Meagan Ackerman

Case Study Final Report: Parts I-III

Special Education 5140
University of Colorado Denver
Part I: Introduction to Case Study
I. Student Introduction & Need Area
Baylor (a pseudonym) is an eighth grade student, he is presently receiving special education
services for a Specific Learning Disability (SLD) in reading comprehension. His self-identified
and teacher observed strengths include number sense and calculation, oral expression, and
listening comprehension. In accordance with his Individualized Education Plan (IEP) his
accommodations include extended time (time and a half), teacher read directions, small group
settings to reduce anxiety, and copies of notes to be provided in advance of class. Baylor has
anxiety issues that were at one time debilitating in the school atmosphere, however through
consistent teacher interaction, counseling, coping skills, and medication he has grown
exceptionally and it currently only presents limited challenges that typically result in him self-
advocating for a break or some time alone in the hall before reengaging in instruction. Through
listening to him read and performing a miscue analysis I determined he frequently misreads
words, for example treacherous as tremendous contributing as one would assume, to a
diminished understanding of the text. This practice was also evident in the review of his work
samples, such as writing snack for snake. Understanding this information will focus my
intervention efforts on reading comprehension, specifically decoding strategies and the
identification of the main idea and utilizing the text to provide supporting details. Given that
Baylor learns when visual and auditory information are dually applied, a graphic organizer and
written decoding support, in addition to discussion will best complement his learning style.
II. Learning Context and Current Instruction
The student understands that he has a disability and is on an IEP and what the IEP is meant to
do for him. He shared that his IEP helps him in classes by telling his teachers what he needs in
his classes. Presently, he participates in an Academic Focus class daily during 2 nd period. The
purpose of this class is to front load information, vocabulary, content, and strategies prior to
the classroom exposure. The remainder of his services are push in as the school has undergone
changes to the special education delivery model. Previously the special education staff would
pull students out for small group and provide targeted instruction related to their goals,
however this year they began full push in and special education teachers co-teach alongside
content teachers in math, science, language arts, and social studies. This model of co-teaching
provides support for all students, not just those entitled to special education services. Aside
from the Academic Focus class, Baylor fully participates in all general education courses with
the aforementioned accommodations.
III. Language
The student and his family are monolingual English speakers.
IV. Academic Performance
I have come to observe that Baylor tries very hard, is organized, and is an exceptionally
courteous young man as he is always very willing to assist his teachers and fellow classmates.
He maintains his focus and stays on task during his work requiring almost no redirection. At
present Baylor reads at the fourth grade level and struggles with identifying the main idea and
utilizing text-based evidence to support the main idea. In science and social studies he is
performing at grade level, it has been determined through interviewing Baylor that he enjoys
these subjects, particularly the hands on learning inherent in science courses. Currently,
though it is the beginning of the semester, he has As and one B in his content classes.
V. Cultural Values/Norms
Baylor has one sister and lives at home with his sibling and mother. Baylors father left the
family when he was young and only recently has his father reached out in an attempt to form a
relationship. This coinciding with the start of a new school year has provided some emotional
challenges for Baylor, he readily discusses this issue with his special education teacher, Ms.
Halsey (a pseudonym) as they have a close relationship. Ms. Halsey shares that Baylors mother
is very involved in his education despite being a single parent and works closely with Ms. Halsey
and other teachers during the IEP process and throughout the year to support her sons
education. It is evident that Baylors mother places a high value on education as evidenced by
her collaboration, participation, and expectation for Baylor to commit to his coursework. This
trait is obvious in Baylor as well, he is always prepared, shows up to class early, completes
assignments in a timely manner, and is respectful of his teachers. Much like Baylors mother is
active in his IEP and special education, he too participates in those meetings and contributes to
the introduction of himself and his interests.
VI. Learning Styles, Preferences, & Interests
He learns best by pairing visual and auditory information, however through observations
teachers tend to favor one medium over the other and rarely employ dual methods. Baylor has
shared that he is thinking about being a second grade teacher when he is older because he
loves little kids and thinks teaching is cool. He has a group of friends he spends his free time
with both in and out of school. Baylor loves scary movies and zombies especially. He also
enjoys playing video games and working on the computer. He prefers, when possible, to
complete his work on the computer particularly in language arts when working on written
assignments.

