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Title
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Tier 2 Intervention and Differentiation in a Diverse Elementary Classroom
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Creator
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Samuel C. Connor
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Degree Name
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professional_project
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Master of Science in Education: Curriculum and Instruction
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Project Type
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professional_project
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Date
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6/15/2024
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Abstract
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This project aims to lessen the achievement gap for upper elementary students in reading. Through evidence-based reading interventions and a blended learning model, students will receive the adequate knowledge and skills they need in order to make sufficient progress towards grade-level goals. Over a course of two years, the amount of students in the "low-risk" category increased, while the "some" and "high-risk" categories decreased. In addition to reading interventions, factors such as student attendance, the importance of a schoolwide approach, and effective classroom management are addressed.
This project also notes the importance of early reading interventions for students in low-economic communities, and from diverse backgrounds.
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Keywords
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elementary, intervention, differentiation
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Committee Member
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Joshua Schulze
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Melissa Frank
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Chelsea Lally
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Rights
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https://rightsstatements.org/page/InC/1.0/?language=en
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Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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Language
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English
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Type
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Text; Image; StillImage
