Escolar Documentos
Profissional Documentos
Cultura Documentos
TIER I
Participation
in
Core
Curriculum
Area
Phonemic
Awareness/Phonics
Description of
students
participation in core
curriculum (Include
amt of time, mode of
instruction,
curriculum, etc.)
Interventions/Implementer(s)
Intervention/Program
s
(Describe)
Frequency/Duratio
n
(Example: 30 min 3x
week for 10 weeks)
One-on-one
mentor
Has difficulty in
basic first grade
math
Small group
One-on-one
Mentor
Oral Reading
Labored
Difficulty sounding
out new words
Partner Reading
Mentor
Fidelity of
Intervention
(Qualification of
interventionist,
adherence to
program
attendance rates)
HQT
Results:
Rate of Progress
Provide quantitative
(systematic progress
monitoring data) and
qualitative information.
(as compared to
grade level peers)
TPRI- SD Still
Developing in final
position and word
reading
HQT
Class average 89
HQT
DRA
Boy 3 93%
MOY 10 @ 90%
Still developing in
oral reading and
comprehension.
Math Reasoning
Math Computation
Behavior
Speech/Language
Area
Interventions/Implementer(s)
Intervention/Program
s
Frequency/Duratio
n
Fidelity of
Intervention
Results:
Rate of Progress
(Describe)
Phonemic
Awareness/Phonics
Fluency
Speech
Struggles with
phonics
Literacy group
Three times a week
30 minutes
HQT
DRA
Beginning of year 10
End of year 16
ELAR
Class average 90
Grade 68
Struggles to
read fluently
Daily
HQT
DRA
Beginning of year 10
End of year 16 @
95%
Speech may be
affecting is
reading/phonics
possibly writing
stutters
Speech group
Four times a week
30 minutes
HQT
TPRI- SD
Still Developing
Class can
pronounce and
place correct
words/sounds when
speaking in full
sentences.
Number order,
number patterns,
basic addition
and subtraction
Math
computation
HQT
Class average 91
Grade 71
Writing Content
Math
Participation
in
Core
Curriculum
Area
Phonemic
Awareness/Phonics
Interventions/Implementer(s)
Description of
students
participation in core
curriculum (Include
amt of time, mode of
instruction,
curriculum, etc.)
(Describe)
Reading group
LLI small group
Partner reading
Reading groups
Failing math
Low basic math
skills
Small group
After school tutoring
Reading math
questions to him
Intervention/Program
s
Frequency/Duratio
n
(Example: 30 min 3x
week for 10 weeks)
Fidelity of
Intervention
Results:
Rate of Progress
Provide quantitative
(systematic progress
monitoring data) and
qualitative
information.
Still Developing in
spelling, word
reading, fluency but
developed in
comprehension
(when story is read
to him)
HQT
Still developing
DRA
End of year 30
Progress but still
not at grade level.
Lacks Fluency at
level.
Class Average
DRA EOY 38 @
90% fluency
HQT
Showing progress
however still
struggles with
basic computation
skills
Class can
use/understand
basic
comprehension in
math.
(Qualification of
interventionist,
adherence to
program
attendance rates)
HQT
Phonics
Speech/Fluency
Vocabulary
Math