Collaboration

Project
University of Utah
Chris Clausen

Collaboration
I met with my cooperating teacher to

decide which student to do an intervention

with. We noticed that Jimmys oral reading
fluency scores had dropped recently. Prior
to that they had been up and down.
We looked at Jimmys IEP to determine

what his ORF goal was.

We came up with a plan to read with

Jimmy every week one-on-one, along with

IEP Goal:
Jimmy will, when given a
th
4 grade oral reading
fluency passage, read at
least 129 correct wpm
with 90% accuracy on 4
consecutive trials.

Data Sources
Curriculum based

measurement (ABCs
of CBM)
SRI scores

Baseline was 77

cwpm.
Lexile score of 270

putting her at a first

grade reading level.

Easy CBM
Higher Steps reading

fluency timings

According to Easy

CBM Jimmy is in the

10th % ile.

Intervention
Plan
Content Area:

Instructional Skills:
(Related to the IEP Goals)

Weekly Progress Monitoring

Data:

Language Arts/Reading Fluency

Daily decoding skills, whole
group instruction
Frequency: at least once a week
Current Data: 82 wpm with 5
errors

77cwpm

Compared to his peers, Jimmy is

Problem Identification
(What?)

reading 77 wpm on a 4th grade

level, where his peers are reading
163 wpm on a 7th grade level.

Problem/Error Analysis:
(Why?)

Jimmy is frequently making errors

on multisyllabic words.
I will teach Jimmy the reading skill
of breaking down multisyllabic

Plan Development/

words and practice reading one-on-

Intervention:

one every Tuesday and/or Thursday

(as available) the last 10 minutes
of class.

Plan effectiveness:
After reviewing the data, the
intervention seems to be
working.
Plan Evaluation

Instructional Changes:
No changes will be made at this
time. Ill continue with planned
intervention to gather data
points.

Oral Reading Fluency

120

96

100

89

102

99

71
65

60

59

Correct Words Per Minute

40
20
0
Month of Assessment

Began Intervention

77

80

Interventions
Weekly read one-on-one with

student
Higher steps
Reading form to take home

Things I Learned
Consistency is important but can

be difficult
Difficult to find time while teaching

Schedules change
I would have an aide help
Add incentives to promote self-

help

CEC Ethical Principles and

Practice Standards
A. Maintain challenging expectations for

individuals with exceptionalities to develop the

highest possible learning outcomes and quality
of life potential in ways that respect their
dignity, culture, language, and background.
F. Use evidence, instructional data, research,

and professional knowledge to inform practice.