Part II: Assessment Rationale

I. Diagnostic Assessment GORT IV
 Rationale: In reviewing past data it was clear the student (Baylor) had been making
great strides in reading. Despite the growth his reading ability, particularly reading
comprehension, is still several levels below the expected grade level (eighth grade).
Because I was familiar with the GORT IV assessment after having utilized it for my
assessment review study, I felt confident that I could not only accurately administer the
assessment, but I could count on the validity and reliability of the results. Given the
GORT IV has proven reliability and validity I could rely on the scores to illustrate what I
needed to know about Baylors ability in this context.
II. Informal Assessment Zombie Survival Kits
Rationale: I utilized a teacher developed informal assessment that involved reading an
article on zombie apocalypse survival kits and answering ten comprehension questions
following the reading. This assessment was specifically chosen for Baylor because of his
personal interest in the material, namely zombies. It created an interesting means to
test his comprehension with material that he is genuinely interested in and reducing the
anxiety he sometimes experiences around testing. This article set the foundation for
the authentic assessment.
III. Authentic Assessment Personal Emergency Preparedness
Rationale: Given Baylors affinity for zombies and his observed enjoyment in reading the
article and responding to the information, I created an authentic assessment
surrounding the concept of personal emergency preparedness. We utilized the Zombie
article and read for items to be included in an emergency kit. His goal was to generate a
list of at least five items necessary and appropriate for an emergency kit and provide a
rationale for each. He thoroughly enjoyed this assessment and given his strengths in
creativity he took his time to think through his items and very deliberately and logically
added them to the list.
IV. Work Sample Analysis Written Short Response
Rationale: I selected a sample of Baylors writing in which he wrote a paragraph
identifying the main idea and supporting text-based evidence to back up and contribute
to the main idea. In selecting this particular sample he correctly identified the main idea
but his supporting detail lack text-based support. Instead he relied on personal
connections, which in itself is not a detriment when it comes to writing but it did not
align with the purpose of the assignment. This allowed me to understand his process
and what specifically in a text he believes equates to supporting information, it also
provided me with an understanding of his spelling and vocabulary usage.
V. Observation Reading Instruction
Rationale: I decided to observe Baylor during his reading instruction small group in his
Academic Focus course to determine his level of involvement in an attempt to
understand if the instruction of reading interventions were useful in the given setting.
 Because there are several students in the class and in his small group who tend to catch
more attention from the teacher for behaviors or otherwise, it was important for me to
know if he was actively trying to contribute and respond to questions. I was attempting
to gain more information about how he learns. Does he have to contribute to learn? If
he is quiet is he getting the information and internalizing the concepts? This was
somewhat useful but I do not necessarily subscribe to the philosophy that verbal
interaction is the only way to learn.
VI. Progress Monitoring
Rationale: I utilized the school and district progress monitoring tools to measure
Baylors current phonics, vocabulary, and reading comprehension levels. Not only is this
the standard progress monitoring tool it is also something that Baylor is familiar with
and has had past experience with. He easily understood the directions and was
comfortable with the presentation. He had baseline information from the beginning of
September and I administered a second round in order to better understand his
strengths and areas for improvement.

