Analyzing_Student_Data__RTI_Model.docx SPD 320 Analyzing Student Data: The RTI Model According to the Analyzing Student Data: RTI Model Student Progress Monitoring Scenario that was provided by GCU, A student in Ms.
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Analyzing_Student_Data__RTI_Model.docx SPD 320 Analyzing Student Data: The RTI Model According to the Analyzing Student Data: RTI Model Student Progress Monitoring Scenario that was provided by GCU, A student in Ms. Clays 4th grade class has fallen behind her peers in her lexile reading score. The average score of the class is 790 and Janet is testing as a 545. That is a 245 point difference. Ms. Clay has placed Janet in a Tier II intervention group which she has shown growth in. Her lexile score after 10 weeks is 605 which means her growth slope is about 5.0. From what I have gathered from the Lexile Reader website is that these levels are determined based on standardized testing and are only done quarterly. (Lexile.com, 2020). This just is not really enough data to determine placement for a student in my opinion. I would actually have Janet read to me and make my own observations to consider when we talk about placement. This could include benchmarks and progress monitoring assessments. With the data given I believe that Janet is benefitting from Tier II instruction however I do not think she is making enough growth for it to be considered appropriate placement. Ten weeks is a long time and other students are growing as well so if we take in account what the classroom or grade level average at this 10 week mark we would notice a growth as well. I would strongly encourage Janet to be placed in a Tier III group with more intense instruction as well as smaller group size and possible longer instruction t. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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