Case Study: Kathy
Guidance Document
Kathy is currently a second grade student at Oaktree Elementary School. Kathy has been receiving Tier II
intervention since Kindergarten. She was placed in Tier II interventions due to her winter benchmark score in the
area of Letter Sound Fluency. Her progress is documented below. Parent notification letters were sent
consistently through her Kindergarten year.
In the fall of her first grade year, Kathy’s Nonsense Word Fluency fell below the fall benchmark. The RTI2 team
placed her in Tier II intervention to increase her phonics skills. Kathy’s progress during her first grade year is
documented below. Kathy’s parents were once again notified of her intervention and progress.
At the beginning of Kathy’s second grade year her oral reading fluency score fell below the benchmark expectation.
The school psychologist completed a phonics screener in order to determine if continued phonics intervention was
warranted. Kathy was subsequently placed in Tier III interventions. Her parents were notified of her Tier
placement as well as her progress.
Fall Benchmark Scores
Oral Reading Fluency: 10 wpm 3 errors (4th percentile)
Reading Comprehension: 6 correct 10 errors (59th percentile)
PHONOLOGICAL AWARENESS TEST 2 (PAT 2)
Subtests/Composite
Standard Score
Percentile Rank
Consonants
Long and Short Vowels
Consonant Blends
Consonant Digraphs
R-Controlled Vowels
Vowel Digraphs
Dipthongs
Graphemes
VC Words
CVC Words
Consonant Digraphs
Consonant Blends
Vowel Digraphs
R-Controlled Vowels
CVCe Words
Dipthongs
Decoding
Phoneme-Grapheme Total
107
112
87
104
112
113
91
101
103
104
95
82
96
95
91
91
93
95
69
78
19
61
79
80
27
52
57
61
38
11
38
38
27
27
32
38
Qualitative
Description
Average
Above Average
Below Average
Average
Above Average
Above Average
Average
Average
Average
Average
Average
Below Average
Average
Average
Average
Average
Average
Average
In November of the current school year, Kathy’s parents contacted the school and asked for a meeting with the RTI2
team. The RTI2 team met and reviewed Kathy’s current progress. Her parents stated that they had been worried
about Kathy’s reading skills since Kindergarten and were adamant that further assessments be completed. Kathy’s
parents explicitly requested a psychoeducational evaluation to consider a specific learning disability in the area of
reading. Initial consent was signed on November 3rd. The graph below provides progress information through
eligibility.

What was Kathy’s rate of improvement in Kindergarten and 1st grade?
Kindergarten – 0.995 compared to typical ROI of 0.806
First grade – 0.850 compared to typical ROI of 0.806

Were these ROIs aggressive enough to close the gap?
Yes, both her Kindergarten and First grade rate of improvements were stronger than those of her
peers. Looking at their progress monitoring charts both years, Kathy was at or very close to the
benchmark goal

What next steps would you have recommended at the end of Kathy’s 1st grade year?
Continue with intervention immediately in 2nd grade. Get updated information on her phonics skills at
the beginning of 2nd grade in order to determine if she has maintained her phonics skills. Also would
want information on her oral reading fluency score to see if the team could consider moving her to a
fluency group.

Looking at Kathy’s 2nd grade benchmark scores what do you notice?
On oral reading fluency, Kathy has a slow rate, but few errors. This indicates that she is able to decode
the majority of the words she was presented
Although her comprehension score was in the average range she had a high error rate. This indicates
that she was probably guessing.

Based off the results of her PAT-2 and her other data what intervention would you recommend for Kathy?
Intervention in the area of oral reading fluency. Her PAT-2 scores show that she still struggles with
consonant blends both in isolation and in decodable words. Since phonics deficits were not prevalent
across the board, the recommendation would be to focus on constant blends in her daily small groups
and purposeful practice in her core instruction (Tier 1)

