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Education
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Research Paper
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English (U.S.)
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Topic:

Case-Study and Progress Monitoring

Research Paper Instructions:

Th course descriptoin:
This course will facilitate students’ theoretical and practical understanding of the response to intervention (RTI) framework. Students will have the opportunity to gain skills and evidence-based knowledge regarding the key components of RTI such as screening, PROGRESS MONITORING, and data-based decision making in relation to early intervention for at-risk primary school students.
This assignment is about implementing progress monitoring.
The purpose of this assignment is for you to present a case study of a student. As well as to identify appropriate PROGRESS MONITORING (Response to Intervention model) measures. You may select any progress monitoring tool you like BUT your write up must include a rationale for your choice that is supported by current research.
*NOTE*
Your case can be based on a fictitious student. Do NOT use a student’s real name.

The write up/presentation must include:
• Case narrative:
o Background about the student (e.g., grade, home/school environment, areas of strength and need, why is progress monitoring being implemented) NOTE: The background information can be fictional. *Do NOT* use the student’s real name. (1 page)
• Select 2 progress monitoring measures.
• Rationale for selecting the measures(1 page)
• What is the progress monitoring plan (who will administer the measures, when, how frequently, for how long)? PLUS the spreadsheet(s) and graphs) (2 page, each measure for 1 page)
• How will instruction decisions be made? (1 page)
*Please use headings to outline above structure, thank you.
To clarify:
The case study is a narrative about a student (real or fictitious). You should include information about the student's background (e.g., ELL status, family background, social-emotional needs, learning needs, strengths, interests etc).
Based on the student's age/level of development and area(s) of strength/need you would have to SELECT 2 APPROPRIATE PROGRESS MONITORING MEASURES.
And then you would need to explain why you selected the measures that you did.
So if you have a grade 1 student who has trouble with reading and spelling it may not be appropriate to monitor their reading comprehension or story writing for example but instead you would need to find a measure that can assess decoding/encoding or even phonemic awareness.
You might consider use DIBELS, since DIBELS is an example of a curriculum based measure which can be used for progress monitoring.
NOTE: CBMs systems can be used for progress monitoring. You need to find another measure to implement progress monitoring
Below are links to different CBMs/CBM systems that are free or you can sign up for a free trail to check them out. They have measures to assess different areas of reading, writing and math and depending on the system have measures that can be used from Kindergarten - 6 or +.
https://acadiencelearning(dot)org/acadience-reading/k-grade6/ (Links to an external site.)
https://www(dot)easycbm(dot)com/ (Links to an external site.) (click get started - free trial)
https://www(dot)interventioncentral(dot)org/ (Links to an external site.)
https://dibels(dot)uoregon(dot)edu/materials (Links to an external site.)
In this case, I chose student who have difficulty reading or spelling it. He/she is slightly to moderately show poor performance compared to his/her peers(universal screening). You need to briefly mentioned how the child is left behind than his/her peers or his/her age group, or compared to any same age group criterion(use real data!, you can search it online).
“Progress monitoring assesses a student's performance to quantify his or her rate of improvement with the dyslexia intervention. Progress monitoring may be conducted through formal assessments such as AIMsweb, DIBELS, and district/campus benchmarks/curriculum based measures (CBM).”
Note: when you write, progress monitoring should be implemented by school teachers to see student’s performance and improvement. If student do not make a progress with the intervention, they will be referred to more intensive intervention or professional clinic. So you should write this paper from educator’s perspective. So you need to write specific progress monitoring plan (who will administer the measures, when, how frequently, for how long)? plus the spreadsheet(s) and graphs). Thank you!
You can use DIBELs, CBM, or PAST that must be related to dyslexia.
The case can be based on a fictitious student, you can decide the student’s age and so on, when you select methods of progress monitor, you need to find the appropriate method that appropriate for her/his age!
For example: PAST Assessment
There are a number of phonemic awareness assessments out there, but perhaps one of the best for monitoring the development and automaticity of advanced phonological awareness skills is the PAST by Dr. David Kilpatrick. There are multiple forms and giving this assessment each quarter or trimester can demonstrate how a student’s mastery and automaticity with phonological awareness skills has responded to teacher instruction. To read more about the PAST, see the book Equipped for Reading Success.
Thank you so much, let me know if you have any questions.

Research Paper Sample Content Preview:

Case-Study and Progress Monitoring
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Background
Individuals with learning disorders struggle with information processing which affects their ability to learn a skill and utilize it. Dyslexia is one of those disorders that involves reading difficulties that come from the inability to identify speech sounds and their relationship to letters or words. Therefore, it is a reading disability that alters the brain's ability to process language. The commonality of the issue is worrying as estimations state that one in five children have dyslexia. Also, around 80 to 90% of children with learning disorders have instances of dyslexia. This essay is a case study of one of my students, a description of his background, and possible measures to create a helpful monitoring plan.
The student, in this case, is John, an 11-year-old boy who has difficulty reading and spelling. His background does not accurately show the start of his condition; therefore, it is difficult to pinpoint the moment the issue started. In his preschool years, the parents state that they saw no issue with his childhood development. He comes from an upper-middle-class family background; as such, he has been to schools where they pay close attention to the kids. However, the teachers also saw no definitive signs to ascertain that John had dyslexia or was just a slow learner. The signs of dyslexia became more apparent in elementary school. There was a visible difficulty and confusion with John's ability to differentiate letters. He also made frequent reading mistakes when reading aloud, such as skipping prepositions. His deficiencies manifested in spelling problems, difficulty describing past readings, and a visible frustration with books CITATION Dan202 \l 1033 (Dresden, 2020).
This information was obtained in his previous school, and his parents wanted to make sure the new school management was aware of his condition. Consequently, as his class educator, I was tasked with making sure I pay more attention to John. However, at this stage, the school work becomes more demanding, and it has a noticeable toll on John's development. His self-awareness is also increasing, and he can see his inadequacies compared to his classmates. With fragile self-esteem, he prefers to stay in a state of isolation as there is less likelihood of failure. Therefore, as the educator, I have to make a monitoring plan that considers the possible effects on his mental state and self-esteem.
Rationale
For this case study, I will use DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and Curriculum-Based Measurement (CBM) as the two measures. These two measures will form the pillars of the monitoring plan describing what is to be monitored and how. For me, a good monitoring plan involves the use of monitoring mechanisms combined with existing information. Information will be collected throughout the intervention while also incorporating past information collected elsewhere.
DIBELS will be used as the primary measure for collecting the information for the monitoring plan. It will analyze John's skills such as accuracy, comprehension, phonemic and alphabetic fluency. This will be done by giving John several quick tests, which I will use t...
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