RTI Case Study: Laney

Laney is a second-grade student at Rosa Parks Elementary.

Every day, Laney receives 45 minutes of intensive, individualized reading instruction in Tier 2 in addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms. Jacobs administers a brief reading assessment and determines that Laney has difficulty with decoding. Using this information, Ms. Jacobs begins working with Laney on letter-sound correspondence and sight words. After six weeks of collecting progress monitoring data (six data points) from Laney, Ms. Jacobs evaluates these data using a method known as the four-point rule. She examines the relationship between the four most recent data points on Laney’s graph and goal line. She uses these data to determine whether Laney is not making adequate progress.

This graph shows Laney’s data point graph and goal line graph. The x-axis is labeled “1 through 6” in one-point intervals. The y-axis is labeled “15 through 40” in five-point intervals. Laney’s data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23. Laney’s goal line stretches from 20 at week 1 to 28 at week 6. Laney’s first three data points are around the goal line, but her last three data points fall below the goal line.

Ms. Jacobs also takes data during the silent sustained reading period in class. Silent sustained reading occurs daily after lunch. Students are asked to read quietly for 15 minutes. Each student is provided a book at their reading level and/or allowed to choose from a selection of books at the same reading level. During the 6-week period, Laney required assistance to read unknown words approximately 11 times for each 15-minute block. She was also prompted to stay on task approximately 9 times per each 15-minute block. Timed interval data indicated that she was not reading silently 40% of the time when data was collected via teacher observation.

Laney’s teachers report that she gets along well with her classmates. She enjoys completing hands-on projects in science class. She also demonstrates relative strengths in filling out her graphic organizers in social studies class. Laney is able to communicate her needs and explain ideas in small/large group instruction. She can listen to a story/information being read and then answer oral comprehension questions. Laney does exhibit difficulties in retaining information gained during silent reading. She often asks to go to the restroom during these times. It has been noted that she also “feels sick” and requests to go to the school nurse during English language arts instruction. Her lack of reading progress affects success in all academic areas.

Laney’s parents indicate that there are no hearing and vision impairments via her medical history. They are concerned about her continuing struggles with reading. Laney is well-liked by her peers and has many friends that she often plays with on the weekends. She enjoys listening and dancing to music. She also likes to play with her dog and cat. She has always lived with her parents and spends time with extended family during the holidays.

Based on the information provided, begin the process of drafting a 250-500-word summary of Laney’s current educational performance that could later be incorporated into the Present Level of Academic Achievement and Functional Performance section of an IEP.

Case study adapted from: The IRIS Center for Training Enhancements. (2008). RTI (part 5): A closer look at tier 3. Retrieved from http://iris.peabody.vanderbilt.edu/module/rti05-tier3/#content. All rights reserved.

RTI

Case Study: Laney

Laney is a

second

–

grade

student at Rosa Parks Elementary.

Every day, Laney receives 45 minutes of intensive, individualized

reading

instruction in Tier 2 in

addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms.

Jacobs administers a brief reading assessment and determines that Laney has difficulty with

decoding. Using this information, Ms. Ja

cobs begins working with Laney on letter

–

sound

corresponde

nce and sight words. After six

weeks of collecting progress monito

ring data (six data

points

) from Laney, Ms. Jacobs evaluates these data using a method known as the four

–

point

rule. She examines th

e relationship between the four most recent data points on Laney’s graph

and goal line. She uses these data to determine whether Laney is not making adequate progress.

This graph shows Laney’s data point graph and goal line graph. The x

–

axis is labeled “

1 through

6” in one

–

point intervals. The y

–

axis is labeled “15 through 40” in five

–

point intervals. Laney’s

data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23.

Laney’s goal line stretches f

rom 20 at week 1 to 28 at

week

6

. Laney’s first three data points are

around the goal line, but her last three data points fall below the goal line.

Ms. Jacobs also takes data during the sil

ent sustained reading period

in class. Silent sustained

reading occurs daily after lunch. St

udents are asked to read quietly for 15 minutes.

Each student

RTI Case Study: Laney

Laney is a second-grade student at Rosa Parks Elementary.

Every day, Laney receives 45 minutes of intensive, individualized reading instruction in Tier 2 in

addition to 90 minutes of instruction in Tier 1. When Laney first begins Tier 2 intervention, Ms.

Jacobs administers a brief reading assessment and determines that Laney has difficulty with

decoding. Using this information, Ms. Jacobs begins working with Laney on letter-sound

correspondence and sight words. After six weeks of collecting progress monitoring data (six data

points) from Laney, Ms. Jacobs evaluates these data using a method known as the four-point

rule. She examines the relationship between the four most recent data points on Laney’s graph

and goal line. She uses these data to determine whether Laney is not making adequate progress.

This graph shows Laney’s data point graph and goal line graph. The x-axis is labeled “1 through

6” in one-point intervals. The y-axis is labeled “15 through 40” in five-point intervals. Laney’s

data points are in red and are as follows for weeks 1 through 6: 20, 22, 23, 23, 21, and 23.

Laney’s goal line stretches from 20 at week 1 to 28 at week 6. Laney’s first three data points are

around the goal line, but her last three data points fall below the goal line.

Ms. Jacobs also takes data during the silent sustained reading period in class. Silent sustained

reading occurs daily after lunch. Students are asked to read quietly for 15 minutes. Each student