Documentation of Instruction and Interventions

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)

Writing and letter

formation (spacing
and neatness)

One-on-one
mentor

Four times a week

Ten minutes a day

Has difficulty in
basic first grade
math

Small group
One-on-one
Mentor

Four times a week

30 minutes

Oral Reading
Labored
Difficulty sounding
out new words

Partner Reading
Mentor

Four times a week

Ten minutes a day

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

Class average DRA

MOY 14

HQT

Most math concepts

require help to
correct or redo
work. Struggles
with number
patterns going
forward/backwards.

Class average 89

HQT

DRA
Boy 3 93%
MOY 10 @ 90%
Still developing in
oral reading and
comprehension.

Peers are able to

tell and retell
stories and events
in a logical order.

Math Reasoning

Math Computation

Behavior

Speech/Language

Documentation of Instruction and Interventions, continued

TIER II
Participation in
Core
Curriculum

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

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

Small group in class

with intervention
Partner reading

Daily

HQT

DRA
Beginning of year 10
End of year 16 @
95%

The average of the

class has improved in
fluency when being
DRA testing.
Student has shown
little improvement
since start of year

Speech may be
affecting is
reading/phonics
possibly writing
stutters

Speech group
Four times a week
30 minutes

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

One-on-one extra practice

Small group
SAGU Mentor

Two times a week

HQT

Can add and subtract

with counters if
teachers is working
directly with him

Class average 91
Grade 71

Writing Content

Math

Documentation of Instruction and Interventions

TIER III

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)

TPRI & DRA

levels below grade
level

Reading group
LLI small group
Partner reading

Four times a week

30 minutes
Four times a week
30 minutes
Daily

Reading level has

not improved since
beginning of
second grade with
intervention
programs

Reading groups

Four times a week

30 minutes

Failing math
Low basic math
skills

Small group
After school tutoring
Reading math
questions to him

Two times a week

30 minutes
Two times a week
One hour
Daily (as needed)

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.

(as compared to grade

level peers)

Still Developing in
spelling, word
reading, fluency but
developed in
comprehension
(when story is read
to him)

Class uses decoding

skills. Uses basic
comprehension in
independent
reading.

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