Assignment Prompt & Instructions
I need help with my homework.
– ## RequriedReferencestouseforweek4assignments.docx
– ## Instructionforweek4assignmentandRubric.docx
**## RequriedReferencestouseforweek4assignments.docx**
RTI: Progress Monitoring
**Required**
Read “RTI: Progress Monitoring,” by Skow and Brown, located on the IRIS Center website, to inform the topic assignment.
https://iris.peabody.vand
Page 2: Progress Monitoring
**Required**
Read “Page 2: Progress Monitoring,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/#content
Progress Monitoring
**Required**
Read “Progress Monitoring,” located on the National Center on Intensive Intervention.
[Progress Monitoring: Data & Goal Setting | NCII](https://intensiveintervention.org/data-based-individualization/progress-monitoring)
Running Records Revisited: A Tool for Efficiency and Focus
**Required**
Read “Running Records Revisited: A Tool for Efficiency and Focus,” by Barone et al., from
_Reading Teacher_ (2020).
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=140917311&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Progress Monitoring: Mastery Measurement vs. General Outcome Measurement
**Required**
Read “Progress Monitoring: Mastery Measurement vs. General Outcome Measurement,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/pmr/pdf/IRIS_PM_InfoBrief_011420.pdf#content
Page 8: Initiating and Discontinuing Intervention
**Required**
Read “Page 8: Initiating and Discontinuing Intervention,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/rti04/cresource/q3/p08/
Page 10: Communicating with Students, School Personnel, and Parents
**Required**
Read “Page 10: Communicating with Students, School Personnel, and Parents,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/mo
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
**## Instructionforweek4assignmentandRubric.docx**
Requires Lopeswrite
Assessment Description
The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize practical classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Essential factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical administration of assessments, scoring and graphing of data, analyzing data to inform data-driven instructional decisions, and respectfully communicating progress to all stakeholders.
**Part 1: Analyzing Student Data**
Utilizing Savannah’s, Grayson’s, and Alejandro’s case studies from “RTI: Progress Monitoring,” imagine you are meeting with the RTI team to discuss the next steps for these students.
Choose the following deliverables to complete this assignment:
· 400–500-word script, including documentation of resources
Using the delivery of your choice, present your data analysis and recommend next steps for each student to the RTI team. Include the following information about each student:
· An initial summary and analysis of each student’s progress monitoring data.
· Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student’s instructional recommendation.
· If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the personal goal.
**Part 2: Student and Family Communication**
Write a 250-500-word summary on how you will partner with students and families to make data-driven instructional decisions. In your summary, explain the following information:
· How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
· Provide an example of a system/strategy to use with students to track their learning and goal progress, and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
· At least two ways to communicate data and student progress to families.
· How you communicate data to students and families, showing respect and dignity while still conveying the urgent need for an intervention plan.
Support your delivery with a minimum of two scholarly resources.
Submit your delivery, including a link to the deliverable, a summary, and relevant resources, as a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Summary and Analysis of Student Data**
7.5 points
**Criteria Description**
Summary and Analysis of Student Data
**5. Target**
7.5 points
Summary and analysis of each student’s progress monitoring data are thorough.
**4. Acceptable**
6.53 points
Summary and analysis of each student’s progress monitoring data are complete.
**3. Approaching**
5.55 points
Summary and analysis of each student’s progress monitoring data are missing key details.
**No Submission**
0 points
Not addressed.
**Instructional Recommendations**
15 points
**Criteria Description**
Instructional Recommendations
**5. Target**
15 points
Recommendations for instructional next steps for the students are ideal and substantially supported by student data.
**4. Acceptable**
13.05 points
Recommendations for instructional next steps for the students are suitable and adequately supported by student data.
**3. Approaching**
11.1 points
Recommendations for instructional next steps for the students are somewhat inaccurate and minimally supported by student data.
**No Submission**
0 points
Not addressed.
**Individual Learner Goals and Progress Monitoring**
15 points
**Criteria Description**
Individual Learner Goals and Progress Monitoring
**5. Target**
15 points
Individual learning goals for students needing to continue or begin intervention are meaningful. Steps to progress monitor the goal are realistic.
**4. Acceptable**
13.05 points
Individual learning goals for students needing to continue or begin intervention are appropriate. Steps to progress monitor the goal are reasonable.
**3. Approaching**
11.1 points
Individual learning goals for students needing to continue or begin intervention are shallow. Steps to progress monitor the goal are overly simplistic.
