What This Document Is
This is a student analysis of data related to a fourth-grade student, Janet, within the framework of a Response to Intervention (RTI) model. It’s a course assignment for Assessment and Eligibility in Special Education (SPD 320) at Grand Canyon University, completed by Bethany Smith on June 4, 2023. The analysis focuses on Janet’s reading comprehension progress and a disagreement among the school’s support team regarding her appropriate tier of intervention.
Why This Document Matters
This type of document is relevant for students learning about data-driven decision making in special education. It’s used in coursework to practice applying RTI principles to real-world student scenarios. It exists as a demonstration of a student’s ability to interpret progress monitoring data and formulate recommendations for instructional support.
Common Limitations or Challenges
This document represents a single student case study and doesn’t offer a comprehensive guide to RTI implementation. It focuses specifically on reading comprehension and may not generalize to other academic areas.
What This Document Provides
The full document includes: a review of Janet’s Lexile scores and growth slope during Tier 2 intervention; an interpretation of her data in relation to grade-level expectations; a discussion of the support team’s disagreement; and a recommendation for Janet’s next tier of intervention, supported by references to relevant resources (Brown, 2009; Shapiro, 2023). This preview does *not* include the full data tables, detailed rationale for the team’s disagreement, or the complete text of the cited references.