1. 15 participants
(N=15)
·
7 fourth graders
§ 1
female
§ 6
males
·
8 fifth graders
§ 5
females
§ 3
males
Fifteen fourth and
fifth graders (N=15) participated in the RAP research group. Of the 7 fourth graders, 1 was female and 6
were male. Of the 8 fifth graders, 5 were female and 3
were male. All participants earned a
novice on the Kentucky Performance Rating for Educational Progress (KPREP)
during the 2012-2013 school year.
2. Gap Groups
·
Free or reduced lunch: 48.5% of the school
·
46% of the participants have an IEP for
speech, reading, and/or math
Within this group of novice students,
every student was identified in one or more gap groups. Forty-six percent of the novice students were
identified as special education students and have an individualized education
plan in speech, reading, writing, and/or mathematics. One participant was of Asian ethnicity, but was
not considered to be part of the gap group for ethnicity. All other students were white/Caucasian. 48.5 % of the school received free or reduced
lunch. Nine of the fifteen students were males with just six females.
3. Students in tier 3
Response to Intervention Groups
·
4th Grade: 3 out of 7
·
5th Grade: 4 out of 8
Of the 15 participants 47% are in a tier 3 RTI group for
reading.
You are working with a large group of Tier 3 students. It will be wonderful if the RAP method is effective for these students. This will be a strategy that they can take with them throughout their years in school.
ReplyDeleteSome of them are tier 3, but some are IEP kids. Clearly, they are the students that need the most help with writing. It can be overwhelming sometimes to see little progress, but at the same time there are some promising students in this group and I look forward to seeing their progression!
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