1. Student: Description (age, disability, placement, etc.) JN is thirteen years old and in seventh grade.

JNs IEP states the presence of a specific learning disability. JN attends reading, English language arts, and math in a resource classroom, while attending science in the general education classroom.

2. Skill Reading fluency 3. Summary of what is already known JN has strengths of legible handwriting and works well when material is at own level. When given work above current level, JN can show signs of frustration through wadding up work and throwing into the garbage can, slamming classroom materials down on desk/table, walking out of the room without permission while slamming the door, and communicating with staff/peers using negative language. JN also has a tendency to copy behavior demonstrated by peers, such as refusal to work and not following directions. JN did state the preference of working one-on-one with a staff member, not grouped with peers during instructional time. JN responds well to reinforcement, such as computer time, but only when reinforcement is given immediately. When JN earns extra computer time and is asked to wait until the end of class to get on the computer, JN will start to shut down by not responding to teacher directions and refusing to do additional work.

4. Questions What: What are JN interests? Why Relate instructional material to students interests to enlist more engagement. Source: Student JN

Answer: Sports and dogs

What: What current writing intervention is being used? Answer:

Why: To determine what is working and what is not working.

Source: Cooperating Teacher

Corrective Reading (SRA): 3rd hour- decoding, 4th hour- comprehension Cold-Hot Reads

What: What does reading fluency of a typical seventh grader look like? Answer: 10th percentile- 79 WCPM 24th percentile- 102 WCPM 50th percentile- 128 WCPM 75th percentile- 156 WCPM 90th percentile- 180 WCPM

Why: Compare JNs current skill level to a typical seventh grade level, and to set appropriate academic expectations.

Source: Hasbrouck & Tindal chart

5. Data collection What: What fluency rate is JN currently at?

Why: Where to begin instruction and to set appropriate academic goals.

Source: Running Record- conduct a few until results seem stable

Procedures: 1. 1. Select a reading passage at JNs reading level. Explain that he will read out loud as you observing and take notes. 2. With a copy of the text in hand, sit next to the student so that you can see the text and follow along with the student as he reads the text. 3. Present text with a brief introduction and let student do a cold read of one minute.

4. Time the student for one minute and tally number of misread words. 5. If the student struggles with a word, tell him immediately. This is not about decoding. 6. Graph the number of words read correctly on the data sheet. 7. Do not have student reread a passage for additional cold reads assessment, have student continue in the text or choose a different text. Results: 1st assessment- read 49 words with 7 errors 2nd assessment- read 40 words with 6 errors 3rd assessment- read 46 words with 5 errors Text read was at a first grade level

Fluency Graph
Number of Words Read Correctly in 1 Minute 45 40 35 30 25 20 15 10 5 0 10/22/12 10/23/12 Date of Assessment 10/24/12

6. Summary On average, JN reads 39 words correctly on a first grade level. Currently JN reads slowly, word-by-word, and oral reading is choppy. 7. Objective In 1:1 reading fluency instruction, Josh will increase his cold read fluency score to eighty-four words read correctly per minute on independent reading level passages up to five hundred words of fiction and non-fiction material on

three consecutive trials. 8. Rationale By increasing JNs reading fluency, JN will be able to group words more quickly to help gain meaning from what is read. By becoming a more fluent reader, JN can focus attention on the meaning of the text and make connections from the text and background knowledge. Also this skill can allow JNs reading to become faster, smoother, more expressive, and lead to silent reading skills. By increasing reading fluency, reading may become more enjoyable for JN by getting through text of choice faster, and increase understanding.