Student Conference Scenario: Mainstreaming and Inclusion

University 

Name

Mainstreaming and Inclusion

Problem Solving Worksheet

Professor

November 18, 2019


Problem-Solving Worksheet

Complete this school-based response to intervention problem-solving worksheet based on information Material: Student Profile.

Student Information

Student name



Rachel



Date



January, 2014



School



Everyman Middle School



Grade Level



6



Targeted intervention area(s)



RTI-reading comprehension, multisyllabic words



Areas of strength



Vocabulary: literal comprehension



Reason(s) for referral



No progress in interventions places; SLD



Current Levels of Performance

Note: Add more rows to the table below as needed.

Summary of recent assessments



Grades and assessment scores



Rachel received informal evaluations in her classroom in December 2013 and January 2014. It was discovered that she performs best with English Language Arts content around two grade levels below (4th/5th grade).

Despite improvements over the previous year or years, it was discovered that fluency had decreased.



4.5-word recognition

5.1-comprehension (overall)

128 wpm (oral reading)

50% percentile: fluency



Classroom assessments (with a screen reader):



80% accuracy on literal comprehension

50% accuracy on inferential questioning and drawing conclusions

70% accuracy in making predictions



Spelling/Phonics Assessments: Rachel can spell basic words; difficulty with content area vocabulary.



5th/6th grade level



Problem Analysis

Present the student’s problem areas. What has been done to support and/or remediate the student in these areas? What are some suggestions for what can be done to support the student?

Problem areas



What has been done?



What can be done?



What information still needs to be gathered?



Difficulty in reading comprehension



RTI (Tier 2 & Tier 3)



Continue RTI; implement lower-level texts; implement pieces of text



Specific information on reading comprehension questions; samples of independent grade level and below grade level work



Vocabulary development and use (verbal & written)



RTI



Continue RTI; limit vocabulary and meanings; continue re-introducing vocabulary words and meanings throughout the school year.



Samples of vocabulary in content from independent work; amount of vocabulary words given



Fluency



RTI



Continue RTI; use the device to record reading sentences/phrases and text; listen to audio stories for fluency.



Words per minute (wpm) when reading



Articulation and Phonemic Awareness



RTI: small group instruction



Continue and increase RTI; utilize the Read, Think, Write program on the device; speed recorder.



Speech and language awareness evaluation



Writing skills



Limiting writing



Utilize 1:1 device; dragon dictation program



Occupational therapy evaluation; writing samples gathered



Recommendations for Assistive Technology

What