**No Submission**
0 points
Not addressed.
**Student Data Discussions and Goal Setting**
11.25 points
**Criteria Description**
Student Data Discussions and Goal Setting
**5. Target**
11.25 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is insightful. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is meaningful.
**4. Acceptable**
9.79 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is significant. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is credible.
**3. Approaching**
8.33 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is artificial. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is inexplicit.
**No Submission**
0 points
Not addressed.
**Family Communication of Student Data**
11.25 points
**Criteria Description**
Family Communication of Student Data
**5. Target**
11.25 points
Ways to communicate with families about student data and progress are innovative. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is thought-provoking.
**4. Acceptable**
9.79 points
Ways to communicate with families about student data and progress are noteworthy. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is concise.
**3. Approaching**
8.33 points
Ways to communicate with families about student data and progress are weak. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is vague.
**No Submission**
0 points
Not addressed.
**Organization**
7.5 points
**Criteria Description**
Organization
**5. Target**
7.5 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
6.53 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
5.55 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.75 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.75 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
3.26 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.78 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.75 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.75 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
3.26 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.78 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## Instructionforweek4assignmentandRubric.docx**
Requires Lopeswrite
Assessment Description
The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize practical classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Essential factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical administration of assessments, scoring and graphing of data, analyzing data to inform data-driven instructional decisions, and respectfully communicating progress to all stakeholders.
**Part 1: Analyzing Student Data**
Utilizing Savannah’s, Grayson’s, and Alejandro’s case studies from “RTI: Progress Monitoring,” imagine you are meeting with the RTI team to discuss the next steps for these students.
Choose the following deliverables to complete this assignment:
· 400–500-word script, including documentation of resources
Using the delivery of your choice, present your data analysis and recommend next steps for each student to the RTI team. Include the following information about each student:
· An initial summary and analysis of each student’s progress monitoring data.
· Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student’s instructional recommendation.
· If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the personal goal.
**Part 2: Student and Family Communication**
Write a 250-500-word summary on how you will partner with students and families to make data-driven instructional decisions. In your summary, explain the following information:
· How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
· Provide an example of a system/strategy to use with students to track their learning and goal progress, and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
· At least two ways to communicate data and student progress to families.
· How you communicate data to students and families, showing respect and dignity while still conveying the urgent need for an intervention plan.
Support your delivery with a minimum of two scholarly resources.
Submit your delivery, including a link to the deliverable, a summary, and relevant resources, as a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Summary and Analysis of Student Data**
7.5 points
**Criteria Description**
Summary and Analysis of Student Data
**5. Target**
7.5 points
Summary and analysis of each student’s progress monitoring data are thorough.
**4. Acceptable**
6.53 points
Summary and analysis of each student’s progress monitoring data are complete.
**3. Approaching**
5.55 points
Summary and analysis of each student’s progress monitoring data are missing key details.
**No Submission**
0 points
Not addressed.
**Instructional Recommendations**
15 points
**Criteria Description**
Instructional Recommendations
**5. Target**
15 points
Recommendations for instructional next steps for the students are ideal and substantially supported by student data.
**4. Acceptable**
13.05 points
Recommendations for instructional next steps for the students are suitable and adequately supported by student data.
**3. Approaching**
11.1 points
Recommendations for instructional next steps for the students are somewhat inaccurate and minimally supported by student data.
**No Submission**
0 points
Not addressed.
**Individual Learner Goals and Progress Monitoring**
15 points
**Criteria Description**
Individual Learner Goals and Progress Monitoring
**5. Target**
15 points
Individual learning goals for students needing to continue or begin intervention are meaningful. Steps to progress monitor the goal are realistic.
**4. Acceptable**
13.05 points
Individual learning goals for students needing to continue or begin intervention are appropriate. Steps to progress monitor the goal are reasonable.
**3. Approaching**
11.1 points
Individual learning goals for students needing to continue or begin intervention are shallow. Steps to progress monitor the goal are overly simplistic.
**No Submission**
0 points
Not addressed.
**Student Data Discussions and Goal Setting**
11.25 points
**Criteria Description**
Student Data Discussions and Goal Setting
**5. Target**
11.25 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is insightful. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is meaningful.
**4. Acceptable**
9.79 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is significant. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is credible.
**3. Approaching**
8.33 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is artificial. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is inexplicit.
**No Submission**
0 points
Not addressed.