Part III: Educational Intervention Plan

I. Baylors Goals
a. Background: Baylor makes graphophonic errors when reading aloud and writing
as evidenced by miscue and work sample analysis. Specifically, when reading he
will read a different word that the one printed, he will correctly read the prefix,
and in some cases the suffix but will change the middle of the creating an
entirely new word altogether. For example, he will read pondered as poured,
treacherous as tremendous, and motive as motion. This trend can also be found
in his written work, an example being writing snack for snake. These specific
errors are likely caused by reading too quickly and word guessing. Instead of
stopping to fully decode the word he makes an assumption based upon what he
sees at the beginning and ending of the word. This hypothesis can be supported
by the errors explained above. At present Baylor reads with 80% accuracy, (80
out of 100 words correct) as evidenced by informal running records.
b. Goals
i. Given a 5th grade level SRI text, Baylor will correctly identify the main
idea and three supporting details with 75% accuracy (3 out of 4
components) as measured by the SRI Comprehension Subtest.
ii. Given a 5th grade level SRI text, Baylor will correctly pronounce multi-
syllabic words with 95% accuracy as measured by informal running record
miscue analysis.
II. Intervention Focus
a. Background: It has been determined through multiple means of assessment,
most notably a miscue analysis conducted informally in the classroom and
formally via the GORT IV, that Baylor mispronounces words while reading aloud.
In nearly all cases Baylor will correctly identify and pronounce the beginning and
ending of a word but will supplant the middle creating a whole new word. This
likely leads to a diminished understanding of the text and limits his ability to
comprehend and recall the main idea and supporting details. Given this fact, his
intervention plan will dually be focused on strategies to correctly understand
and pronounce a word while reading aloud and finding the main idea and citing
text-based supporting details. These interventions are developed with evidence
of success and relevance provided in Handbook of Reading Interventions (2011)
authored by Rollanda E. OConnor and Patricia F. Vadasy. These interventions are
deliberately layered and addressed in each lesson as one directly supports the
other; as decoding supports fluency which in turn supports comprehension.
Research by OConnor and Vadasy (2011) infers the concept of breaking words
into syllables and blending them together is best applied when explicitly taught
both in and out of context by switching between grade level and instructional
level texts which has proven to better reinforce decoding skills. The
interventions also build upon the skills Baylor already possesses so as to avoid
focusing on what he already knows and work on what he needs to know.
i. Reading Comprehension
1. Name: Main Idea Graphic Organizer (MIGO) *MIGO Example provided
in Appendix A
2. Intervention Description: Baylor will utilize a graphic organizer to
identify and capture the main idea of both grade and instructional
level texts and cite text-based details that support the main idea.
3. Purpose: A graphic organizer presents material in a visual way
allowing for the reader to organize and internalize information
they have just read. Once explicitly taught it is a strategy that
students can independently apply throughout their educational
careers.
4. Instructional Features: The MIGO provides space for the main idea
and three, text-based supporting details that substantiate the
main idea.
5. Intended Setting: This intervention will be delivered to Baylor
individually during his Academic Focus classroom four days a
week for a period of twenty minutes in conjunction with the
Break and Blend intervention described below.
 6. Organization of Intervention: We will begin by reading through
the text and stopping at words that are unfamiliar or pose a
challenge in pronunciation. Each time Baylor will print the word
on a separate piece of paper and follow the intervention protocol
for decoding (in the following section). Once his first pass is
complete and he has a better understanding of the words within
the text he will read the passage again, this time for
comprehension; upon completion of the second pass he will
record the main idea. Once the main idea has been identified he
will return to the text to find supporting details.
7. Strength-Based Approach: Baylor has shown growth in this area
but fluctuates greatly in his comprehension assessment scores
particularly informally. Because it is known he thrives on
organized and systematic approaches and also visual models, the
MIGO will enable him to visually and spatially organize
information previously abstract in nature.
ii. Decoding
1. Name: Syllable Break and Blend
2. Intervention Description: Break and blend focuses on breaking
words into syllables, pronouncing each chunk, and blending the
sounds together to read the word. Because this strategy is
employed simultaneously with MIGO, the same grade or
instructional level text will be utilized for the entirety of the
lesson. The process will flow as follows using the word motive as
an illustration.
a. How many syllables does this word have? Clap them out
and separate this word into syllables.
b. It has two syllables mo tive
c. Pronounce each chunk mo tive.
