Rank Ordering Six Evidence-Based Practices for Intensifying Instruction

 For this assignment, you must write a two-page paper discussing six evidence-based practices
you would employ in Lakeisha’s first round of Tier 3 instruction in either mathematics or
reading. In particular, you must rank these practices in order in your discussion. First, discuss the
evidence-based practice you think has the highest probability of being effective, followed by the
practice you believe has the second highest probability of being effective, until you have ranked
all six practices.
In your discussion, (a) identify the evidence-based practice, (b) explain the rationale for selecting
it, and (c) explain why you believe it is appropriate to use while simultaneously justifying its
ranking among the six practices you selected. Further, you must reference the information
provided about Lakeisha’s circumstances. This information is presented next.
Overall Learner Profile for Lakeisha
• Hypersensitive to certain environmental stimuli (sound, movement). Requires frequent
redirection to the task.
• Follows class rules. Needs to develop self-regulation skills – which is one of her long-
term goals.
• Is receptive to the teacher’s feedback (i.e., she does not get upset when error correction is
provided; also, she responds exceptionally well to verbal praise)
• Welcomes Tier 2 and Tier 3 services. She wants to be successful and is not ashamed to
receive remedial instruction
• Can be impulsive if not reminded to “think things through;” Specifically, Lakeisha
responds at times without reflecting on the directions or the steps she needs to perform to
decode a word or use an algorithm to solve a math equation
• When appropriately reflective, she needs extended time to process input, formulate a
response, and then execute the response.
• Has occasional days when she performs as if she has never been taught a basic skill. This
aspect of her learning profile means that she must be provided systematic, cumulative
practice after demonstrating the acquisition of a targeted learning outcome.
• Has commented on how much modeling and practice she needs (e.g., She once said, “The
teacher shows us four examples, but I need to see 18 examples to be able to understand
what to do.”). Data have documented her need for multiple opportunities to practice a
skill and receive immediate, behavior-specific feedback to master it.
• Demonstrates fine motor skill deficits; Her handwriting can be challenging to decipher;
further, she labors to produce legible handwriting.
• Attributes academic success to luck rather than her effort
Reading
• Demonstrates deficits in (a) phonics (i.e., sounds spelled by single letters, consonant
blends and diagraphs, and vowel diagraphs); (b) total sight word vocabulary concerning
irregular, high-frequency words; and (c) fluency (reads less than 50 words per minute
with halting/limited prosody)
• Excellent listening comprehension skills. She can answer questions about 3rd and 4th-
grade level passages that are read to her. On the other hand, she is routinely unable to
correctly answer the vast majority of comprehension questions that pertain to a 1st or 2nd-
grade-level reading passage when she is required to read the text independently because
she cannot accurately decode most of the text. Likewise, she inadequately retells a story
she has read.
Mathematics
• Has mastered basic counting skills (1:1 correspondence, cardinality, reversibility); Can
rote count to 200; Names numerals to 200; and Demonstrates a rudimentary
understanding of place value through the use of base ten blocks
• Addition and subtraction fact fluency is extremely poor; Uses her fingers to solve basic
facts and struggles when both numbers (addends/minuend and subtrahend) in the
equation are six or greater; Poor fine motor skills extend the time she needs to solve
addition and subtraction basic facts
• Sometimes performs the incorrect operation because she does not attend to the sign (+,-)
• Exhibits challenges with adding a single-digit or two-digit number to a two-digit number
when regrouping is required; likewise, demonstrates difficulty subtracting a one-digit or
two-digit number from a two-digit number when regrouping is required
• Solving word problems is impaired by calculation difficulties and not the ability to
understand the procedure to follow to solve a word problem
In addition to the directions you are currently reading, refer to the Microsoft Word template you
must use to write your paper. I have placed this template in the assignment directions presented
in the aforementioned Canvas modules. The template contains all of the proper formatting,
which is as follows:
1. Your name, the paper’s title, and page number are to be listed in the header.
2. Use 1” top, bottom, left, and right margins.
3. Use the following font: 12-point Times New Roman. Use plain text for the content in the
body of the paper.

4. Single space throughout the entire body of the document, and indent the first line of each
paragraph.
5. Write in complete sentences throughout the paper
You will note that I put example text in the template. To efficiently use the template, replace my
example text with yours. Begin by putting your name in place of the words “Your Name” in the
header, and then replace all of the example text I put in the template.
Grading Criteria