For this Discussion, you will review the case study scenario from this module’s media of two teachers sharing reading strategies they have implemented within their classrooms for Jamal. It is apparent that some of the strategies are working, whereas others are not. You will assume the role of a special education leader in which you provide guidance and direction in determining the most appropriate evidence-based literacy interventions based on Jamal’s assessment data.
· Review the case study video and the Module’s Learning Resources.
· Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled “Implementing Evidence Based Practices.”
· Consider the following as you review the case study video for this module:
o Both teachers have shared evidence-based reading interventions that they have used with Jamal; some are working, whereas others are not. You are tasked with analyzing the evidence-based interventions and determining which interventions are appropriate to meet Jamal’s individual needs based on the data presented.
· Analyze Jamal’s data summary sheet displaying his needs and abilities in reading. Think about the evidence-based literacy interventions discussed. Consider the most appropriate interventions for Jamal, based on the data provided.
An evaluation of the reading intervention strategies identified by both teachers in the video. Include the following in your evaluation:
An analysis of what you believe the problem is between the two different classrooms. What are possible solutions to ensure fidelity of implementation across settings?
As the special education leader in charge, an explanation of how would you structure this meeting to relatively analyze the data and bring the two teachers to consensus on the most effective approach for fidelity of the implementation for the outlined evidence-based practices.
Support your responses with specific references to the case study video, the module’s Learning Resources, and outside resources, as well as personal experience.
Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.
Ciullo, S., Lembke, E. S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention an observation study. Learning Disability Quarterly, 39(1), 44–57.
McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities. A synthesis of observation research. Learning Disability Quarterly, 38(4), 195–207.
Missett, T. C., & Foster, L. H. (2015). Searching for evidence-based practice: A survey of empirical studies on curricular interventions measuring and reporting fidelity of implementation published during 2004–2013. Journal of Advanced Academics, 26(2), 96–111.
Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2014). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School and Clinic, 50(3), 142–149.
Laureate Education (Producer). (2016b). Case study video: Implementing evidence-based practices with fidelity [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 3 minutes.
In this video, the special education teacher calls a meeting to review Jamal’s progress on reading skills for the IEP progress report. The data are showing more reading growth in the social studies classroom, with little to no growth in the reading classroom. The team discusses how the reading interventions (which are the same) are being implemented in the classroom.
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