d. Blend them together; motive.
3. Purpose: Given Baylors frequent challenge with incorrectly
pronouncing a whole word but correctly reading the initial and
final sounds of the word, Break and Blend is a strategic way to
understand an unfamiliar word in a text affording him the
opportunity to first read for word meaning with the hopes of
lessening the cognitive load of in-text decoding and promoting his
reading comprehension on future passes through the text. It is
the end goal that Baylor will not have to so obviously utilize this
 strategy but it will, in time, be internalized and decoding and
comprehension can occur simultaneously.
4. Instructional Features: Break and Blend is well suited for Baylors
case as he fluctuates between a partial-alphabetic phase
(correctly identifying only the initial and final sounds of a word)
and the automatic phase (able to identify all or most words in
print). Because of his fluctuation between these phases we are
able to leverage his areas of strength in decoding other frequently
read and known multi-syllabic words to support his acquisition of
this strategy to decode unknown words. The feature of this
intervention is the in context application of the Break and Blend
strategy. During initial reading or the first pass of the text, Baylor
will stop each time he encounters a word he is having trouble
pronouncing. He will print the word on a piece of paper next to
him, mark the syllable breaks, pronounce the chunks, and blend
them back together. Before returning to the text, Baylor will read
the whole word two times more. Baylor returns to the beginning
of the sentence containing the word he worked on and continues
reading from there. Once all words have been addressed in his
first pass he will read a second time for comprehension and
employ the MIGO strategy provided above. This and the MIGO
strategy are happening in textual context and employed
simultaneously.
5. Intended Setting: This intervention will be delivered to Baylor
individually during his Academic Focus classroom four days a
week for a period of twenty minutes in conjunction with the
MIGO intervention described above.
6. Organization of Intervention: Break and Blend will begin with
heavy teacher modeling with a gradual release approach ensuring
Baylor has adequate independent practice with teacher oversight
prior to independent implementation on exams, assessments, in
classes, or otherwise.
7. Strength-Based Approach: As previously stated, Baylor has proven
to excel in the identification of initial and final word sounds but
will often alter the middle sound thereby generating a whole new
word other than the one in print. By capitalizing on his knowledge
of beginning and ending sounds Baylor will be able to practice
middle sounds and syllables to correctly read the whole word.
 This process affords a unique visual presentation of words that
can be regenerated while still maintaining focus on the principle.
III. Weekly Learning Objectives and Plans*
*Sample lesson plan can be found in Appendix B
a. Week 1
i. Decoding - LT: I [Baylor] will be able to break long words into separate
syllables and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will use the break and blend strategy to
better understand the point of a text.
b. Week 2
i. Decoding - LT: I will be able to break long words into separate syllables
and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will correctly identify the main idea of a
text with teacher support.
c. Week 3
i. Decoding - LT: I will be able to break long words into separate syllables
and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will correctly identify the main idea and
one supporting detail from a text with little teacher support.
d. Week 4
i. Decoding - LT: I will be able to break long words into separate syllables
and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will correctly identify the main idea and
two supporting details from a text with little teacher support.
e. Week 5
i. Decoding - LT: I will be able to break long words into separate syllables
and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will correctly identify the main idea and
three supporting details from a text without teacher support.
f. Week 6
i. Decoding - LT: I will be able to break multisyllabic words into separate
syllables and blend them together to correctly pronounce the word.
ii. Reading Comprehension - LT: I will correctly identify the main idea and
three supporting details from a text without teacher support.
IV. General Education Setting Interventions
a. Chunk verbal instructions
b. Provide both verbal and written directions
c. Check for understanding
d. Provide notes in advance
 e. Preview content vocabulary (both meaning and pronunciation)
f. Provide graphic organizers (MIGO and others as it fits requirement)
g. Allow for extended time to complete assignments
h. Provide a copy of text that can be written on and highlighted
i. Allow Baylor to highlight information as he reads
j. Arrange and encourage teacher-monitored small group instruction when
possible
V. Intervention Monitoring
a. Reading Comprehension: Baylors progress in reading comprehension will be
measured by the schools informal progress monitoring tool delivered once
weekly.
b. Decoding: Baylors progress in decoding multi-syllabic words and correctly
reading them in context will be monitored by an informal running record miscue
analysis to be delivered once weekly.

