Individual Student Examples
The following summary is intended to provide a brief snapshot into the interventions and decision-making involved in the cases of three students.
Student One
Simone is currently in second grade and has attended Cornell since kindergarten. Simone's case is an example of a student who received Level II interventions. Simone's progress was monitored monthly. The charts in Figure 9 indicate Simone's performance on DIBELS benchmark assessments. (Additionally, classroom assessments and teacher input were utilized to determine intervention need.) The interventions provided are also described. Simone is currently not receiving intervention. Although her progress continues to be monitored, the team determined that she is making sufficient progress in core instruction with no additional intervention.
Figure 9: Simone's Educational Performance Data Across Grades
Student Two
Paul is currently in third grade and has attended Cornell since kindergarten. Paul is an example of a student who received both Level II and Level III interventions, but was not considered for special education. The charts in Figure 10 indicate Paul's performance on DIBELS benchmark assessments. Classroom assessments, teacher input, and results from Curriculum-Based Evaluation were also used to determine that intensive interventions were needed. The interventions provided are described. Paul is currently receiving no additional intervention, but the team continues to monitor his ongoing progress.
Figure 10: Paul's Performance Data Across Grades
Student Three
Brad is currently a third grade student at Cornell. Brad has been provided interventions beginning in September 2002, at the beginning of his second grade year. Brad's case is an example of a student whose case went to Level IV and he was entitled to special education services. DIBELS Benchmark assessments, classroom assessments, teacher input, and results from Curriculum-Based Evaluation were used to determine that intensive interventions were needed. His individual intervention plan is included in Figure 11. Brad's performance was monitored weekly.
Figure 11: Intervention Plan for Brad
An evaluation was completed and Brad determined to be an entitled individual in February of 2003. An Individual Education Plan was developed. He is currently receiving specialized instruction in the area of reading and writing. His reading goal is to read 90 words correctly per minute in third grade material by February 26, 2004. He is monitored weekly and provided with instruction for 45 minutes daily in reading (in addition to core classroom instruction) in a small group setting using Reading Mastery with reteaching and fluency building activities. His IEP indicates he needs immediate teacher feedback, prompting, reteaching of skills, and opportunities for practice in the general classroom. Additionally, he receives specialized instruction in written expression 30 minutes per day. Brad's student report on oral reading fluency from the DIBELS website is included in Figure 12.
Figure 12: Brad's Performance Data Across Grades
Previous Page | Next Page
(School Profile) | (Implementation & Supports)
