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– ## Assignment1_Case_Study_Record_Form.pdf **## Assignment1_Case_Study_Record_Form.pdf** ELEMENTARY AND SECONDARY PART 3 NINTH THROUGH TWELFTH GRADE Assignment 1: Case Study Record Form Page 1 of 6 © 2025 University of Florida Lastinger Center for Learning Your Name: Grade(s) You Teach: Dat…
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– ## Assignment1_Case_Study_Record_Form.pdf
**## Assignment1_Case_Study_Record_Form.pdf**
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 1 of 6
© 2025 University of Florida Lastinger Center for Learning
Your Name:
Grade(s) You Teach:
Date:
Data Analysis Instructions:
Using the diagnostic model, review the 9th Grade Case Study data in the tables below from the
FAST Assessment and an Oral Reading Fluency Assessment that were administered during the Fall
progress monitoring window.
● Step One: Review comprehension data for each standard of the FAST assessment and
determine if there is a need for 1:1 intervention.
● Step Two: Review the Oral Reading Fluency assessment data to determine if the student
needs a 1:1 fluency intervention. Students that fall below the 50th percentile for Fall WCPM
will need Fluency intervention.
● Step Three: Review the comprehension assessment data to prioritize which benchmarks
within each standard would be appropriate for a 1:1 comprehension intervention.
● Step Four: Answer the Questions for Reflection below.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 2 of 6
© 2025 University of Florida Lastinger Center for Learning
Key
Above Standard At/Near Standard Below Standard
Standard Reading Prose & Poetry
Benchmark R.1.1
Literary Elements
R.1.2
Theme
R.1.3
Perspective & Point of View
R.1.4
Poetry
Student Score
Standard Reading Informational Text
Benchmark R.2.1
Structure
R.2.2
Central Idea
R.2.3
Purpose & Perspective
R.2.4
Argument
Student Score
Standard Reading Across Genres & Vocabulary
Benchmark
R.3.1
Figurative
Language
R.3.2
Paraphrasing &
Summarizing
R.3.3
Comparative
Reading
R.3.4
Understanding
Rhetoric
V.1.1
Academic
Vocabulary
V.1.2
Morphology
V.1.3
Context &
Connotation
Student
Score
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 3 of 6
© 2025 University of Florida Lastinger Center for Learning
Student ORF Score
Student A 138
We use Oral Reading Fluency (ORF) in secondary assessment to ensure students are fluent readers.
Our benchmark for determining fluency is the 6th-grade percentile and words correct per minute
(WCPM). Sixth through twelfth grade students who fall below this benchmark need additional fluency
support. Conversely, reaching the 6th-grade benchmark indicates an appropriate level of accuracy and
reading rate.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 4 of 6
© 2025 University of Florida Lastinger Center for Learning
Questions for Reflection
1. Review the comprehension data tables on pages 1 and 2. Identify which standards of the FAST
assessment comprehension data show that this student needs a 1:1 comprehension intervention.
Make sure your rationale is based on the data provided and your knowledge of
comprehension development.
2. Use the comprehension tables above to select a benchmark that you would address with this
student and write the benchmark below. In Assignment 2, you will write an intervention plan
based on the benchmark that you select for this question.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 5 of 6
© 2025 University of Florida Lastinger Center for Learning
3. What benchmark did you choose and why?
● Explain your rationale for selecting this benchmark (the skill you identified, and why you
would address it with this student).
● Why is developing this benchmark necessary for this student’s reading development?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 6 of 6
© 2025 University of Florida Lastinger Center for Learning
4. What Oral Reading Fluency data indicates that this student does or does not need a fluency
intervention? Make sure your rationale is based on the data provided and your knowledge of
fluency development.
1. Text Field 1:
2. Text Field 2:
3. Text Field 3:
4. Text Field 36:
5. Text Field 40:
6. Text Field 43:
7. Text Field 44:
**## Assignment1_Case_Study_Record_Form.pdf**
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 1 of 6
© 2025 University of Florida Lastinger Center for Learning
Your Name:
Grade(s) You Teach:
Date:
Data Analysis Instructions:
Using the diagnostic model, review the 9th Grade Case Study data in the tables below from the
FAST Assessment and an Oral Reading Fluency Assessment that were administered during the Fall
progress monitoring window.
● Step One: Review comprehension data for each standard of the FAST assessment and
determine if there is a need for 1:1 intervention.
● Step Two: Review the Oral Reading Fluency assessment data to determine if the student
needs a 1:1 fluency intervention. Students that fall below the 50th percentile for Fall WCPM
will need Fluency intervention.
● Step Three: Review the comprehension assessment data to prioritize which benchmarks
within each standard would be appropriate for a 1:1 comprehension intervention.
● Step Four: Answer the Questions for Reflection below.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 2 of 6
© 2025 University of Florida Lastinger Center for Learning
Key
Above Standard At/Near Standard Below Standard
Standard Reading Prose & Poetry
Benchmark R.1.1
Literary Elements
R.1.2
Theme
R.1.3
Perspective & Point of View
R.1.4
Poetry
Student Score
Standard Reading Informational Text
Benchmark R.2.1
Structure
R.2.2
Central Idea
R.2.3
Purpose & Perspective
R.2.4
Argument
Student Score
Standard Reading Across Genres & Vocabulary
Benchmark
R.3.1
Figurative
Language
R.3.2
Paraphrasing &
Summarizing
R.3.3
Comparative
Reading
R.3.4
Understanding
Rhetoric
V.1.1
Academic
Vocabulary
V.1.2
Morphology
V.1.3
Context &
Connotation
Student
Score
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 3 of 6
© 2025 University of Florida Lastinger Center for Learning
Student ORF Score
Student A 138
We use Oral Reading Fluency (ORF) in secondary assessment to ensure students are fluent readers.
Our benchmark for determining fluency is the 6th-grade percentile and words correct per minute
(WCPM). Sixth through twelfth grade students who fall below this benchmark need additional fluency
support. Conversely, reaching the 6th-grade benchmark indicates an appropriate level of accuracy and
reading rate.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 4 of 6
© 2025 University of Florida Lastinger Center for Learning
Questions for Reflection
1. Review the comprehension data tables on pages 1 and 2. Identify which standards of the FAST
assessment comprehension data show that this student needs a 1:1 comprehension intervention.
Make sure your rationale is based on the data provided and your knowledge of
comprehension development.
2. Use the comprehension tables above to select a benchmark that you would address with this
student and write the benchmark below. In Assignment 2, you will write an intervention plan
based on the benchmark that you select for this question.
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 5 of 6
© 2025 University of Florida Lastinger Center for Learning
3. What benchmark did you choose and why?
● Explain your rationale for selecting this benchmark (the skill you identified, and why you
would address it with this student).
● Why is developing this benchmark necessary for this student’s reading development?
ELEMENTARY AND SECONDARY PART 3
NINTH THROUGH TWELFTH GRADE
Assignment 1: Case Study Record Form
Page 6 of 6
© 2025 University of Florida Lastinger Center for Learning
4. What Oral Reading Fluency data indicates that this student does or does not need a fluency
intervention? Make sure your rationale is based on the data provided and your knowledge of
fluency development.
1. Text Field 1:
2. Text Field 2:
3. Text Field 3:
4. Text Field 36:
5. Text Field 40:
6. Text Field 43:
7. Text Field 44:
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