Tier III Example

Following the nine week Tier II intervention period, progress monitoring results based on oral reading fluency showed that three of the four students in Mr. McGruder's small group had made sufficient progress. One child, Amy, had made minimal progress and continued to lag behind her peers. Mr. McGruder scheduled a meeting with the campus Student Support Team (SST) and Amy's parents to discuss more intensive intervention and possibly seek support from the district's central staff departments.

The SST reviewed the data provided by Mr. McGruder and sent someone from the team to observe Amy in Mr. McGruder's class. The team reconvened the following day to determine how to adjust Amy's intervention plan in response to her specific learning needs. The team analyzed Amy performance dating back to the years in lower elementary. The data revealed that Amy missed several days of school in first and second grade. As a result, the team wondered if Amy missed instruction that would have developed the foundational skills in reading. Based on the data, the SST determined that Amy needed more intensive and individualized learning supports.

The team adjusted the intervention plan in the following ways: 1) a more intensive intervention was selected that focused on the identification of letter sounds, 2) sight words at a similar reading level would be reviewed during intervention time, and 3) Mr. McGruder would use a connected text that included the decodable and sight words.

Additionally, the team, agreed that Mr. McGruder should monitor Amy's progress more frequently using the running records.