I prepared this presentation for a nearby elementary school who hired me to help them with Tier 2 of the RTI (Response to Intervention) process including reading interventions, high yeild strategies for Tier 1 and Tier 2 and strategies for best practices in literacy instruction, literacy intervention and literacy progress monitoring.
19. K Dibels
BOY
MOY
PM History FSF (30)
Tier 3
TRC
34-MOY
39-MOY
45-2/07/14
36-2/07/14
34-2/10/14
B – 2/10/14
28 -2/11/14
32- 2/03/14, 40-2/18/14
37-2/20/14
25-2/20/14
20. T RC Analysis – K
Level B (Frustrational)
Acc: 87%
SC: 1:12
M S V – Come and is that elephant.
M S V - Look at so this Mom.
M S V - Come and stare the bears.
M S V - Come and said Mom.
TRC Intervention Recommendations:
• Teach sight words: at, see, the, come,
here, said, they, like, this
• Teach 1-1 correspondence (voice and
print must match)
• Fix S errors by teaching self-monitoring so
HE hears when things don’t sound
right…we do this by asking him, “You said
LOOK, what do you see at the beginning
of this word? (COME)…First sound
fluency, First sound match
• Lots of repeated reading of familiar text
21. T RC Analysis – 3rd
TRC Intervention Recommendations:
Level L (Benchmark O)
• Teach self-monitoring when things don’t sound right.
Accuracy 96% - No S/C
• Teach him to visually attend to word endings.
Oral Comprehension:
• Teach him some visualization strategies by drawing out
2-Literal
sentences and one topic at a time.
3-Inference
• Teach use of graphing to organize story details with a
3-Critical
focus on standards 1, 2, 3.
3-Creative
• M S V - leaves off or changes around word endings
• M S V - said sprayed for spread “its toes to walk across the lilypads. [Who sprays out
their toes?”