TIER 2 INTERVENTION PROFILE
Student: Lilliana H. Age: 8 years Grade: 3rd
Date of Assessment: MOY Proficiency Level: 4
VISION – Lilliana’s vision is within normal limits
HEARING – Lilliana’s hearing is within normal limits
HEALTH-RELATED CONCERNS – No specific physical or medical concerns
ATTENDANCE – Lilliana’s attendance has not been an issue
Academic Concerns:
X Reading __ Math X Writing
AREA OF CONCERN:
Lilliana is two grade levels behind in reading and writing. Lilliana is disruptive during reading/language arts, talking to her friends and asking to use the restroom or visit the school nurse. She has been receiving tutoring for the past year focusing on letter sounds and blending. Lilliana struggles with rhyming skills and sight word identification. Errors in her writing impede readability.
BACKGROUND:
Mother speaks some English but requests a translator for school meetings. Mother shared through an interpreter that she struggled to learn to read as a child and sees the same struggles in Lilliana. Lilliana has an older brother in sixth grade that has been diagnosed with dyslexia and is currently receiving special education services. Lilliana expresses interest in reading to both her mother and classroom teacher but says that it is too hard. Lilliana has not progressed with her proficiency level in two years. She remains at a level 4. Lilliana confuses vocabulary words, names of objectives, and has difficulty retelling a story.
TEACHER OBSERVATION:
Classroom teacher indicated that Lilliana struggles with learning letters and sounds. They are currently working on blending short vowel and CVC words. Teacher notes that Liliana’s writing is often illegible and confuses b/d, p/q, and vowel sounds. Lilliana writes simple sentences because she struggles to recall vocabulary words and names for objects. She can retell a story when it is read to her. Due to her struggles with decoding, she is not able to retell a story read independently.
ASSESSMENT DATA
Universal Screener
Dynamic Indicators of Basic Early Literacy Skills 6th Ed.
University of Oregon (Third Grade Benchmark Assessment)
DIBELS Oral Reading Fluency (DORF)
Benchmark 1
Beginning/Fall
Benchmark 2
Middle/Winter
Benchmark 3
End/Spring
Date
Aug. 18
Jan. 12
Words Correct
24
(benchmark 70 words)
27
(benchmark 86 words)
Accuracy
82%
(benchmark 95%))
84%
(benchmark 96%)
Retell
not able to assess
(benchmark 20)
not able to assess
(benchmark 26)
DAZE
(Reading Comprehension)
2
(benchmark 8)
3
(benchmark 11)
Phonemic Awareness Screener Assessment
Phonemic Awareness Skills Assessment
Results
(below 80% is needs intervention)
Needs Support
Skill 1: Onset Fluency: Identifying Initial Sounds in Words
9/10
Skill 2: Identifying Final Sounds in Words
8/10
Skill 3: Identifying Medial Sounds in Words
3/10
Skill 4: Blending Phonemes into Words
6/10
Skill 5: Segmenting Words into Phonemes
8/10
Skill 6: Rhyme Production
4/10
Skill 7: Substituting Phonemes in Words
5/10
Skill 8: Adding Phonemes
4/10
Skill 9: Deleting Phonemes in Words
2/10
Phonics Survey Assessment
CORE Phonics Survey
Alphabet Skills and Letter Sounds
Subtest
Score
Observation / Notes
Letter names – uppercase
22/26
Errors: Y, Q, J, G
Letter names – lowercase
21/26
Errors: p, q, b, d, g
Consonant sounds
16/21
Errors: d, b, q, g, j
Long vowel sounds
4/5
Errors: e
Short vowel sounds
2/5
Errors: e, i, u
Reading and Decoding Skills
Subtest
Score
Observation / Notes
Short vowels in CVC words
9/15
Errors: sip (sep), rut (rot), fit (fet), set (sit), dit (det), pem (pen)
Consonant blends with short vowels
5/15
Errors: quit (quite), silk (sick), sank (sak), lump (lup), held (hid)
Lillian said she didn’t know how to read any of the nonsense words.
Short vowels, digraphs, and
-tch trigraph
0/15
Lilliana pointed to the words and said, “I can’t read words”
R-controlled vowels
0/15
“I can’t read words”
Long vowel spellings
0/15
“I don’t know this words”
Variant vowels
0/15
“These too hard for me”
Low frequency vowel and consonant spellings
0/15
“I don’t never see these words before”
Multisyllabic words
0/24
“I don’t know”
Writing Sample
“I have a dog. Her name is Winnie. She is a good dog, but she eats food on the table. I love my dog.”
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© 2022. Grand Canyon University. All Rights Reserved