Problem solving matrix

Response to Intervention

Holden is an 11-year-old 6th grader who demonstrates difficulty in reading fluency. He demonstrates some anxiety during reading activities.

The student

Identification & universal screening

Tier 1

• Holden's reading difficulties have been identified through Universal Screening.

• The general education teacher incorporates visuals, manipulatives, and audiobooks.

• Holden is proficient in verbal comprehension skills, and has no speech or language impairment

• Holden will engage in small group instruction targeting phonological awareness and fluency.

• Holden's level of anxiety may be having an impact on his performance.

• Holden's progress is closely monitored through informal assessment and teacher observations.

• Holden's progress should be very closely monitored during regular intervals through each tier and intervention.

• If Holden does not make satisfactory progress, he should receive Tier 2 interventions.

tier 2

tier 3

• The interventions should be intensified and target explicit instruction in phonics, decoding, fluency, and phonemic awareness.

• Additional reading programs and specialized therapies should be considered.

• Instruction should be individualized specifically tailored to Holden's needs and learning style.

• The sessions should occur 3 - 5 times a week for 20 - 40 minutes each session.

• Collaboration should occur with mental health professionals regarding Holden's anxiety.

• New skills should be introduced in isolation while gradually building the skills Holden already has aquired.

• If Holden is making progress, instruction should continue until he is ready to transition back through the tiers. If not, a referral for special education may be necessary.

• If Holden is making progress, continue until the interval has ended. He can transition back to Tier 1. If not, he should move to Tier 3.