Evaluating Helen's Foundational Reading Weaknesses

Deanna Shelow
American College of Education
SPED 5403
David Burrage, PhD
03/18/18

The pre-referral six-step process is important in determining whether Helen will need to be recommended for special education evaluation and asking authentic questions that are relative to her is key. The questions for Helen in particular are as follows: What are her foundational reading strengths and weaknesses? What relative data should be collected and how should it be collected? What information does the data show about Helen’s reading deficits and how does it drive the collaborative discussion? What does the data show are the best strategies for Helen at this time? How will the strategies be implemented and monitored? What is the next step
What are her foundational reading strengths and weaknesses? Since Helen’s general education teacher indicated that Helen has profound weakness in reading, identifying her strength and weakness of the foundational skills is imperative. According to Hughes & Dexter (2011), p. 5, there are five foundational skills needed for effective early reading including phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Knowing the level of skill of the student leads to implementation of sound instructional
The final step in the process is evaluation and decision making, which is where the committee must decide whether the interventions are working and Helen should remain on the current tier or if she is to be referred for special education evaluation. “RTI data are most relevant for documenting response to appropriate learning opportunities, and additional data are needed to determine SLD eligibility” (Hauerwas, Brown, & Scott, 2013, p. 102).
Once the pre-referral six-step process is completed and all questions are genuinely asked and addressed, then the committee can proceed with further recommendations about Helen. Regardless of the recommendation, data be collected, monitored and evaluated throughout the next stage of the process. References
Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzrnan-Powell, L. (2012). Using technology to support progress monitoring and data-based intervention decision making in early childhood: Is there an app for that?. Focus On Exceptional Children, 44(8), 1-18.
Cornelius, K. E. (2013). Formative assessment made easy. Teaching Exceptional Children, 45(5), 14-21.
Hauerwas, L. B., Brown, R., & Scott, A. N. (2013). Specific learning disability and response to intervention: State-level guidance. Exceptional Children, 80(1), 101-120.
Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50(1), 4-11.