Reading interventions: Wilson, System 44; Read 180 ELL; Explicit inferential Rdg Comprehension; Direct Instruction - All

Areas; Writing; Basic Reading. For basic reading, start students with Read Live and monitor from there to determine more
specific needs. If decoding needs are seen, there is a decoding component to Read Live that could be used and monitored
to determine the need for a more specific decoding intervention. If specific comprehension strategy instruction is needed,
students could be pulled between Read Live stories to work on a needed strategies. Writing should be a component of all
reading interventions.

Slevin

Lucy

Parental Concerns 12/11~ 1. Phon awareness as exemplified by his

spelling difficulties 2. Word selection 3. Recall of vocab and spelling
4. Rdg Comp
Parental Concerns 12/12 -improve reading comprehension, -summarize,
working memory strat, balance time in/out class, improve selfadvocacy, improve executive functioning, understand relevant
concepts

In Gr 5, SW minutes decreased due to her frustration & anxiety being pulled

from her general education classroom. Very self-conscious regarding how her
peers perceive her and her ability to perform within her general education
classroom. Diagnosed w/dyslexia privately, and receives outside tutoring.
Per D41 eval. understands word structure morphology, but struggles with
automaticity and manipulating sound/letter combinations. Weaknesses in
fluency, decoding non-phonetic words and spelling.

M M

35 9 18 7 12 3

68 56 28 29 66 6

TOSWRF Percentile

Sp 12

Fa 12

Wtr 13

Sp 13

Fa 11 %

Wtr 12 %

Sp 12 %

Fa 12 %

Wtr 13 %

Sp 13 %

ISAT 2010

ISAT 2011

ISAT 2012

Place with
Kristy needs
further
monitoring
N 10 and screening

Notes From IEP, teacher or Data Warehouse

Reading
Intervention

Fa 11

Ralph

Targeted Inferential Reading Comprehension

Direct
Instruction
Targeting All Wilson Just Wilson Reading
Writing
Basic Rdg
Areas of
Words
System
ISAT RDG MAP RDG PERCENTILES
F&P
Wtr 12

Gabric

First Name

Last Name

Targeted Rdg
Comp
strategies &
Writing

Place with
Kristy - Also
needs further
monitoring &
Wilson
Screening

Inferential
reading
comprehensio
n & Writing

Cabrera Ismar Needs are Inferential reading, comprehension, writing.

B
Church

Explicit instruction in rdg inferences and writing about what is being

Anne inferred. Slow processing, inattentive; difficulty w/inferential and
critical thinking.

Lantz Brittany

MohammedShahmir

Explicit instruction in rdg inferences and writing about what is being inferred.
Difficulty w/rdg comp, critical thinking, inferences, and writing about her
thinking. Math, comparing and ordering fractions and multi-step algabraic
equations
Ltd. Rdg. Comprehension on F&P; ADHD
reading skills are more developed than writing skills. Fluency is in the
average range. His reading comprehension as measured by CBM MAZE at
grade level is at the 10%ile. He is able to correctly identify the main idea
75%; details at 63%; and inferential questions at 50%

E 33 5 20 4 16 5

B M B

2 18 30 45 39 W W V

M B M 16 21 7

X W W U

6 20 28 U

B 24 33 24 6 24 16

Inferential Rdg
Comp Inst

Inferential
Rdg Comp Inst

Inferential Rdg
Comprehensio
n

13

Reading
System
Wilson
Reading
System
Wilson
Reading
System

13

Wilson
Reading
System

Unmedicated ADD issues; easily influenced by peers, many referrals in 6th

CamachoLeonardo grade

B M 7

1 49 45 16 V

Had R180 Lit and Wilson this past year. Unmedicated ADHD; No study

Colombo Samuel hall since he becomes frustrated w/school; explorattories keep him invested,
King Stephon

Little

Nick

Move in @ start of 5th; Decoding is in the 1st percentile; significant weakness

in vocabulary; Be aware of who he sits near/next to. Tendency of being
distracted by others.
Unmedicated ADHD Problem is Decoding: Excellent Comprehension; easily
distracted, On task 62% compared to 83% peers; Off task behaviors are
mostly verbal (talking to peers) and motor;
I'm wondering about Spatial Relations, because he Just learned to ride bike
last yr.

B W

Q O O

N M

Parents prefer his study hall w/a math teacher, because he is in the higher

Land

Wilson Just
Words
Wilson Just
Words

P 35

Wilson Just
Words

P M 3

Wilson Just
Words

Jake level math. Has been very beneficial for his self-esteem & he's very active
outside of school.

B 68 70 52 76 64 58 V

M M B 77 60 24 18 16 33 W W U

Difficulties encoding, decoding nonsense words, written language. Has been

Pallikunnel Brian making significant growth.