**Family Communication of Student Data**
11.25 points
**Criteria Description**
Family Communication of Student Data
**5. Target**
11.25 points
Ways to communicate with families about student data and progress are innovative. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is thought-provoking.
**4. Acceptable**
9.79 points
Ways to communicate with families about student data and progress are noteworthy. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is concise.
**3. Approaching**
8.33 points
Ways to communicate with families about student data and progress are weak. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is vague.
**No Submission**
0 points
Not addressed.
**Organization**
7.5 points
**Criteria Description**
Organization
**5. Target**
7.5 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
6.53 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
5.55 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.75 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.75 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
3.26 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.78 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.75 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.75 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
3.26 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.78 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## RequriedReferencestouseforweek4assignments.docx**
RTI: Progress Monitoring
**Required**
Read “RTI: Progress Monitoring,” by Skow and Brown, located on the IRIS Center website, to inform the topic assignment.
https://iris.peabody.vand
Page 2: Progress Monitoring
**Required**
Read “Page 2: Progress Monitoring,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/#content
Progress Monitoring
**Required**
Read “Progress Monitoring,” located on the National Center on Intensive Intervention.
[Progress Monitoring: Data & Goal Setting | NCII](https://intensiveintervention.org/data-based-individualization/progress-monitoring)
Running Records Revisited: A Tool for Efficiency and Focus
**Required**
Read “Running Records Revisited: A Tool for Efficiency and Focus,” by Barone et al., from
_Reading Teacher_ (2020).
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=140917311&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Progress Monitoring: Mastery Measurement vs. General Outcome Measurement
**Required**
Read “Progress Monitoring: Mastery Measurement vs. General Outcome Measurement,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/pmr/pdf/IRIS_PM_InfoBrief_011420.pdf#content
Page 8: Initiating and Discontinuing Intervention
**Required**
Read “Page 8: Initiating and Discontinuing Intervention,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/rti04/cresource/q3/p08/
Page 10: Communicating with Students, School Personnel, and Parents
**Required**
Read “Page 10: Communicating with Students, School Personnel, and Parents,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/mo
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
**## Instructionforweek4assignmentandRubric.docx**
Requires Lopeswrite
Assessment Description
The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize practical classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Essential factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical administration of assessments, scoring and graphing of data, analyzing data to inform data-driven instructional decisions, and respectfully communicating progress to all stakeholders.
**Part 1: Analyzing Student Data**
Utilizing Savannah’s, Grayson’s, and Alejandro’s case studies from “RTI: Progress Monitoring,” imagine you are meeting with the RTI team to discuss the next steps for these students.
Choose the following deliverables to complete this assignment:
· 400–500-word script, including documentation of resources
Using the delivery of your choice, present your data analysis and recommend next steps for each student to the RTI team. Include the following information about each student:
· An initial summary and analysis of each student’s progress monitoring data.
· Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student’s instructional recommendation.
· If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the personal goal.
**Part 2: Student and Family Communication**
Write a 250-500-word summary on how you will partner with students and families to make data-driven instructional decisions. In your summary, explain the following information:
· How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
· Provide an example of a system/strategy to use with students to track their learning and goal progress, and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
· At least two ways to communicate data and student progress to families.
· How you communicate data to students and families, showing respect and dignity while still conveying the urgent need for an intervention plan.
Support your delivery with a minimum of two scholarly resources.
Submit your delivery, including a link to the deliverable, a summary, and relevant resources, as a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Summary and Analysis of Student Data**
7.5 points
**Criteria Description**
Summary and Analysis of Student Data
**5. Target**
7.5 points
Summary and analysis of each student’s progress monitoring data are thorough.
**4. Acceptable**
6.53 points
Summary and analysis of each student’s progress monitoring data are complete.
**3. Approaching**
5.55 points
Summary and analysis of each student’s progress monitoring data are missing key details.
**No Submission**
0 points
Not addressed.
**Instructional Recommendations**
15 points
**Criteria Description**
Instructional Recommendations
**5. Target**
15 points
Recommendations for instructional next steps for the students are ideal and substantially supported by student data.
**4. Acceptable**
13.05 points
Recommendations for instructional next steps for the students are suitable and adequately supported by student data.
**3. Approaching**
11.1 points
Recommendations for instructional next steps for the students are somewhat inaccurate and minimally supported by student data.
**No Submission**
0 points
Not addressed.
