TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 1

RTI Progress Monitoring Case Study

Trisha Katsuno

SPED 637
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 2

Case Study #1
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 3

Questions 2 & 3
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 4

Case Study #2
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 5

Question 2
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 6

Question 3

Samaria was able to make progress and met, or even exceeded, her short-term goal of

reading 65 words correct per minute (wcpm) in 22 weeks. At first, Samaria’s score on the

universal screening showed that she was below benchmark and was having difficulty in reading.

I monitored and graphed her progress for ten weeks and noticed she was not making the progress

needed to reach her reading goal, with the general instruction in the classroom.

Therefore, we needed to implement a reading intervention to provide additional support

to help Samaria reach her goal and essentially improving her reading. Keep in mind that the end-

of-the-year goal for third grade is 100 wcpm, but her short-range goal is 65 wcpm. After the

intervention began Samaria made progress and around week 18 we noticed an increase in wcpm

and she was able to maintain a steady increase. Since the intervention is working, we will adjust

and increase her reading goal, continue with the current instructional strategy, monitor her

progress and graph weekly.

It is important to discuss these two points with parents to show that Samaria is reading

below grade level, as compared to her peers. It also provides a point of reference from where she

started to her present reading level. The second point shows that a reading intervention strategy

was implemented to help Samaria improve her reading skills, which it did. The graph is an

objective view of Samaria’s ability without teacher bias.

TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 7

Case Study #3
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 8

Questions 1-3
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 9

Question 4

Alejandro is not meeting the established goal. There is a 9-point (word) difference

between his last (and highest) score and his goal. Using the Four Point Rule, the last four data

points are well below the goal line. The general education instruction is not working and an

instructional intervention should begin for him.

Question 5

The first point that Ms. Willaby should discuss is that after initial assessment, using a

universal screening, it showed that Alejandro is having difficulty in reading and is reading below

the grade level benchmark. His short-range reading goal was to read 37 words correct per

minute (wcpm), using one-minute passages. Over the last seven weeks, Alejandro’s progress

was monitored and graphed, and unfortunately, he consistently read below his reading goal.

Based on the data, we have concluded that Alejandro needs a different instructional strategy

beyond the general education instruction (RTI tier 2). The second point is that Alejandro is

reading below benchmark compared to other students in the class. To prevent him from falling

further behind, an intervention strategy (i.e. EBP) needs to be implemented for him. The last

point is that the second grade end-of-the-year performance goal is to read 75 wcpm. Once

interventions are implemented we will continue to monitor and graph his progress. If goals are

met then he will continue to receive the RTI tier 2 interventions and if not, we will determine if

another intervention strategy is to be used in order for Alejandro to reach his short and long-term

goals.

It is important to share this information with Alejandro’s parents because they need to

know and see that he is reading below grade level benchmarks. He has not made adequate

progress towards his short-term reading goals under the general education instruction. He also is
TRISHA KATSUNO- RTI PROGRESS MONITORING CASE STUDY 10

performing below the other students in his class and/or grade and therefore needs RTI tier 2

reading intervention. Sharing the long-range, end-of-the-year reading performance goal is

important to show where he should be reading by the end of second grade.