Courtneii Maxwell

Dr. Sullivan
EDSN 640
October 2021

Module 3 Discussion Board

Based on your readings, answer the following questions:

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  Assess Samaria’s performance in relation to her goal line (gap
analysis, ROI).
 Use the dual discrepancy method (Brown, Skow, and the IRIS
Center, 2009b, pp. 20-23) from the week Tier 2 intervention began
to determine if she is making adequate Tier 2 progress.
 Describe two points that you would make when meeting with her
parents about her reading performance.

Mr. Braun, Samaria’s third grade teacher, and the school support team that
she should reach the academic benchmark by the end of her twelve-week
intervention. Samaria has a short-term goal that she should be reading 65
words per minute. To reach this determination, Mr. Braun found the median
of the first three weeks of Samaria’s scores from the first three weeks of her
Tier 1 intervention. Below are the scores listed from the lowest score to the
highest:
Week 1: 31
Week 2: 32
Week 3: 33
The median here would be 32.
Mr. Braun found the intersection of the median. Since he monitored her for
10 weeks the goal line will be drawn between 10 and 11 weeks. Since
Samaria underwent Tier 2 instruction and using the dual-discrepancy
approach we will determine if she is making adequate progress. According to
Brown, Skow, and the IRIS Center (2009), dual discrepancy is the preferred
method for determining whether students are responding to Tier 2
instruction. It is also used in the evaluation of a student’s, in this case,
Samaria’s, performance and rate of growth.

Using the dual discrepancy approach, Samaria’s performance level will be

calculated. Her performance needs to meet her twelve-week benchmark goal
of 65 words per minute. To calculate Samaria’s performance level the sum of
the last three weeks of instruction must be found and divided by the number
of weeks
(3). Below is how I calculated Samaria’s performance level:
Samaria’s Performance Level
Probe 20: 62

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 Probe 21: 66
Probe 22: 67
= 195
195 / 3 = 65
Samaria’s performance level is 65 wpm.

According to Samaria’s progress monitoring graph, by week 12 she hit 67

wpm. This means that she is on target to meet her short-term goal. If her
performance level failed to meet the twelve-week benchmark, the support
team would calculate her rate of growth (ROI). Since Samaria’s performance
level meets the benchmark, the support team will determine whether nor not
she is making adequate progress, provide another round of Tier 2 instruction,
or discontinue her Tier 2 instruction altogether.
Two points I would make when meeting with Samaria’s parents:
1. I would show her parents the graph that shows that she is now reading
67 wpm, which is a great improvement from where she was at during
week 10.
2. Though Samaria has met her twelve-week goal, I would like to suggest
a meeting with the school support team to discuss another round of
Tier 2 instruction. This is to ensure her success in reading at her
intended grade level.
Questions
1. Did you find it difficult to calculate the performance level or rate of
growth? Why or why not?
2. How did you all feel about Module 3? If applicable, which part of the
readings do you think you’ll be able to put into practice? Which of the
reading interested or resonated with you the most?

References
Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and
inclusive education, (13th ed.). Boston, MA: Cengage Learning.
Brown, J., Skow, K., & the IRIS Center. (2009a). RTI: Progress monitoring.
Retrieved from http://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_rtipm.pdf (Links to an external site.)

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 Brown, J., Skow, K., & the IRIS Center. (2009b). RTI: Data-based decision
making. Retrieved from http://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_case_studies/ics_rtidm.pdf

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