Rayer Patricia

High speech & SW minutes - reading comprehension, encoding, M M

60 39 41 56 61 45 T

Has pain in her arm causing her an inability to write; this would likely affect

Smith

Lauren her score on TOSWRF. Has gone through WRS Step 3, though 60-67%
scores on multisyllabic closed syllable words (3 syllable)

M M

41 62 41 48 41 40 T

Feeley

John

Halmon Fatima

fell within the low progressing / upper not-meeting range in the category of
Key Ideas & Details, which incorporates citing textual evidence and
reading/comprehending literature. Working on analysis, evaluation and main
ideas/details in reading comprehension. Only uses correct capitalization with
approximately 56% accuracy. Has struggled developing topics with facts and
details within his writing.

M M B 78 69 49 41 24 28

Usually only comprehends surface information and is unable to dig for deeper
meaning. In writing, her thoughts are put onto paper as a stream of
consciousness rather than organizing. Writes with many run on sentences.
Needs improvement in knowledge of concepts in writing in the content areas.

23 9

Hayes

Emma

Kelloway Collin

Rdg Comp
Strategies;
Writing About
Reading

2 24

Rdg Comp
Strategies;
Writing About
Reading

Performance on the "informational text" subtest has been in the low range for
the last two years.. Goal: analyze and describe the interactions and ideas
within a text. Goal: using homonyms and commonly confused words
correctly. Needs strategies she can use to make information meaningful for
her retention.

Good FLUENCY; limited comp; can decode words, but his lack of
knowledge of the meaning of those words negatively impacts his
comprehension. Extraneous noises are very difficult for him to filter, and
cause distractions

M M B 40 44 30 54 28 33

Rdg Comp
Strategies;
Writing About
Reading

Rdg Comp
Strategies;
Writing About
Reading
Rdg Comp
Strategies;
Writing About
Reading

19

16

20

20

18

Reading is at a more basic level and requires instruction and guidance to

Jaburek

Jack gain a deeper meaning. Writing includes detail, but is not organized and
includes many run on sentences and an abundance of commas.

M B

B 17 14 28 57 20 28 Z

Greenle
ADD; Comprehension Difficulties. Unsure if it's due to attentional issues or
Maddie critical thinking difficulties. Scores are typical of ADD.
af

M B

14 41 14 27 19 48 U

N 21 Basic Reading

Hezlett Maddie

M B

10 45 47 15 23 15 X W T

O 45 Basic Reading

NewmanShannon Enlarged print really helps her. Lacks in fluency, as well as comprehension.

13

9 20 26 S

Basic Reading

Monitor intervention closely; New IEP at the end of April, 2013.

Ramirez Juliana Medicated for Siezures. Gen ed Tchr rpts trouble w/comprehension;
Rdg Sppt Tchr rpts trouble w/decoding

Russell Teron Hard on himself, working on behavior issues, BIP

12 7

26 20 13 37 14 40 R

S
S

Basic Reading

P M 21 Basic Reading

Cox

Direct
Instruction
Addressing All
Areas of
Reading
Direct
Instruction
Addressing All
Areas of
Reading

In System 44 this past yr. Health Services-Diabetes can affect performance.

Emani Low in All Areas: Decoding; Comprehension; Writing.

Was in Lit R180 this past year. *Spelling: 98%; Comprehension: 72%;

Frazier Catron Vocabulary: 53%; Word Fluency: 90%

Sherifi

struggles with questions about the main idea, details of the reading,
inferential and short answer responses. Gains at very slow rates, are very
inconsistent and have not been able to close the gap. Requires intense
Dashmireintervention support.. Requires much repetition and reteaching. . Given all
data, including the slow growth, a smaller more intense Lit class would
likely be more appropriate than the larger gnl ELL Lit class without
aides. This will be her 6th year in ELL.

Tolentino Andrea

Works very slowly; frequent absences Given all data, including the slow
growth, a smaller more intense Lit class would likely be more
appropriate than the larger gnl ELL Lit class without aides. This will be
her 6th year in ELL, too.

14

Direct
Instruction
Addressing All
Areas of
Reading
Direct
Instruction
Addressing All
Areas of
Reading

X W V

writing
Writing and
ELL Level 3
Class
Writing ~
(suggest
Writing about
inferential
reading)

Colliander Dain
Difficulty with elaboration in his writing, and at times the response may not be

Hernandez Jose related to the prompt.

B M

41 33 16 16 18

Fountas & Pinnell (Individual Reading Assessment) X = 6th grade Excellent

Ingold

Jason within text understanding (concrete), partial beyond the

text(concrete/inferential), and limited about the text (inferential)

M M M 33 16 16 38 29 36

SchumacherDavid

Reeval 4/2/13: eligibility is for writing only. In fall of 7th grade, scored 27
CWS, which placed him in the 10th-25th percentile range, which is below
average when compared to AIMSweb National Norms. In winter of 7th grade,
also scored 27 CWS, which placed him below the 10th percentile range and
significantly below average when compared to AIMSweb National Norms.

Writing

Seifert Nicholas Problems with working memory and executive functioning; inattentive ADHD M M

88 72 73 93 58 67 W T

25

Writing

Sullivan Rebecca
M M M

33 63 26 49 44

Writing