Case Study in Reading

Topics: Reading comprehension, Sixth grade, Response to intervention Pages: 106 (30929 words) Published: March 11, 2013
Case Study #2-Cedric
Grade Seven: Reading Comprehension Reading Case Study #2
Grade Seven: Reading Comprehension
Response To Intervention in the Washington County Public Schools In this case study, we will learn about a fictional classroom, school, district, and curricula. The classroom belongs to Mr. Amante, the school is George Washington Carver Middle School, and the school district is the Washington County Public School (WCPS) system. The WCPS is a fictional suburban school district in an eastern state. WCPS serves about 20,000 students in Grades K through 12. Although the district is suburban, it serves students with a wide range of socioeconomic circumstances.

RTI Design in Washington County Public Schools (WCPS)
WCPS decided to use the well-researched three-tier model of RTI with a standard protocol intervention strategy shown in the figure below.
In the three-tier model, the bottom tier
is called “Tier I.” This is core instruction all students receive. The next tier, called “Tier II” is for students who do not do well in the core curriculum. Finally, for those few students who do not respond to Tier II interventions, there is tertiary intervention, highly specialized instruction conducted in special education. Here is how WCPS designed their standard protocol RTI model. Overview of the Three-Tier RTI Model used at WCPS

Universal screening. The first step in Response To Intervention (RTI) is to determine which students might need special interventions. In WCPS, all students are tested using curriculum-based measurement (CBM), a short, simple test of key grade level skills. The type of
The standard protocol approach is in contrast to an alternative approach called problem solving, in which instructional intervention strategies tend to be more individualized to the needs of each student Reading Case Study #2 3

CBM used varied by grade level. In Grade 7 classrooms, the CBM Maze fluency and comprehension assessment is frequently used in this way. The Maze, which we will describe in more detail below, allows students 3 minutes to circle the correct words to fill in blanks throughout a grade-level passage. Students whose scores fall below specific cutoff points are considered “at risk,” and their progress is monitored using different equivalent forms of the same CBM measure for the next 6 to 8 weeks.

Tier I. All students participate in the core program, a research-based general education curriculum. During this time, the at-risk students participate in preventative programs and their progress is monitored weekly.

Tier II. After 6-8 weeks in the general education preventative program, the progress of at-risk students is examined. If students have not made adequate progress, they are placed in a secondary intervention program. This instruction takes place outside of core instructional time (e.g., not during primary math or reading time) and it is the responsibility of general educators. Tier II interventions occurs for approximately 8 weeks. The progress of students in secondary intervention programs is tracked using CBM measures. At the end of an 8 week cycle, the CBM data are examined. Students who make adequate progress return to Tier I, the core curriculum instruction. Those who do not may participate in a second round of secondary prevention or they may be referred for placement in tertiary intervention (in this model, special education).

Tier III. At this point, students may undergo a more formal psychometric evaluation to determine the scope and extent of their deficits. Once the deficits are understood, students receive more intensive one-on-one instruction. If a student continues to make inadequate progress, the student receives a more comprehensive and formal evaluation to pinpoint specific strengths and weaknesses.

Details of the WCPS RTI Model

Tier I. A critical aspect of...
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