Case Study in Reading
Case Study #2-Cedric
Grade Seven: Reading Comprehension Reading Case Study #2
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. 1 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 1 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 Seven: Reading Comprehension Reading Case Study #2
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. 1 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 1 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
References: Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press De Beaugrande, R., & Dressler, W. U. (1981). Introduction to text linguistics. London: Longman. Díaz-Barriga, F Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. California: Alemany Press Monereo, C. (2002). Estrategias de aprendizaje. Madrid: Machado Libros. Nuttall, C O’Malley, J. M., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury. Solé, I. (2005). Estrategias de lectura. Barcelona: GRAÓ. Wilhelm, J. (2001). Improving comprehension with think-aloud strategies. New York: Scholastic. Universidad Nacional de Colombia - Facultad de Ciencias Humanas – Bogotá www.revistamatices.unal.edu.co This instrument was designed based on the ideas of the following authors: Díaz-Barriga (2002), Gunning (2000), Monereo (2000) and Solé (2005)