Description
Based on the information provided, begin the process of drafting a 250-500 word summary of Laney’s current educational performance that could later be incorporated into a Present Level of Academic Achievement and Functional Performance (PLAAFP) section of an IEP.
Your draft should include:
- Student strengths;
- Evaluations;
- Performance in classes;
- Influences of
language, culture, and family background; - Strengths, preferences, and interests in
nonacademic areas; and - Any other relevant issues.
Also indicate in your draft summary any additional information that should be collected.
Prepare this assignment according to the APA guidelines found in the APA Style Guide
RTI Case Study: Laney
Laney is a student at Rosa Parks Elementary.
Every day, Laney receives 45 minutes of intensive, individualized instruction in Tier 2 in
addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms.
Jacobs administers a brief reading assessment and determines that Laney has difficulty with
decoding. Using this information, Ms. Jacobs begins working with Laney on letter-sound
correspondence and sight words. After three weeks of collecting progress monitoring data (six
data points — two probes per week for three weeks) from Laney, Ms. Jacobs evaluates these data
using a method known as the four-point rule. She examines the relationship between the four
most recent data points on Laney’s graph and goal line. She uses these data to determine whether
Laney is not making adequate progress.
This graph shows Laney’s data point graph and goal line graph. The x-axis is labeled “1 through
6” in one-point intervals. The y-axis is labeled “15 through 40” in five-point intervals. Laney’s
data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23.
Laney’s goal line stretches from 20 at week 1 to 28 at week 6. Laney’s first three data points are
around the goal line, but her last three data points fall below the goal line.
When Laney doesn’t respond adequately to Tier 2 intervention, her teacher refers her for a
special education evaluation.
Laney’s parents indicate that there are no hearing and vision impairments to her continuing
struggles with reading. Laney is well-liked by her peers and her teachers are not aware of any
environmental or cultural disadvantage, motivation, and situational trauma as potential factors.
Based on the information provided, begin the process of drafting a 250-500 word summary of
Laney’s current educational performance that could later be incorporated into the Present Level
of Academic Achievement and Functional Performance (PLAAFP) section of an IEP.
Adapted from: The IRIS Center for Training Enhancements. (2008). RTI (part 5): A closer look at tier 3.
Retrieved from
http://iris.peabody.vanderbilt.edu/module/rti05-tier3/#content
Purchase answer to see full
attachment
Laney is a student at Rosa Parks Elementary.
Every day, Laney receives 45 minutes of intensive, individualized instruction in Tier 2 in
addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms.
Jacobs administers a brief reading assessment and determines that Laney has difficulty with
decoding. Using this information, Ms. Jacobs begins working with Laney on letter-sound
correspondence and sight words. After three weeks of collecting progress monitoring data (six
data points — two probes per week for three weeks) from Laney, Ms. Jacobs evaluates these data
using a method known as the four-point rule. She examines the relationship between the four
most recent data points on Laney’s graph and goal line. She uses these data to determine whether
Laney is not making adequate progress.
This graph shows Laney’s data point graph and goal line graph. The x-axis is labeled “1 through
6” in one-point intervals. The y-axis is labeled “15 through 40” in five-point intervals. Laney’s
data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23.
Laney’s goal line stretches from 20 at week 1 to 28 at week 6. Laney’s first three data points are
around the goal line, but her last three data points fall below the goal line.
When Laney doesn’t respond adequately to Tier 2 intervention, her teacher refers her for a
special education evaluation.
Laney’s parents indicate that there are no hearing and vision impairments to her continuing
struggles with reading. Laney is well-liked by her peers and her teachers are not aware of any
environmental or cultural disadvantage, motivation, and situational trauma as potential factors.
Based on the information provided, begin the process of drafting a 250-500 word summary of
Laney’s current educational performance that could later be incorporated into the Present Level
of Academic Achievement and Functional Performance (PLAAFP) section of an IEP.
Adapted from: The IRIS Center for Training Enhancements. (2008). RTI (part 5): A closer look at tier 3.
Retrieved from
http://iris.peabody.vanderbilt.edu/module/rti05-tier3/#content
Purchase answer to see full
attachment
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