Assessment Tool Purpose for Using Assessment Results How Results are
this Assessment Incorporated into the
Tool/Analysis Educational Plan
Standardized Diagnostic The GORT IV offers a Rate = 30 Understanding Baylors reading
Assessment - GORT IV wide array of results Accuracy = 29 comprehension abilities per the
related to students Fluency = 59 assessment are foundational in
reading performance Comprehension = 27 the development of the
affording general Across all disciplines aforementioned interventions.
insight into specific measured by the GORT The miscue analysis conducted
areas such as fluency, IV Baylor is consistently concurrently with the GORT IV
comprehension, rate, performing at or provided essential information
and accuracy. Once slightly above the fifth leading to more developed and
feedback from the grade reading level. precise intervention design and
assessment is available, implementation.
educators can drill
down into subtests to
seek patterns and result
interpretations.
Curriculum Based Continuing with school Baseline = 5th grade These tools (in addition to work
Measure/Progress progress monitoring October = 4th grade sample analysis) elucidated the
Monitoring Schools tools provides for some November = 4th grade* commission of Baylors
Informal PM Tool consistency across data *(comprehension 3rd graphophonic errors,
and interpretation. grade) hypothesized to be contributing
Informal Assessment - The administration of Baylor read 100 wpm to his challenges in the area of
Zombie Survival Kits an informal assessment (fourth grade level) and reading comprehension. I was
presented the unique correctly answered six able to view his abilities from
 opportunity to honor of ten comprehension different vantage points,
Baylors interests and questions. meaning I was able to witness
building flexibility to how the alteration of
create an atmosphere environment and topic affected
of mystery and intrigue his engagement and
surrounding the topic performance.
of zombie apocalypse.
Observation - Academic Observations are Baylor thrives in small Classroom observations have
Focus Classroom another component to and individual provided a foundational
Observation understanding the instructional groupings. understanding of Baylors
whole student. Viewing He is very respectful of learning style, how he interacts
the student from his teachers but also with his teachers and peers, and
multiple points of loves to joke around in which instructional situations
perspective contributes and laugh with them. he flourishes.
to the awareness of He is quiet around his
student abilities, peers at points but is
interests, strengths, also respectful and
and needs which can be engages with them
leveraged in building appropriately.
interventions.
Interview - SPED Reading It was important to Interviewing Baylors I have attempted to mirror Ms.
Interventionist interview Baylors SPED Academic Focus Halseys approach to Baylor in
teacher about his teacher provided my interactions. He is very
history and current insight into Baylors witty and enjoys healthy banter
ability levels to academic past and his with Ms. Halsey, it appears to
determine areas of growth in the last year. put him at ease. In mirroring
challenge and to garner She was able to this I am attempting to
more informal leverage her demonstrate that I am safe, I
information such as relationship with me can be trusted, and I value him
student attitude, home and him separately to as a person and as a learner just
life, and prior initially help spark an as his more established teacher
instructional successes easygoing climate does.
and breakdowns. between Baylor and
myself leaving us a
foundation on which to
form an academic
relationship of our
own.
Authentic Assessment - The administration of Baylor exceeded the In celebrating this success I
Emergency Preparedness this assessment allowed expectation of five have instituted a climate of
me to understand his correct answers and celebration when certain goals
critical thinking skills supplied seven. All and milestones are met. He
and how his interest in seven were logical, was proud of his ideas on this
a text can affect his appropriate, and assessment and recognizing
level of engagement. related to the reading. those feelings in him allows me
to put his work into perspective
in terms of what I know he is
capable of accomplishing.
Culture and Language Baylor is the only man In addition to the Baylor speaks English only, as
in his house having material interest in the such all assessments and
been left by his father authentic assessment I instruction will be provided in
when he was seven. As wonder if his self- English. Additionally, reading
a result Baylor feels a imposed role of passages and the purpose
level of duty and caretaker has anything behind the passages will build
resulting anxiety over to do with his success off necessary life knowledge
caring for his mother around emergency and have a real world
and younger sister. He preparedness and how application, much like the
does not have other he values his role as the Zombie Apocalypse assessment.
male role models in his family caretaker, The success of this assessment
life and I assume despite his mother was a result of building from his
through some being very involved and interests and the aspect of real
discussion (given the caring in his life. world application; future
very sensitive nature of assessments will follow this
this topic I am hesitant pattern.
to discuss much with
him) he learns the
duties of a man from
media, observation,
movies, books, and the
family of friends.
Students Interests and Whenever appropriate N/A Baylor is showing growth in
Expertise assessments were many areas of his reading,
designed around interventions have been
Baylors interests and designed and are in place with
areas of expertise. the purpose of leveraging his
strengths to support his areas
of challenge.
Resources
OConnor, R.E. & Vadasy, P.F. (2011). Handbook of reading interventions. New York: The
Guilfod Press.
Appendix A: Main Idea Graphic Organizer
Appendix B: Sample Lesson Plan (Completed)
Decoding Practice and Reading Comprehension Week One
Decoding - LT: I [Baylor] will be able to break long words into separate syllables and
blend them together to correctly pronounce the word.
Reading Comprehension - LT: I will use the break and blend strategy to better
understand the point of a text with teacher support.

