D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
D689 Task 1
Tamia Chase 3/16/2026
Task 1: Individual Reading Assessment
Plan
Section A: Assessment Summary
Student: Jacob Dillon
Grade: 3rd
Time of Year: Beginning of Year (BOY)
The following assessments provide an overview of the literacy data obtained for Student #1 and provide
evidence for developing a Tier 3 Intervention plan. Complete the “CORE Phonics Survey” section below.
Acadience
Assessment Score Benchmark Level
Oral Reading Fluency (ORF) - Words Correct 27 70+ Well Below Benchmark –
Intensive Support Needed
Oral Reading Fluency (ORF) - Accuracy 82% 95%+ Well Below Benchmark –
Intensive Support Needed
Oral Reading Fluency (ORF) - Retell 12 20+ Below Benchmark –
Strategic Support Needed
Oral Reading Fluency (ORF) - Retell Quality 1 2+ Below Benchmark –
Strategic Support Needed
MAZE Adjusted Score 3 8+ Well Below Benchmark –
Intensive Support Needed
Reading Composite Score (RCS) 63 220+ Well Below Benchmark –
Intensive Support Needed
CORE Phonics Survey
Assessment Score Benchmark
A-D. Letter and Sounds 82 83
E. CVC 15 14+
F. Blends 14 14+
G. Digraphs 10 14+
H. R-controlled 8 14+
I. Long Vowels 11 14+
J. Variant Vowels 5 14+
K. Low Frequency 6 14+
L. Multisyllabic 15 21+
PAGE 2
D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
, D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
PAST
Assessment Score Benchmark
PAST Correct Total 36 52
PAST Automatic Total 26 52
PAST (Highest Level Correct) I M
PAST (Highest Automatic Level) I M
Section B: Intervention Plan and Benchmarks for Growth
Instructions: Write your intervention plan and how progress will be monitored and evaluated using valid
and reliable methods.
Acadience Screener data indicates that Jacob scored well below grade level
expectations in Reading Composite, scoring 63, and the benchmark is 220+. This
score indicates the need for intensive support in reading fluency. A PAST
assessment was administered, revealing that Jacob scored well below benchmark in
the Automatic Total; his highest Automatic Level was Level I, which is below
benchmark. A CORE diagnostic survey revealed that Jacob struggles with digraphs,
r-controlled vowels, long vowels, variant vowels, low-frequency words, and
multisyllabic words. Jacob needs tier 3 intensive support for phonics, phonological
awareness, and reading fluency to reach the benchmark.
Progress monitoring data over the course of 3 weeks shows that Jacob has made
progress in reading fluency of 2 wpm, which is sufficient progress, so interventions
will continue to be implemented to support Jacob in reaching the benchmark.
Intervention will focus on:
1. Phonological Awareness, specifically phoneme segmentation, deletion,
substitution, and blending. Structured phonological activities will be
used, such as verbal segmentation, use of Elkonin boxes, and phoneme
manipulation exercises to build automaticity
2. Phonics Instruction, which will be explicit and systematic and will target
deficit patterns. Instruction will start with explicit teaching of diagraphs
and r-blends over 3 weeks. If sufficient progress is made, a CORE survey
will be administered to determine mastery of 70% or higher. If mastery
has been achieved, then phonics instruction will continue to follow a
systematic approach, and the next set of phonics skills will be taught.
Instructions will include explicit modeling of phonics rules using Orton-
Gillingham and Science of Reading approaches, word sorting activities,
and decodable texts.
3. Reading Fluency instruction will focus on repeated reading of decodable
texts using explicit teaching models (I do, We do, You Do), teacher
modeling of fluent reading, and timed reading with immediate
feedback.
D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
D689 Task 1
Tamia Chase 3/16/2026
Task 1: Individual Reading Assessment
Plan
Section A: Assessment Summary
Student: Jacob Dillon
Grade: 3rd
Time of Year: Beginning of Year (BOY)
The following assessments provide an overview of the literacy data obtained for Student #1 and provide
evidence for developing a Tier 3 Intervention plan. Complete the “CORE Phonics Survey” section below.
Acadience
Assessment Score Benchmark Level
Oral Reading Fluency (ORF) - Words Correct 27 70+ Well Below Benchmark –
Intensive Support Needed
Oral Reading Fluency (ORF) - Accuracy 82% 95%+ Well Below Benchmark –
Intensive Support Needed
Oral Reading Fluency (ORF) - Retell 12 20+ Below Benchmark –
Strategic Support Needed
Oral Reading Fluency (ORF) - Retell Quality 1 2+ Below Benchmark –
Strategic Support Needed
MAZE Adjusted Score 3 8+ Well Below Benchmark –
Intensive Support Needed
Reading Composite Score (RCS) 63 220+ Well Below Benchmark –
Intensive Support Needed
CORE Phonics Survey
Assessment Score Benchmark
A-D. Letter and Sounds 82 83
E. CVC 15 14+
F. Blends 14 14+
G. Digraphs 10 14+
H. R-controlled 8 14+
I. Long Vowels 11 14+
J. Variant Vowels 5 14+
K. Low Frequency 6 14+
L. Multisyllabic 15 21+
PAGE 2
D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
, D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
PAST
Assessment Score Benchmark
PAST Correct Total 36 52
PAST Automatic Total 26 52
PAST (Highest Level Correct) I M
PAST (Highest Automatic Level) I M
Section B: Intervention Plan and Benchmarks for Growth
Instructions: Write your intervention plan and how progress will be monitored and evaluated using valid
and reliable methods.
Acadience Screener data indicates that Jacob scored well below grade level
expectations in Reading Composite, scoring 63, and the benchmark is 220+. This
score indicates the need for intensive support in reading fluency. A PAST
assessment was administered, revealing that Jacob scored well below benchmark in
the Automatic Total; his highest Automatic Level was Level I, which is below
benchmark. A CORE diagnostic survey revealed that Jacob struggles with digraphs,
r-controlled vowels, long vowels, variant vowels, low-frequency words, and
multisyllabic words. Jacob needs tier 3 intensive support for phonics, phonological
awareness, and reading fluency to reach the benchmark.
Progress monitoring data over the course of 3 weeks shows that Jacob has made
progress in reading fluency of 2 wpm, which is sufficient progress, so interventions
will continue to be implemented to support Jacob in reaching the benchmark.
Intervention will focus on:
1. Phonological Awareness, specifically phoneme segmentation, deletion,
substitution, and blending. Structured phonological activities will be
used, such as verbal segmentation, use of Elkonin boxes, and phoneme
manipulation exercises to build automaticity
2. Phonics Instruction, which will be explicit and systematic and will target
deficit patterns. Instruction will start with explicit teaching of diagraphs
and r-blends over 3 weeks. If sufficient progress is made, a CORE survey
will be administered to determine mastery of 70% or higher. If mastery
has been achieved, then phonics instruction will continue to follow a
systematic approach, and the next set of phonics skills will be taught.
Instructions will include explicit modeling of phonics rules using Orton-
Gillingham and Science of Reading approaches, word sorting activities,
and decodable texts.
3. Reading Fluency instruction will focus on repeated reading of decodable
texts using explicit teaching models (I do, We do, You Do), teacher
modeling of fluent reading, and timed reading with immediate
feedback.
D689 Task 1: Individual Reading Assessment Plan for Jacob Dillon