What is Kathy’s second grade (current) ROI?
3.059

Complete the gap analysis worksheet. Based on the student’s gap analysis what would you conclude?
Kathy’s current rate of improvement has her on track to be on grade level within approximately 8
weeks. Considering there are 19 weeks left in the school year, Kathy is projected to meet the spring
benchmark on grade level. Her current interventions and services are closing the gap therefore an
increase in intensity or level of services (special education) is not warranted.
Student Name: Kathy
Grade:2nd
Date: 01/06/14
Current Tier: III
Gap Analysis Worksheet
Assessment Used:
Student’s current performance:
Student’s current rate of improvement (ROI):
Current benchmark expectation:
End of year benchmark expectation:
Number of weeks left in the school year:
DIBELS ORF
57
3.059
64
82
19
Step 1: Determine Gap
Is Gap Significant?
____64_________ /
Current benchmark
Expectation
_____57________ =
Current performance
______1.12_______
Current Gap
□ Yes
□ No
If Gap is significant complete Step 2
Step 2: Gap Analysis
____82________
End of year benchmark
___25______
/
Difference
-
_____57________
Current performance
____19________
=
Weeks left in the year
=
_____25_______
Difference
_____1.315________
Is this
reasonable*?
Rate of Improvement Needed
OR
□ Yes □ No
____25_______
Difference
/
____3.059_________
Student’s Current ROI
=
_____8.17________
Number of weeks to meet goal
*A reasonable ROI is one which is no more than twice (2x) the ROI of typical peers
Step 3: Conclusion ___Given Kathy’s current ROI and the number of weeks left within the school year, Kathy will be on grade level
by the end of the year. At this time, her current level and intensity of intervention appear to be closing the gap.
______________________________________
School Psychologist Signature
RTI2 Team Notes
Student Intervention Plan
Student:
Kathy
Teacher:
School:
Oaktree Elementary
Riley
Grade: _____2
Meeting Date: ____08/22/14__________________
□ Follow-Up Meeting/Revised Intervention Plan
X Initial Meeting/Intervention Plan
Specific Area of Concern
□ Phonological Awareness
X Reading Fluency
□ Phonics
□ Math Calculation
□ Reading Comprehension
□ Vocabulary
□ Math Reasoning
□ Attention/Behavior
□ High Achievement
□ Speech/Language
□ Written Expression
Data-Based Decision
□ Tier 1 with ongoing assessment in _______________
□ Tier 2 with required Progress Monitoring in _______________________
X Tier 3 with required Progress Monitoring in Oral Reading Fluency
□ Referral to next level of support with parent/guardian present
□ Continue SPED intervention with Progress Monitoring in _______________
Research Based Intervention to be Used
A Fluency Intervention
B Six Minute Fluency
C
Skill Area*
Oral Reading Fluency
Oral Reading Fluency
Who Does it
Teacher
Literacy Coach
How Often
5 days a week
5 days a week
Time/Days
30 min during intervention block
30 min during science/S.S. block
*Intervention must be linked to skill deficit area
Notes:____Kathy’s teacher reported that her parents approached her at parent/teacher night concerned about her reading. She explained that the team would
be meeting to review her data. She told the team she would communicate the current plan to the parents during conference night, in addition, to the parent
contact letter.
Team members involved in approving this plan with name and relationship to the student
Teacher_______________
Principal_______________
School Psych
_______________
_______________
_______________
______________
Student Intervention Plan
Student:
Kathy
Teacher:
School:
Oaktree Elementary
Riley
Grade: _____2
Meeting Date: ____10/16/14__________________
□ Initial Meeting/Intervention Plan
X Follow-Up Meeting/Revised Intervention Plan
Specific Area of Concern
□ Phonological Awareness
X Reading Fluency
□ Phonics
□ Math Calculation
□ Reading Comprehension
□ Vocabulary
□ Math Reasoning
□ Attention/Behavior
□ High Achievement
□ Speech/Language
□ Written Expression
Data-Based Decision
□ Tier 1 with ongoing assessment in _______________
□ Tier 2 with required Progress Monitoring in _______________________
X Tier 3 with required Progress Monitoring in Oral Reading Fluency
□ Referral to next level of support with parent/guardian present
□ Continue SPED intervention with Progress Monitoring in _______________
Research Based Intervention to be Used
A Fluency Intervention
B Read Naturally
C
Skill Area*
Oral Reading Fluency
Oral Reading Fluency
Who Does it
Teacher
Literacy Coach
How Often
5 days a week
5 days a week
Time/Days
30 min during intervention block
30 min during science/S.S. block
*Intervention must be linked to skill deficit area
Notes:____The data team determined that a change in intervention was warranted. Kathy’s literacy coach will now use Read Naturally as her Tier III
intervention.
Name of Student:
Week
Kathy
Date/Time
Teacher: ____Riley________ Month of:__November/Dec_
* Intervention Used
Skill area
addressed
Observations/Notes
Week 11
Monday
Tuesday
Wednesday
Thursday
Friday
11-3-14
11-4-14
11-5-14
11-6-14
11-7-14
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency
Fluency
Fluency
Fluency
Fluency
Engaged
Worked Hard Today
Student Absent
Student Absent
Student Tardy – only present
8 minutes
Week 12
Monday
Tuesday
Wednesday
11-10-14
11-11-14
11-12-14
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency
Fluency
Fluency
Thursday
Friday
11-13-14
11-14-14
Fluency Intervention
Fluency Intervention
Fluency
Fluency
Seem tired today
Did a great job!
Very quiet – needed
prompting today
Worked hard
Student Tardy – only present
15 minutes
11-17-14
11-18-14
11-19-14
11-20-14
11-21-14
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency Intervention
Fluency
Fluency
Fluency
Fluency
Fluency
Said she was tired
Good effort
Seeing improvement!
Teacher Absent
Teacher Absent
11-24-14
11-25-14
11-26-14
11-27-14
11-28-14
School Closed
School Closed
School Closed
School Closed
School Closed
Monday
Tuesday
12-1-14
12-2-14
Fluency Intervention
Fluency Intervention
Fluency
Fluency
Wednesday
12-3-14
Fluency Intervention
Fluency
Thursday
12-4-14
Fluency Intervention
Fluency
Friday
12-5-14
Fluency Intervention
Fluency
Student Absent
Student Tardy – only present
10 minutes
Excited to participate.
Struggled coming back from
the break
Errors are low in group but
rate hasn’t picked up
Very silly and off-task today
Week 13
Monday
Tuesday
Wednesday
Thursday
Friday
Week 14
Monday
Tuesday
Wednesday
Thursday
Friday
Week 15
Progress Monitoring scores **Please attach progress monitoring graphs before RTI² meetings
Week 11 __47_ Week 12 __52_ Week 13 __48_ Week 14 N/A_ Week 15 __47___

What percentage of intervention did Kathy receive in the month of November?
Of the 15 days available for intervention in November, Kathy was only present for the
entire intervention block on 9 days. Therefore she attended intervention 60%

Use the attached documentation to complete the checkboxes on the SLD assessment
documentation form. What information would you include in the reason for referral
section?
See attached form

What information would you include in the Tier II Intervention narrative section?
See attached form

What information would you include in the Tier III Intervention narrative section?
See attached form

Based on the information you have included in the Assessment Documentation form, what
eligibility determination did you come to? Why?
Not Eligible! Kathy will be on grade level within approximately 8 instructional weeks.
In addition, her intervention was not completed with fidelity.