Laney's Tier 2 Intervention In The Classroom

Laney is third grade student who is attending Rosa Parks elementary school. She gets along with her peers and is respectful and likes her teachers. Laney enjoys hanging out with her friends, playing games and she is interested in animals. Laney’s teachers are not aware of any situational trauma, cultural disadvantages, motivation problems, or environmental issues that are potential factors for her struggle with her decoding skills. Laney’s parents have indicated that she does not have issues with her vision or hearing that could be impacting her reading. Laney started to show signs of struggling with decoding when reading. Laney is receiving 90 mins of direct instruction in her class from her classroom teacher. During her time in class, her teacher noticed that she was struggling with decoding words when reading.
Laney started working with Ms. Jacobs a reading specialist who is providing Laney with intense individualized instruction for Laney’s decoding skills, she is receiving an extra 45 mins of instruction. Laney has been receiving tier 2 intervention for about six weeks, for the first three weeks Laney was making progress. After the third week of tier 2 intervention, during the fourth week Ms. Jacobs noticed that Laney maintained the same progress as week three. Then Laney dropped off in the fifth week of tier 2 interventions and then during the sixth week Laney was able to bring her score back up in a positive direction. But Laney is not responding adequately enough with the tier 2 intervention, that Ms. Jacobs has recommended Laney for a special education