**Individual Learner Goals and Progress Monitoring**
15 points
**Criteria Description**
Individual Learner Goals and Progress Monitoring
**5. Target**
15 points
Individual learning goals for students needing to continue or begin intervention are meaningful. Steps to progress monitor the goal are realistic.
**4. Acceptable**
13.05 points
Individual learning goals for students needing to continue or begin intervention are appropriate. Steps to progress monitor the goal are reasonable.
**3. Approaching**
11.1 points
Individual learning goals for students needing to continue or begin intervention are shallow. Steps to progress monitor the goal are overly simplistic.
**No Submission**
0 points
Not addressed.
**Student Data Discussions and Goal Setting**
11.25 points
**Criteria Description**
Student Data Discussions and Goal Setting
**5. Target**
11.25 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is insightful. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is meaningful.
**4. Acceptable**
9.79 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is significant. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is credible.
**3. Approaching**
8.33 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is artificial. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is inexplicit.
**No Submission**
0 points
Not addressed.
**Family Communication of Student Data**
11.25 points
**Criteria Description**
Family Communication of Student Data
**5. Target**
11.25 points
Ways to communicate with families about student data and progress are innovative. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is thought-provoking.
**4. Acceptable**
9.79 points
Ways to communicate with families about student data and progress are noteworthy. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is concise.
**3. Approaching**
8.33 points
Ways to communicate with families about student data and progress are weak. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is vague.
**No Submission**
0 points
Not addressed.
**Organization**
7.5 points
**Criteria Description**
Organization
**5. Target**
7.5 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
6.53 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
5.55 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.75 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.75 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
3.26 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.78 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.75 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.75 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
3.26 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.78 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
**## RequriedReferencestouseforweek4assignments.docx**
RTI: Progress Monitoring
**Required**
Read “RTI: Progress Monitoring,” by Skow and Brown, located on the IRIS Center website, to inform the topic assignment.
https://iris.peabody.vand
Page 2: Progress Monitoring
**Required**
Read “Page 2: Progress Monitoring,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/#content
Progress Monitoring
**Required**
Read “Progress Monitoring,” located on the National Center on Intensive Intervention.
[Progress Monitoring: Data & Goal Setting | NCII](https://intensiveintervention.org/data-based-individualization/progress-monitoring)
Running Records Revisited: A Tool for Efficiency and Focus
**Required**
Read “Running Records Revisited: A Tool for Efficiency and Focus,” by Barone et al., from
_Reading Teacher_ (2020).
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Progress Monitoring: Mastery Measurement vs. General Outcome Measurement
**Required**
Read “Progress Monitoring: Mastery Measurement vs. General Outcome Measurement,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/pmr/pdf/IRIS_PM_InfoBrief_011420.pdf#content
Page 8: Initiating and Discontinuing Intervention
**Required**
Read “Page 8: Initiating and Discontinuing Intervention,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/module/rti04/cresource/q3/p08/
Page 10: Communicating with Students, School Personnel, and Parents
**Required**
Read “Page 10: Communicating with Students, School Personnel, and Parents,” located on the IRIS Center website.
https://iris.peabody.vanderbilt.edu/mo
**Literacy Assessment and Intervention for Classroom Teachers**
**Required**
DeVries, B. A. (2023).
_Literacy Assessment and Intervention for Classroom Teachers_ (6th ed.). Routledge. ISBN-13: 9781032131283
**## Instructionforweek4assignmentandRubric.docx**
Requires Lopeswrite
Assessment Description
The foundation of a successful RTI model is to monitor both student learning and instructional practices and use information gathered to make data-driven decisions. Teachers should utilize practical classroom assessments to monitor student progress across all tiers of instruction, especially during intervention and remediation. Formative assessments are frequently used to evaluate student learning to make intentional instructional decisions about intervention and remediation. Essential factors to consider include reliable and valid progress monitoring measures that align with student learning goals, consistent and ethical administration of assessments, scoring and graphing of data, analyzing data to inform data-driven instructional decisions, and respectfully communicating progress to all stakeholders.
**Part 1: Analyzing Student Data**
Utilizing Savannah’s, Grayson’s, and Alejandro’s case studies from “RTI: Progress Monitoring,” imagine you are meeting with the RTI team to discuss the next steps for these students.
Choose the following deliverables to complete this assignment:
· 400–500-word script, including documentation of resources
Using the delivery of your choice, present your data analysis and recommend next steps for each student to the RTI team. Include the following information about each student:
· An initial summary and analysis of each student’s progress monitoring data.
