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Progress Monitoring Case Studies: Jane's Reading Intervention Journey

Follow Jane, a 3rd grader struggling with reading, as we set goals, plan interventions, and review progress. Learn the difference between interventions and accommodations, and explore sample accommodations for students facing challenges. Join Olivia's case study to understand the next steps after progress.

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Progress Monitoring Case Studies: Jane's Reading Intervention Journey

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  1. Progress Monitoring Case Studies Aug 18, 2010

  2. Student: Jane Grade:3 Meeting Date September Aims RCBM= 40wpm 10 errors Aims MAZE= 12 Aims MCAP= 6 Absent= 0 days Works hard, parents very supportive Teacher Concerns: Has difficulty with reading grade level materials with fluency and accuracy. What should we do?

  3. Jane • What should Jane’s goal be? • What should her intervention be? • When is the review date?

  4. Goal • In (#) weeks (Student name) will read (#) Words Correctly in 1 minute from randomly selected Grade (#) passages.

  5. Intervention Ideas? • 1. • 2. • 3.

  6. What should the review meeting contain?

  7. Review of Old IATs • Example 1= 3rd grade • Example 2= kindergarten • Example 3 = 1st grade

  8. Interventions vs. Accommodations • Thursday, October 30, 2008 • Interventions/Accomodations What's the difference? Samples • What’s the difference between an intervention and an accommodation?Delaware Department of Education’s (DOE) definition of an intervention is: • An intervention is focused on specific, targeted performance deficits identified through scientifically researched based screenings and/or diagnostic assessment. • Interventions are provided in addition to the core curriculum with the intent of improving the at risk student’s proficiency in meeting grade level expectations. • Interventions may be selected through a standard treatment protocol approach or a problem solving approach. • Interventions require either the teaching of a researched based strategy or a skill that is focused on increasing the at risk student’s proficiency in the targeted area, either academically or behaviorally. • Success of the intervention is determined by collecting data on it’s effectiveness in improving student performance through progress monitoring.

  9. Interventions vs. Accommodations • Accommodations are frequently referenced with regard to students with disabilities. • Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable access to the general (core) curriculum during instruction and assessments for students with disabilities. • Accommodations are intended to reduce or even eliminate the effects of a student’s disability. Accommodations do not reduce learning expectations. • Accommodations typically refer to testing situations. Students who have IEPs typically have testing accommodations and daily classroom accommodations. Please see a list of sample accommodations below. (Please note: THESE ARE NOT INTERVENTIONS) • Testing Accommodations· Read aloud words, phrases, sentences in questions, or answer choices· Allow oral responses· Use a scribe· Vary the testing format· Allow use of technology· Give extra time for completion· Divide into more than one administration· Shorten length of a long test· Limit answer choices· Allow test to be given in a smaller group· Change time of day or test· Change testing location· Provide monitored test breaks· Follow district/state guidelines for testing allowances

  10. Case Study: Olivia

  11. Olivia • Fall 2009 OAT Reading= 376 Limited • Spring 2010 OAT Reading= 404 Math= 409 Proficient

  12. What’s the next step?

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