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 â 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 â K
Level B (Frustrational)
Acc: 87%
SC: 1:12
M S V â 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:
âą Teach sight words: at, see, the, come,
here, said, they, like, this
âą Teach 1-1 correspondence (voice and
print must match)
âą Fix S errors by teaching self-monitoring so
HE hears when things donât sound
rightâŠwe do this by asking him, âYou said
LOOK, what do you see at the beginning
of this word? (COME)âŠFirst sound
fluency, First sound match
âą Lots of repeated reading of familiar text
21. T RC Analysis â 3rd
TRC Intervention Recommendations:
Level L (Benchmark O)
âą Teach self-monitoring when things donât sound right.
Accuracy 96% - No S/C
âą Teach him to visually attend to word endings.
Oral Comprehension:
âą Teach him some visualization strategies by drawing out
2-Literal
sentences and one topic at a time.
3-Inference
âą Teach use of graphing to organize story details with a
3-Critical
focus on standards 1, 2, 3.
3-Creative
âą M S V - leaves off or changes around word endings
âą M S V - said sprayed for spread âits toes to walk across the lilypads. [Who sprays out
their toes?â