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.