Special Education and Teaching Commons^™

Multi-Tiered System Of Supports For Homeschool Families In A Home School Assistance Progra, Stacy Picard

Master's Theses & Capstone Projects

Systematic, explicit reading instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension has been shown to be effective at teaching nearly all children to read. The Multi-Tiered System of Supports (MTSS) framework is used in schools for identifying students who need supplemental instruction and ascertaining their areas of weakness. It is also used for monitoring the progress of students and facilitating ongoing instructional decisions. Homeschool families typically do not have access to scholarly research about effective reading instruction or to tools for determining if their children are making adequate progress or if a change in instruction is needed. The Knoxville …

Improving Reading Interventions: A School Improvement Plan, Rachel Harmelink

Master's Theses & Capstone Projects

This paper examines the use of reading instruction interventions in an elementary school in Northwest Iowa. Whereas the school excels at providing regular assessments, including universal screeners, educators there have struggled to adequately meet the reading needs of their students as reflected on FAST, MAP, and Panorama data. This school improvement plan provides professional development training in response to intervention (RTI) procedures along with continual support and collaboration throughout the school year to assist teachers in confidently serving all learners and helping them reach their fullest potential as readers.

The Benefits Of Using Phoneme Segmentation & Oral Reading Fluency Cbm On 1st Grade, Jessica Pavlenko

Master's Theses & Capstone Projects

This action research was driven by the researcher's interest in using curriculum-based measurement as an assessment tool and the effects they can have on student growth throughout the school year. The researcher utilized the STAR CBM phoneme segmentation tool quarterly, beginning in the first quarter, as well as the STAR CBM oral reading fluency passages quarterly, beginning in the second quarter. The research was conducted to analyze the effectiveness of using CBM, specifically phoneme segmentation and oral reading fluency, as a progress monitoring tool with 1st Grade students. The researcher is a first grade teacher in her eighth year of …

Improving The School's Mtss Reading Intervention Framework, Mariah Snyder

Master's Theses & Capstone Projects

The purpose of this school improvement plan was designed based on first-hand

experience in seeing the high need for an improved MTSS reading intervention

framework. Research findings show that reading interventions provided through an

MTSS framework provide students with many beneficial supports that increase reading

test scores. With these research findings in mind, a school improvement plan was

created to create a sustainable reading intervention framework within the school

setting.

Effects Of Actively Involving Students With Ieps In The Progress Monitoring Process, Kelly Adams

Master's Theses & Capstone Projects

Special education teachers are trying many ways to help students with IEPs achieve their goals. This action research study looks at one way educators might do that with the involvement of students with IEPs in the progress monitoring process, specifically students with math goals. Instead of having the progress monitoring process as something done to them, students with disabilities were encouraged to take an active role by goal setting, getting feedback, reflecting, and graphing their scores. The five fifth-grade students that this study followed showed signs of growth over the six weeks of this intervention. The findings of this action …

Feedback And The Effects On Progress Monitoring, Dana Peschon

Master's Theses & Capstone Projects

The purpose of this action research paper was to explore the effects of timing of feedback on progress monitoring scores for students in special education. Ten students, grade nine through eleven, completed AIMSweb math application progress monitoring twice per month and received feedback on their results. The control group was provided with delayed feedback during the week in between testing periods while the treatment group received immediate feedback after completing the probe. Feedback consisted of the total number of points earned, what questions were answered correctly, and the researcher working through missed problems with the student. All students were provided …