Not only is data important for planning instruction, but it is also essential for informing intervention and remediation. When considering intervention and remediation for struggling st

TIER 2 INTERVENTION PROFILE

AREA OF CONCERN :

Lilliana is two grade levels behind in reading and writing. Lilliana is disruptive during reading/language arts, talking to her friends and asking to use the restroom or visit the school nurse. She has been receiving tutoring for the past year focusing on letter sounds and blending. Lilliana struggles with rhyming skills and sight word identification. Errors in her writing impede readability.

BACKGROUND:

Mother speaks some English but requests a translator for school meetings. Mother shared through an interpreter that she struggled to learn to read as a child and sees the same struggles in Lilliana. Lilliana has an older brother in sixth grade that has been diagnosed with dyslexia and is currently receiving special education services. Lilliana expresses interest in reading to both her mother and classroom teacher but says that it is too hard. Lilliana has not progressed with her proficiency level in two years. She remains at a level 4. Lilliana confuses vocabulary words, names of objectives, and has difficulty retelling a story.

TEACHER OBSERVATION:

Classroom teacher indicated that Lilliana struggles with learning letters and sounds. They are currently working on blending short vowel and CVC words. Teacher notes that Liliana’s writing is often illegible and confuses b/d, p/q, and vowel sounds. Lilliana writes simple sentences because she struggles to recall vocabulary words and names for objects. She can retell a story when it is read to her. Due to her struggles with decoding, she is not able to retell a story read independently.

DIBELS Oral Reading Fluency (DORF)

Benchmark 1

Beginning/Fall

Benchmark 2

Middle/Winter

Benchmark 3

End/Spring

Date

Aug. 18

Jan. 12

Words Correct

24

(benchmark 70 words)

27

(benchmark 86 words)

Accuracy

82%

(benchmark 95%))

84%

(benchmark 96%)

Retell

not able to assess

(benchmark 20)

not able to assess

(benchmark 26)

DAZE

(Reading Comprehension)

2

(benchmark 8)

3

(benchmark 11)

Phonemic Awareness Skills Assessment

Results

(below 80% is needs intervention)

Needs Support

Skill 1: Onset Fluency: Identifying Initial Sounds in Words

9/10

Skill 2: Identifying Final Sounds in Words

8/10

Skill 3: Identifying Medial Sounds in Words

3/10

·

Skill 4: Blending Phonemes into Words

6/10

·

Skill 5: Segmenting Words into Phonemes

8/10

Skill 6: Rhyme Production

4/10

·

Skill 7: Substituting Phonemes in Words

5/10

·

Skill 8: Adding Phonemes

4/10

·

Skill 9: Deleting Phonemes in Words

2/10

·

CORE Phonics Survey

Alphabet Skills and Letter Sounds

Subtest

Score

Observation / Notes

A. Letter names – uppercase

22/26

Errors: Y, Q, J, G

B. Letter names – lowercase

21/26

Errors: p, q, b, d, g

C. Consonant sounds

16/21

Errors: d, b, q, g, j

D. Long vowel sounds

4/5

Errors: e

Short vowel sounds

2/5

Errors: e, i, u

Reading and Decoding Skills

Subtest

Score

Observation / Notes

E. Short vowels in CVC words

9/15

Errors: sip ( sep), rut ( rot), fit ( fet), set ( sit), dit ( det), pem ( pen)

F. Consonant blends with short vowels

5/15

Errors: quit ( quite), silk ( sick), sank ( sak), lump (l up), held ( hid)

Lillian said she didn’t know how to read any of the nonsense words.

G. Short vowels, digraphs, and

-tch trigraph

0/15

Lilliana pointed to the words and said, “I can’t read words”

H. R-controlled vowels

0/15

“I can’t read words”

I. Long vowel spellings

0/15

“I don’t know this words”

J. Variant vowels

0/15

“These too hard for me”

K. Low frequency vowel and consonant spellings

0/15

“I don’t never see these words before”

L. Multisyllabic words

0/24

“I don’t know”