{"id":608,"date":"2019-10-28T21:18:34","date_gmt":"2019-10-29T02:18:34","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/?page_id=608"},"modified":"2019-11-02T23:09:25","modified_gmt":"2019-11-03T04:09:25","slug":"data-based-individualization-case-study-part-five","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/data-based-individualization-case-study-part-five\/","title":{"rendered":"Data-Based Individualization Case Study Part Five"},"content":{"rendered":"

\"Case<\/p>\n

Mr. Williams has conducted the diagnostic assessments and created a plan for adapting Joe’s instruction.\u00a0 The next step in the DBI process is to create a progress monitoring plan for the instructional adaptations.<\/p>\n

 <\/p>\n

Let’s see how Mr. Williams develops his progress monitoring plan.\u00a0<\/strong><\/p>\n

 <\/p>\n

\"Data-Based<\/p>\n

(Source:\u00a0 National Institute for Intensive Intervention)<\/strong><\/p>\n

 <\/p>\n

The last step before Mr. Williams implements the DBI process for Joe is to create a progress monitoring plan for track Joe\u2019s progress.\u00a0 Mr. Williams has decided to continue to use the oral reading fluency probes to track Joe\u2019s accuracy and fluency with reading.\u00a0 He creates an additional data sheet to track Joe\u2019s sight word accuracy and what words he consistently misses. Lastly, he decided to use the word identification fluency (WIF) probes from progress monitoring tools for 2nd<\/sup> grade for both long vowels and multi-syllabic words.\u00a0 He decides to use WIF to track Joe\u2019s accuracy and fluency with long vowel and multi-syllabic words.<\/p>\n

 <\/p>\n

This is an example of a WIF that Mr. Williams will use for Joe:<\/strong><\/p>\n

 <\/p>\n

\"Example<\/p>\n

 <\/p>\n

Mr. Williams has prepared the materials to begin the DBI process with Joe.\u00a0 During his Tier II intervention lesson, he provides immediate and corrective feedback when students make an error.\u00a0 He also provides positive and specific academic feedback during the lesson.\u00a0 Joe continues after the 30 minutes intervention lesson and begins working on the instructional adaptations Mr. Williams has made.<\/p>\n

Mr. Williams presents Joe with his goal setting and data tracking sheet and he and Joe set his goals for the week.\u00a0 For their sight words practice, Mr. Williams works with Joe using sight word flashcards.\u00a0 As he presents Joe a card, Mr. Williams puts the cards in two piles:\u00a0 words Joe knows and words to work on.<\/p>\n

 <\/p>\n

\"Words\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\"Words<\/p>\n

 <\/p>\n

At the end of the review, Joe tracks his accuracy with the sight words and tracks the words he needs to work on.\u00a0 Next, Mr. Williams presents Joe with a word card with “dot” written on it.\u00a0 He has Joe segment the word and then say the word “dot.”<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

After Joe segments the word, Mr. Williams adds the letter tile -e on the end.\u00a0 He demonstrates to Joe how to segment the word with the addition of -e.<\/p>\n

 <\/p>\n

\"Word<\/p>\n

 <\/p>\n

After segmenting he asks Joe to segment the word.\u00a0 Joe does but continues to say dot.\u00a0 Mr. Williams provides corrective feedback and models again for Joe how to segment \u201cdote.\u201d\u00a0 Joe tries again and segments the word correctly.\u00a0 Mr. Williams and Joe continue this through the instructional time.\u00a0 They repeat the same activity for the multi-syllabic words.<\/p>\n

At the end of the week, Mr. Williams takes his progress monitoring data.\u00a0 Since he will be using the oral fluency probes, he decides that he will need additional data points to determine if the instructional adaptations he has made an impact on Joe\u2019s fluency.<\/p>\n

 <\/p>\n

Now that Mr. Williams has created his progress monitoring plan and begun the instructional changes, let\u2019s visit Case Study\u00a0Conclusion to see how Mr. Williams implements the progress monitoring plan.\u00a0<\/strong><\/p>\n

 <\/p>\n

Click on the image below to see Case Conclusion.\u00a0\u00a0<\/strong><\/p>\n

\"Click<\/a><\/p>\n

 <\/p>\n

\"To<\/a><\/p>\n

 <\/p>\n

References:<\/strong><\/p>\n

DBI Process Overview. (n.d.). Retrieved October 27, 2019, from https:\/\/intensiveintervention.org\/resource\/dbi-process-overview.<\/p>\n

IRIS: Word Identification Fluency. (n.d.). Retrieved October 27, 2019, from https:\/\/iris.peabody.vanderbilt.edu\/module\/rpm\/cresource\/q1\/p02\/word-identification-fluency\/.<\/p>\n","protected":false},"excerpt":{"rendered":"

Mr. Williams has conducted the diagnostic assessments and created a plan for adapting Joe’s instruction.\u00a0 The next step in the DBI process is to create a progress monitoring plan for the instructional adaptations.   Let’s see how Mr. Williams develops his progress monitoring plan.\u00a0   (Source:\u00a0 National Institute for Intensive Intervention)   The last step…<\/p>\n","protected":false},"author":8585,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-608","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/608","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/users\/8585"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/comments?post=608"}],"version-history":[{"count":7,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/608\/revisions"}],"predecessor-version":[{"id":889,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/pages\/608\/revisions\/889"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/media?parent=608"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/spedteacherresources\/wp-json\/wp\/v2\/tags?post=608"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}