I. Time Required: 20 minutes

II. Pre-Lesson Requirements
a. Instructional level text: The Deputy
b. Paper and pencil
c. Comprehension questions
III. Lesson
a. Present a list of words Baylor mispronounced on his previous reading of the text
The Deputy.
b. Explain the strategy we will be using today, chunking words into syllables and
blending them back together to pronounce them correctly.
c. Define a syllable, practice counting syllables by clapping them out.
d. Work through the first six on the list of words with the gradual release model.
Teacher starts by clapping out the syllables in a word and writing the number
next to the word. Next, draw a line between the syllables indicating where the
break is in the word. Take each chunk and independently pronounce it then
blend them together to pronounce the whole word.
e. Baylor and the teacher will work through this process together on the next word.
f. Baylor will attempt the remaining words on the list independently with minimal
teacher support.
g. Once Baylor has successfully employed the strategy, return to the text. Baylor
will read the text aloud and stop each time he encounters a word he does not
understand. At that point he will list the word on a piece of paper, clap out the
syllables and record the number, chunk the word into syllables, pronounce them
independently, and finally blend the word together to gain meaning and future
recognition.
h. The teacher will support as necessary but Baylor should work independently as
much as possible.
i. After Baylor has read through the passage and addressed difficult words using
the decoding strategy, he will read it again this time for comprehension.
j. After reading it a second time, Baylor will identify and discuss the main idea and
be asked five comprehension questions regarding the text.
Appendix C: Baylors Work (Samples from lessons)
Appendix D: Intervention Plan Documentation Sheet

Instruction Intervention Plan Documentation

Sheet
Student: Baylor Teacher: Ackerman

Grade: 8 Intervention Start Date: 11 November 2016

Referring Concern
It has been determined through multiple means of assessment, most notably a miscue analysis conducted
informally in the classroom and formally via the GORT IV, that Baylor mispronounces words while reading aloud.
In nearly all cases Baylor will correctly identify and pronounce the beginning and ending of a word but will supplant
the middle creating a whole new word. This likely leads to a diminished understanding of the text and limits his
ability to comprehend and recall the main idea and supporting details. Given this fact, his intervention plan will
dually be focused on strategies to correctly understand and pronounce a word while reading aloud and finding the
main idea and citing text-based supporting details.
Baseline data that supports the existence of the problem

