Liberty EDSP622 2020 November Case Study Data Interpretations Assignment Latest

EDSP622 Assessment and Evaluation in Special Education

Case Study Data Interpretations Assignment

Establishing ORF Baseline Score and End of Year Performance Goal

1.            For this part, you will need the following items:

•             RTI and Progress MonitoringPresentation

•             Case Study for Data Analysis Report                                                                   The data collected is Oral Reading Fluency Scores, or the student’s number of words read correctly in one minute (wcpm).

•             All documents under Case Study: Data Interpretations.

2.            View RTI and Progress Monitoring Presentation.

3.            Read the Case Study for Data Analysis Report.

4.            Open the Case Study: Interactive ORF Charts and Graphs for Data Analysis Excel file.  In the Case Study for Data Analysis Report, find the three universal screeners of the Oral Reading Fluency (ORF) scores. The median score of these three universal screeners will be point 1 for all three graphs.

5.            Input one set of data per graph for points 2 through 10. All graphs will have the same point 1, the median of the universal screener.

6.            Lastly, you will input Point 11, goal score, which will be the same for all three graphs. This point you will need to calculate. The formula is:

(Total weeks monitored) x (average weekly growth) + (median of universal screeners) = (expected growth fortotal weeks) or goal

Ethan’s total weeks monitored was 10 weeks; therefore, the formula for the ending goal (Point 11) is below.

10 (# of weeks)x .66 words (rigorous goal for 7th graders, see article) + Median score of universal screeners or point 1 = Goal (expected growth for total weeks)

10 weeks x .66 + median= Goal (Point 11)

For example:If a student has a median universal screener of 100 wcpm and is monitored for 10 weeks, the formula would be as follows:

(10 x .66) + 100 = 6.6 + 100 = 106.6 or 107 wcpmgoal

Note:Generally,there must be at least 10 weeks of an intervention with data collected before decisions may be made.Also, it is best to round the goal score up because students respond to your expectations.

7.            To identify the average weekly goal for multiple grades, follow the charts in the article, “Curriculum Based Measurement Reading, Spelling, and Math” (Hosp & Hosp, 2003, pp. 12–13). This research may also be referenced in your report.

8.            After calculating the ending, goal point, input this data beside 11 on each chart.The chart should automatically populate a regression line or goal line, but you will need to drag the endpoints to connect Point 1 and Point 11.Do not manipulate the chart in any other way.

9.            To summarize…Input the median score for the universal screeners in Point 1. The median score will be the same for all three graphs.Input the hypothetical data given for Scenarios 1, 2, and 3.The data plotted for numbers 2–10 will be different based on the scenarios.Input Point 11 based on the information above.The goal score or Point 11 will be the same for all three graphs.Analyze where the data falls around the line.The RTI and Progress Monitoring Presentation explains how to interpret the data. When analyzing data around the goal line, use the following rules:

•             If 4consecutive points are below the line, then the intervention may be ineffective, and the student may be moved to the next tier in the RTI process. The intervention should be changed.

•             If 4consecutive points are above the regression line, then the student is achieving beyond expected growth, and the goal may be increased.

•             If the data are bouncing around the line, normal reading progression, the interventions should be continued until the 4-point rule constitutes a change.

•             If the trend of the data demonstrates strong variability, such as going from a high score to a very low score, look at the possibilities for this occurrence, such as a student with ADD forgot to take medication, a student had changes in instruction or home life, or a passage was too difficult or too easy, etc.

10.          Using each of the graphs from the 3 scenarios, fill out the Case Study: Data InterpretationsAnalyzing Data Guide.You will type directly into this guide, completing all information (details of assessment, last column in miscue analysis, and questions answered in complete sentences). At the end of the guide, you will copy and paste all three graphs.  The line will not transfer, so you need to Insert > line.  You can make the line a color, such as red and drag the end points of the line to connect Point 1 and 11.  Without connecting these points, the data cannot be analyzed correctly.