Module 9 Lab 1 Tier Interventions Plan (This is plan that was used this year with one of my third grade ELL students) Tier 1: Reading Instruction was provided within the general classroom setting. This student was moved to the front of the classroom, was placed in a more intensive small group for the Daily 5 and received cueing/ prompting by the teacher during lesson presentations. Strategies such as simplified language, TPR, extended time, repetition, shortened assignments and peer learning were employed. Hearing and vision were screened and student now wears glasses. Tier 2: In addition to the above general classroom Reading Instruction, student was pulled out twice a week by a Reading Resource teacher for RTI supplemental instruction using additional reading materials. Activities were tailored to student needs and translator was available if needed. Student had access to a heritage language dictionary when needed. Student was tested weekly on the supplemental material to monitor progress. Tier 3: After three months of twice weekly pullouts and continuing interventions in the classroom, it was determined through testing that Tier 3 services were needed. Student was then pulled out daily by the Reading Resource teacher for individual supplemental instruction given at a slower pace. Again, a translator and heritage language dictionary were available when needed. Cognitive and native language assessments were given to provide additional information about the student. Evaluation for ESE was initiated due to lack of success despite all the above interventions.