Tier II Academic - ORF Words Correct

Problem Identification:
Four third grade students were identified as being at-risk for falling below grade level in their reading
performance throughout the 2021-22 school year. Due to concerns expressed by teachers, I started a form of
more targeted support for the four students.

Intervention:
The intervention consisted of having the students participate in a program based on the Wonders reading
curriculum. The intervention is designed to enhance students’ basic reading skills, specifically phonemic
awareness. We met once a week, for a period of 45 minutes, and had a total of 8 weeks of intervention. We
had a 3-week break due to winter break, which appears to have lowered the average ORF correct words
students were able to read after the break.

Evaluation:
The GAS of +2 was established to be reaching an improvement of an average of 6 correct words., with a
PND of less than 3 data points overlapping with baseline. +1 was determined to be an improvement of 6
words correct with 3 or more overlapping points with baseline. The average words correct after intervention
was more than 6, and less than 3 points overlapped with the baseline. Therefore GAS was established to be
+2. The average of the group at baseline, before the intervention, was 35.5 (39+28+39.5/3). The average
score of the group at the end of the intervention was 60 words correct. That is a difference of 24.5 in 8
weeks of intervention. Overall, it appears as though the intervention was effective at helping the students be
able to identify and read more words correctly.
Fidelity:
I was the one administering the intervention, and fidelity was followed by following the intervention
step-by-step as the guidebook (and the intervention specialist on this program) asked me to do it. 90% of the
intervention was followed with fidelity, but four times throughout the intervention sessions, we did not have
enough time to go through the whole thing in one session due to lack of time, as students were getting
distracted by one another, and we skipped one section of the intervention to ensure they had enough time to
read the story.