Information about the school where this scenario is taking place:
Applewood Elementary is a K-8 school located in an Urban district in the state of Minnesota. In the last 2 years they have
implemented an RtI process in order to ensure that all students make progress toward proficiency in Reading, Math,
Writing and Behavior. As part of that RtI process, the school participates in Universal Screening, Benchmark Testing,
Data review meetings and Parent informational sessions. The student selected for this case study is a second-grade
student who was identified in 1st grade with attendance and reading difficulties.
Information about the student who is the focus for this scenario:
John is an 8-year-old second grade student at Applewood Elementary. He is personable and likes to be the teacher’s
helper. He is motivated to work hard but is easily distracted and needs assistance to re-engage once he is off task. His
attendance was in the at – risk range in the previous year when he was a 1st grade student. Any student below the 90%
for attendance receives a Tier 2 intervention at Applewood Elementary. John received a Tier 2 intervention for
Attendance in 1st grade which was successful. He was exited from that intervention and is on a “watch – list” this year
to ensure he continues to meet the attendance requirements of Applewood Elementary. He also struggled with Reading
fluency and comprehension and was provided a Tier 2 intervention but this was unsuccessful which team members felt
was related to his poor attendance. John’s 1st grade teacher met with his current teacher in the beginning of the year to
share information about John’s attendance and reading progress from the previous year.
How is a student who might need an intervention identified?
John was assessed in the areas of Literacy and Numeracy in the fall of 2012. He was also tested using the Measure of
Academic Progress (MAP). Results of those assessments indicated that he was not meeting the standard in Oral Reading
Fluency and struggled with comprehension of what he read. MAP scores were below the proficiency level < 168. John
appeared to be proficient in Numeracy or Math operations according to MAP scores, quarter assessments and
classroom formative assessments.
John was reading approximately 25 WRC and at a level E, which would indicate that, he was at risk for failing to attain
grade-level proficiency. Both F&P and CBM provide benchmark goals for fall, winter and spring. Using those fall
benchmark scores for second grade, John would need to read about 44 WRC to be on his way to meeting the end-ofyear level of 85 WRC. He would also have to be at a level J in order to be at a level M by the end of the second grade.
John’s grade level team met after benchmarking assessments and decided that John was a good candidate for a Tier 2
intervention in Reading.
What additional data is gathered to more completely understand student’s needs?
Following the initial benchmark assessments John’s teacher completed a diagnostic assessment in Reading to further
identify current reading level, word recognition, fluency, comprehension and vocabulary skills.
What does the data tell you about the student?
Ms Reeder identified that John was not using context when he read and that he rarely self-corrected his errors. In
addition, unfamiliar vocabulary words appeared to slow down his fluency. Ms Reeder knew that weekly gains of 1.5 –
2.0 WRC were feasible if the reading instruction was rich enough (Fuchs, Fuchs, Hamlett, Walz & Germann, 1993). This
rate of growth should be attainable during the 13 weeks available for intervention and would result in John reading
about 75 WRC not at grade level proficiency but would move him out of the at-risk range.
When was the ILP recorded in CFS?
Yes the teacher recorded this information in the ILP and the team entered the data when it became apparent that the
student needed an intervention. This information was shared with the parent at Parent – Teacher conferences.
What is the recorded in the students ILP?
What are the student’s strengths?
John is an 8-year-old second grade student at Applewood Elementary. He is personable and likes to be the teacher’s
helper. He is motivated to work hard but is easily distracted and needs assistance to re-engage once he is off task. He
struggles with reading fluency, comprehension and word recognition. The teacher has identified small group instruction,
pre-teaching of material and close proximity to her as three strategies that help John be successful.
What are the student’s academic goals?
Increase Reading Fluency and Improve Comprehension so that John will improve ability to read meaningful, rich
literature and expository texts.
Specify school & home actions to support goals
Weekly progress monitoring gains will be sent home
Independent readings will be sent home.
Specify work or home goals
John will read books sent home with a parent or older sibling.
He will also share his progress monitoring sheets with his parent explaining them to the parent.
State health results of health screening
No health concerns at this time
What steps are taken to plan the intervention?
Planning Team: Data Coach, Literacy Specialist, Classroom Teacher, & Interventionist if different from Classroom
During Professional Learning Community Meetings and/or Grade level team meetings.
Following the formalized plan the classroom teacher is responsible for recording the intervention plan into Classroom
for Success

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