IRIS Module Intensive Intervention Part 2

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Lake Erie College *

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330

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Information Systems

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May 28, 2024

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Allie Boschert EDS 330 PB Curriculum and Instruction for Mild to Moderate Educational Needs October 24, 2021 IRIS Module Intensive Intervention Part 2 1. Describe why collecting data is essential in the DBI process. Be sure to mention two types of data that should be collected. ** Collecting data in the DBI process is essential when it comes to working with students who demonstrate learning challenges. The three steps that teachers are expected to collect data are progress monitoring, the diagnostic academic assessment, and progress monitoring. The two types of data that should be collected should be done through progress monitoring and diagnostic assessment. 2. Explain the importance of conducting error analyses of students’ data or work samples. Be sure to include the types of information that you can obtain. ** By conducting an error analysis, a teacher will be able to determine what types of errors the student made and why they were made. Once a teacher identifies the error patterns that the student is making, they can see what deficits the child has and will be able to match the correct intervention to what the student needs. 3. Noah is a third-grade student who has severe and persistent difficulties in reading. He receives intensive, individualized instruction (tier 3). a. Below is a graph of his progress monitoring data for the last eight weeks. View the graph and note whether Noah is responding to the intervention. ** Noah doesn’t seem to be responding to intervention in the sense that most of the four most recent data points are below the goal line. b. Describe what the data pattern suggests (i.e., factors that might be contributing to his performance) ** The data pattern for Noah suggests that there are days that he shows great improvement and there are other days that he shows a steep decline. Noah may have not been engaged with the intervention on certain weeks. We also don’t know if there are any other outside determining factors that we may not know about such as if there is trouble at home or if he’s not getting enough sleep or enough food to eat. We also should know if this progress monitoring id being conducted at the same time every time. c. Next, conduct an error analysis of Noah’s passage reading fluency probe using the attached error analysis form. dbi2_assess_error_analysis_form

Allie Boschert EDS 330 PB Curriculum and Instruction for Mild to Moderate Educational Needs October 24, 2021 d. Based on the information on the error analysis form, what type of errors is Noah typically making? ** Noah is typically making errors in word endings and vowel teams. He is getting the beginning sounds correct but is most likely guessing towards the end of the word. He is leaving off sounds and making substitutions for ending sounds. He also seems to be struggling with vowel teams. On several of the words that Noah read, if there were two vowels beside each other, Noah would pronounce both vowel sounds as he saw them, not as they blended.

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