Alexa Salkeld Gloria Tang Lilly Salas

Question 1 1) Create a graph that can help explain to Katies parents the discrepancy between her score on Test A and Test B, the end of the year target score, and the class average.

The graph above shows that Katies scores on Test A and Test B are below average in comparison to her classmates. It also shows that she did not improve from Test A to Test B. The class average scores have yet to reach the end-of-the-year target goal, but there was an increase from Test A to Test B.

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2. Using the following data, identify a subskill that should be included in Katies intervention plan and justify your choice:

Based on the data provided below, we feel that Katie would benefit from an intervention plan focusing on Phonics/Word Analysis skills. Her test scores reflected low performance mostly in this area. Phonics and Word Analysis is essential when it comes to reading, so the intervention plan will focus specifically in the area.

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3. Create an intervention plan for 1 week including at least 3 resources that could help Katie with the subskill you have identified.

Katie is a third grade student, who is performing below grade level expectations in

Reading/ Language Arts and has made less than average growth. As we can see from the graph, Katies score is 1389 in Test A while the class average score is 1435. In Test B, Katie got 1382 while the class average score is 1450. Our goal is for all of the students to reach an end-of-theyear score of 1485. To help to Katie reach this goal, we decided to develop an intervention plan that focused on phonics and word analysis. After analyzing Katies data, we chose to focus on this specific subskill because Katie missed two of these questions on Test B. Those specific questions were categorized as an Easy Level and a Medium Level question. It would be beneficial for Katie to focus on answering all of the Easy Level questions correctly. Another reason we chose to focus on phonics and word analysis is because phonics is a very important part of reading. Phonics allows students to decode words and sound them out. The following plan is intended for 1 week of intervention for Katie. We found three resources that will help her within these skill areas. On Monday and Tuesday Katie can use the iSpy Phonics app for the iPad (Figure 1). This will help her match phonics to letters/words, go over pronunciation, and recognizing letters/words from sounds along with other basic Phonics/ Word Analysis skills that are needed for reading fluency. In order to have access to this app the school will provide Katie with a school iPad which she can take home with her. Another resource she can use outside of the classroom if she has access to the internet she can use the Spelling City (spellingcity.com) website which is very similar to this app (Figure 2). In order to give her some guidance we would create an account on this website to provide Katie with games that will be beneficial to the skills that she is working on. On Wednesday and Thursday Katie will work with the iBook program (Figure 3). The iBook program allows teachers to create interactive books for students to use on iPads and computers. She will read a book that has been created specifically to help her with phonemic awareness. This is a slightly higher leveled source to help her practice what she had worked on at the beginning of the week. Included in the text would be words she may struggle with, highlighted with its pronunciation.Katies performance will be assessed at the end of the week. A Running Record would be used in order to check her progress throughout the week and highlight the areas she may still need help with.

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Figure 1 iSpy Phonics application for the iPad.

Figure 2. Game from the Spelling City Website: spellingcity.com

Figure 3. Book creation example from the iBook application.

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4.Katie was progress monitored on this subskill for 4 weeks. Katie had the following score on the five, 10-question probes she was given: 4/10, 5/10, 7/10, 8/10, 8/10. Assuming your expectations for the probes are 80%, is the intervention plan working with Katie? Create a graph to help explain to the RTI Committee your recommendation for continuation or discontinuation of this intervention.

Katies Scores From Intervention Plan

80

60

40

20

Week 0

Week 1

Week 2

Week 3

Week 4

Scores %
After four weeks of using our phonics and word analysis intervention plan, Katie is now averaging a score of 80%. When she first began the intervention, she was only answering 40% of the questions correctly, but with the implementation of our intervention plan, Katie has been able to improve her score each week. Because of these results, we recommend that Katie continue using this intervention plan with a few modifications. The iPad application, iSpy Phonics and the website, spellingcity.com were beginners level resources. Instead of continuing her use of these tools in the classroom, we will replace them with the websitewww.sadlier-oxford.com/phonics/ student.cfm#grade3. This specific website provides several games and activities for the students that are learning phonics in every grade level. These games provide practice with prefixes and suffixes of words as well as practice with homonyms. This is something the other games did not do. We believe by providing Katie with more challenging games and activities, he current score of 80% is likely to increase

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Question 2 1. Please provide a rich description of the proposed design, and be sure to include your team ideas on multiple aspects, including product name and description, target audience, potential for educational impact, visual design and user interaction (include drawings/sketches!), and any other aspects that may increase your chances of receiving funding from Macarthur. Pay careful attention to your description of the educational impact, and be sure to give careful consideration to the role that theory and practice can play in the design. DREAM BIG! Education is a very important factor in the lives of maturing individuals, but because of certain circumstances not every child has the opportunity to be physically present in a classroom. Our design will give this population of students the opportunity to be a part of a school community so that they can have as much of an equal school experience. Our design is called the Present Student. It is a combination of a video conference, student polling system, and an engaging technological experience. With this product we believe students will benefit from the technological curiosity and inclusion into the classroom through this design. It will give students the real-life classroom experience through literally being able to participate in class discussions by being able to answer questions in whole and small groups. They will be projected into the classroom setting which allows peers and teachers to see them as well. This visual inclusion allows students to raise their hand, speak freely, and feel completely involved in most activities. Students that take the classes from home and use this product can take any kind of assessment as they will have a student poll and a writing/speech recognition board. These systems will allow the student to participate in answering questions, taking assessments, and completing assignments. The students teacher will receive their responses immediately to their technological devices and can provide feedback immediately.

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