· Recommendations for instructional next steps (e.g., continue with intervention/remediation, add additional intervention/remediation, or discontinue the current intervention/remediation), including an explanation of how the data supports each student’s instructional recommendation.
· If recommending that intervention be added or continued, identify one individual goal based on the assessment data and describe steps to progress monitor the personal goal.
**Part 2: Student and Family Communication**
Write a 250-500-word summary on how you will partner with students and families to make data-driven instructional decisions. In your summary, explain the following information:
· How you use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning.
· Provide an example of a system/strategy to use with students to track their learning and goal progress, and discuss how it can also be used to inform your future instructional planning based on identified learning gaps and patterns.
· At least two ways to communicate data and student progress to families.
· How you communicate data to students and families, showing respect and dignity while still conveying the urgent need for an intervention plan.
Support your delivery with a minimum of two scholarly resources.
Submit your delivery, including a link to the deliverable, a summary, and relevant resources, as a single document.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Summary and Analysis of Student Data**
7.5 points
**Criteria Description**
Summary and Analysis of Student Data
**5. Target**
7.5 points
Summary and analysis of each student’s progress monitoring data are thorough.
**4. Acceptable**
6.53 points
Summary and analysis of each student’s progress monitoring data are complete.
**3. Approaching**
5.55 points
Summary and analysis of each student’s progress monitoring data are missing key details.
**No Submission**
0 points
Not addressed.
**Instructional Recommendations**
15 points
**Criteria Description**
Instructional Recommendations
**5. Target**
15 points
Recommendations for instructional next steps for the students are ideal and substantially supported by student data.
**4. Acceptable**
13.05 points
Recommendations for instructional next steps for the students are suitable and adequately supported by student data.
**3. Approaching**
11.1 points
Recommendations for instructional next steps for the students are somewhat inaccurate and minimally supported by student data.
**No Submission**
0 points
Not addressed.
**Individual Learner Goals and Progress Monitoring**
15 points
**Criteria Description**
Individual Learner Goals and Progress Monitoring
**5. Target**
15 points
Individual learning goals for students needing to continue or begin intervention are meaningful. Steps to progress monitor the goal are realistic.
**4. Acceptable**
13.05 points
Individual learning goals for students needing to continue or begin intervention are appropriate. Steps to progress monitor the goal are reasonable.
**3. Approaching**
11.1 points
Individual learning goals for students needing to continue or begin intervention are shallow. Steps to progress monitor the goal are overly simplistic.
**No Submission**
0 points
Not addressed.
**Student Data Discussions and Goal Setting**
11.25 points
**Criteria Description**
Student Data Discussions and Goal Setting
**5. Target**
11.25 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is insightful. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is meaningful.
**4. Acceptable**
9.79 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is significant. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is credible.
**3. Approaching**
8.33 points
Discussion of how an educator can use data to guide and engage students in self-analysis, literacy goal setting, and reflecting on learning is artificial. The system/strategy an educator can use with a student to track their learning and progress towards individual goals, including discussion of how the system/strategy can be used to inform future instruction based on identified learning gaps and patterns, is inexplicit.
**No Submission**
0 points
Not addressed.
**Family Communication of Student Data**
11.25 points
**Criteria Description**
Family Communication of Student Data
**5. Target**
11.25 points
Ways to communicate with families about student data and progress are innovative. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is thought-provoking.
**4. Acceptable**
9.79 points
Ways to communicate with families about student data and progress are noteworthy. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is concise.
**3. Approaching**
8.33 points
Ways to communicate with families about student data and progress are weak. Discussion of how an educator can communicate data to students and families showing respect and dignity while still conveying urgency is vague.
**No Submission**
0 points
Not addressed.
**Organization**
7.5 points
**Criteria Description**
Organization
**5. Target**
7.5 points
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
**4. Acceptable**
6.53 points
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.
**3. Approaching**
5.55 points
The content is not well organized even though it provides the audience with a sense of the main idea.
**No Submission**
0 points
Not addressed.
**Supporting Research and Documentation of Sources**
3.75 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
3.75 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
3.26 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**3. Approaching**
2.78 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
**No Submission**
0 points
Not addressed.
**Mechanics of Writing**
3.75 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
3.75 points
No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.
**4. Acceptable**
3.26 points
A few mechanical errors are present. Suitable language choice and sentence structure are used.
**3. Approaching**
2.78 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
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