Of the roughly 300 7th grade students at
Greenfarm Middle School, this study focused on 37 students receiving full
inclusion grade level instruction. These
37 students were identified as either Deficient (Tier 3) or Emerging (Tier 2)
readers during the fall 2012 AIMSweb screening. Of the 37 students studied, 16 students are
identified as Special Education students and received services from an
Intervention Specialist. All students
receiving Special Education services in this study were in an inclusion
setting. Data analyzed during this study
included AIMSweb benchmarking scores and achievement scores.
In addition
to the quantitative data listed above, qualitative data was collected from the English-Language
Arts teachers and Intervention Specialist at Greenfarm Middle School. Qualitative data from these individuals was
gathered through an anonymous survey. In
addition to the survey, I interviewed Mrs. Clark the Special Education
Department head, who has been a trailblazer for the RTI programs currently in
place at Greenfarm Middle School. Mrs. Olds, an English Language Arts teacher who has been involved
with reading interventions for the past two years at Greenfarm Middle
School, was also interviewed.
