Please follow the instruction provided and use the template
College of Education and Behavioral Science
Department of Educational Leadership, Curriculum, and Special Education
Case Study: Response to Intervention
Overview
In this course, you learn about the various aspects of reading and literacy related to exceptional
children, including formal and informal assessments of students. For this assignment, the Case
Study provides how reading assessments and teaching strategies can be used in the classroom
to identify at-risk students by pinpointing the skills the student struggles with and determining
the appropriate intervention to get students back on track. Please make sure to read the
directions carefully. To complete the assignment, use the provided Template document and
submit your work to Canvas and LiveText by the due date.
Learning Outcomes
Know and demonstrate professional roles and responsibilities relevant to ethical and
legislative requirements as related to the Council of Exceptional Children (CEC) Code of
Ethics, professional certification standards, and confidentiality.
Gather, interpret, and communicate background and assessment information from a variety of
sources to make educational decisions and design individualized instruction.
Design developmentally appropriate lessons to include research-based and differentiated
instruction and technology.
Understand and adhere to legal and ethical guidelines for assessing, identifying, and
monitoring diverse learners with exceptionalities.
Understand and apply research-based strategies to teach or assess pre-literacy skills appropriate
to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess early literacy skills
appropriate to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess advanced literacy skills
appropriate to the needs of learners with exceptionalities.
Identify, compare, and categorize traits and characteristics of learners with
exceptionalities.
Select, analyze, and justify, use of formal and informal assessments based on models,
theories, and philosophies to effectively convey results.
Directions
As Lucy’s teacher, use the screening and diagnostic data to complete a Tier I Intervention Plan
for group instruction. What phonemic awareness and short vowel instruction/lessons will you
plan, with assessments, to teach to Lucy? Using the available 5.2 Module Task Template, make a
plan and reflect.
Case Study: Response to Intervention
Introduction:
The following case study provides an example of how reading assessments and teaching
strategies can be used in the classroom to identify at-risk students by pinpointing the skills the
student struggles with and determining the appropriate intervention to get students back on
track.
Assessments:
Meet Lucy, your second-grade student. As a part of the beginning-of-year screening process you,
the teacher, administer a brief screening assessment that yields this data about Lucy’s reading:
Nonsense Word Fluency:
● Correct Letter Sounds (phonics): Below Benchmark
● Whole Words Read (decoding): Well Below Benchmark
Oral Reading Fluency:
● Accuracy (passage reading accuracy): Below Benchmark
● Words Correct (passage reading fluency): Well Below Benchmark
Background:
As the teacher, you recognize that Lucy is struggling with reading and is not on track to
meet future reading goals. Lucy has difficulty reading the Oral Reading Fluency passage
accurately and smoothly due to her lack of accurate and fluent word reader skills. Based on these
screening data, you administer diagnostic assessments to help her differentiate instruction.
You decide to give Lucy a decoding assessment to understand specific phonics patterns
she has mastered and which patterns she needs instructional strategies. After assessing, you learn
Lucy has not mastered short vowel sounds. You also use a phonemic awareness assessment to
check her blending and segmenting, which reveals skill gaps. You realize that Lucy is having
difficulty with word recognition skills. To check on her oral language skills, you read a story to
Lucy and ask her oral comprehension questions. Lucy, with ease, answers the questions about
what she hears, indicating that her reading difficulties stem from decoding and word
recognition difficulties and not language comprehension difficulties.
With this information, you will build small reading groups. Instead of using reading
levels to group students, you will use reading skills. You will group Lucy with other students
needing phonemic awareness and short vowel instruction.