This year Baylor was administered multiple reading assessments including the GORT IV (Gray Oral Reading Test) providing
diagnostic information regarding rate, fluency, accuracy, and comprehension. Baylor scored at or slightly above the fifth grade
level in all areas. In review of Baylor's written works he is steadily fluctuating between two and three points on a four point
rubric indicating approaching or meeting eighth grade writing standards. Progress monitoring delivered indicated he shifts
between a fourth and sixth grade reading level in the areas of phonics, spelling, comprehension, and vocabulary. Thus far,
comprehension has been a point of challenge for him as he scores at the fourth and third grade comprehension levels. Baylor
frequently misreads words (approximately 20 words of every 100) while reading aloud according to a miscue analysis
conducted concurrently with the GORT IV. He will correctly read the beginning and frequently the ending sounds of a word but
will alter the middle portion changing the word altogether (e.g. treacherous as tremendous).
Baseline taken in the beginning of September showed Baylor was at the sixth grade reading level. On his subsequent progress
monitoring he improved in the areas of phonics, vocabulary, and spelling but a sharp decrease of eight points in reading
comprehension yielded results indicating a fourth grade reading level score. November showed an increase in phonics and
vocabulary stayed consistent at 87%. His comprehension score dropped significantly this month, Ms. Halsey believes it was
burnout as he had tests in another class that morning and showed signs of fatigue at the onset on the assessment. As a result
November progress monitoring specifically for reading comprehension dropped to the third grade level.
Intervention Goal(s)
Reading Comprehension: Given a 5th grade level SRI text, Baylor will correctly identify the main idea and three supporting
details with 75% accuracy (3 out of 4 components) as measured by the SRI Comprehension Subtest.
Decoding: Given a 5th grade level SRI text, Baylor will correctly pronounce multi-syllabic words with 95% accuracy as measured
by informal running record miscue analysis.

Intervention Objectives Intervention Activities Progress Measurement

Please reference individual lesson
plans. For each lesson there is an
objective for reading comprehension
and decoding in support of Baylor's
goals for each.
Reading Comprehension - Main
Idea Graphic Organizer (MIGO)
Intervention Description: Baylor
will utilize a graphic organizer to
identify and capture the main idea
of both grade and instructional
level texts and cite text-based
details that support the main idea.
Decoding - Break and Blend
Intervention Description: Break and
blend focuses on breaking words
Reading Comprehension:
Baseline and subsequent
progress monitoring data has
been provided above. At the
completion of the intervention
Baylor was progress monitored
indicating significant growth
from baseline. Baseline reading
comprehension data yielded 80%
accuracy with subsequent
monitorings yielding a drop to
 into syllables, pronouncing each
chunk, and blending the sounds
together to read the word.
Because this strategy is employed
simultaneously with MIGO, the
same grade or instructional level
text will be utilized for the entirety
of the lesson.
52% and 32% respectively. Post
intervention monitoring was built
into each of the lessons and
yielded significant gains in
reading comprehension. Scores
started at 80% accuracy,
eventually leading to 100%
accuracy during the final two
lessons.
Decoding: In all lessons Baylor
underwent an informal miscue
analysis. Baseline indicated he
correctly pronounced 80% of
words read (80 of 100 words).
Subsequent analyses showed
significant growth; Baylor now
fluctuates between 95-98%
accuracy.

Intervention Delivery
Length of Contacts: 20-30 mins Number of Students in
Number of Contacts: 5
each Intervention Group: 1
Intervals Between Sessions: Delivered two-four consecutive days a week (Wed. /Thurs.)
Required Resources & Materials:
- Instructional level text
- Pencil and paper

How will the intervention be monitored?

The intervention was developed from the ground up with Baylor in mind; all aspects of these interventions are
tailored to Baylor's strengths and areas of challenge.

Frequency of Progress Monitoring: Progress monitoring occurs weekly.

Intervention Evaluation
Based upon previously mentioned and thoroughly discussed progress monitoring and individual
lesson successes it can be determined that these interventions have been successful for Baylor.
In fact, they support the movement from the utilization of fifth grade level texts into sixth level
texts. It is my recommendation in conjunction with that of Baylor's SPED teacher that this
movement be made and the implementation of the interventions continue.