability class, the file attach the name student is Bryanna change to Majed and The first part focuses on academic

skills of reading and math and the second part will focus on behavior.
The final project should be written as report using standard format (e.g. paragraph formation, double spaced, reference notations, etc.) Below are questions to guide

your thinking regarding the project, however, do not format your report to just answer the questions. Since the information about Bryanna is limited and this is a mock

case study, you have license to embellish on the information provided about the student as long as it does not alter the data already provided.

1. Describe Bryanna based on the information you have been provided. What are her overall strengths and weaknesses?

2. What Tier 1 programming does Bryanna receive for both reading and math?

3. If Bryanna were your student, what classroom interventions would you provide to her at Tier 1 to address her learning needs in reading and math? Describe classroom

interventions that you would use based on our class presentations and discussions as well as your research.

4. Given the data provided about Bryanna, what Tier 2 interventions would you provide to Bryanna in reading and math? Describe interventions and/or programs that you

would use based on our class presentations and discussions as well as your research. How much additional time would you provide to her? Who would provide this service?

5. Given the data provided about Bryanna, what Tier 3 interventions would you provide to Bryanna in reading and math? Describe interventions and/or programs that you

would use based on our class presentations and discussions as well as your research. How much additional time would you provide to her? Who would provide this service?

6. Given the data provided about Bryanna, do you think she will be referred for a special education evaluation? Why or why not? If she does receive an evaluation for

special education, do you think she will be eligible? Refer to the data to make this decision.

RTI Manual
D. 1 k Fr 114 I fl Student Case Studies
In the following examples, we highlight data from individual elementary-school students who have received early reading (and limited math) interventions through a

multi-tiered RTI service-delivery model. These data are from real students in real-world circumstances; consequently, the information collected, as well as the data

collection process, reflect varia-tions initiated by the students’ respective school and the unique characteristics of individ-ual students. We have altered the names

and other uniquely identifying information about student characteristics for confidentiality purposes.
CASE STUDY: BRYANNA
READING: THIRD GRADE (2005 — 2006)
Bryanna is an 8-year-old, Caucasian female. She is in third grade and has not been retained.
THIRD GRADE (2005 — 2006) TIER 1 Bryanna is in a general education class of 17 students. Her general education (Tier 1) reading in-struction takes place for 90 minutes

each day, five
Table 5.1. Bryanna’s Tier 1 Screening Scores
days a week, with Scholastic Literacy Place. The class is split into smaller reading groups, and Bry-anna is in a reading group of six students. Tier 1 Screening. The

school administered DI-BELS in August 2005 and again in December 2005. Table 5.1 shows Bryanna’s scores compared to the established cut scores.
Assessment Bryanna’s Scores Some Risk Cut Score DIBELS FALL ORF 41 < 77 FALL RTF 17 < 38 MID-YEAR ORF 64 < 92 MID-YEAR RTF 44 < 46
5.26
DIBELS Scoring is as follows: • DIBELS Oral Reading Fluency (ORF) = number of correct words per minute from the passage • DIBELS Retell Fluency (RTF) is intended to

provide a comprehension check for the DIBELS ORF assessment
National Research Center on Learning Disabilities • wwwnrcldorg • August 2006

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