Tier III Reading Intervention Progress Monitoring Protocol
Kimmons Junior High School
2009-2010
In the course of the eight week rotation for students in Tier III Reading Intervention,
interventionists will monitor each student’s progress every two weeks by administering
the specific assessment for that student’s area of weakness. This progress monitoring
will occur every other Thursday for the duration of the student’s placement in Tier III
Intervention.
Documentation:
 The teacher functioning as the reading interventionist is responsible for keeping a
file on each of the students he or she is assigned. The contents of this file will
include:
1. the initial assessment results (STAR, DRA, and DSA) that indicated a
need for Tier III intervention,
2. a copy of the notification sent to the student’s guardian and the guardian’s
signed response,
3. all progress monitoring results for the duration of the student’s placement,
4. any relevant anecdotal evidence gathered by the interventionist,
5. the final DRA done at the conclusion of the eight week rotation (if
progress monitoring indicates that the student has made significant
progress),
6. the determination to release the student from Tier III intervention, or the
recommendation to continue intervention for another eight week rotation.
7. the notification and signature of the guardian either to release from Tier III
intervention or to continue for another eight week rotation.

All student files are confidential and will be kept in a designated file cabinet in
the literacy coach’s office.
Progress Monitoring:
Student Area of Weakness
Decoding
Assessment
Oral reading:
 Oral reading of Flynt-Cooter passage
with notation of error types.
 Passage to be read is to be at the lower
end of the student’s initial instructional
reading level.
 Errors totaling more than 2 in the same
error type category are to be viewed as
an indication of continued weakness.
 A total number of all errors exceeding
five is to be viewed as an indication of
continued weakness, and the student
will continue to be monitored on that

Fluency
Comprehension
level of passage.
A total number of all errors in the 0-5
range is to be viewed as an indication
of progress, and the student’s
monitoring will thereafter be on the
next highest level of passage.
Sight words & high frequency word
identification:
 Students are to be assessed on accuracy
and speed using the Fry Instant Word
List.
 Any missed words or words not
immediately recognized will be an
indication of the need for further
intervention in this area.
 DIBELS passages appropriately to the
lowest level of the student’s
instructional reading level will be used
to monitor progress in the area of
fluency.
 Teachers will time students to ascertain
WPM reading rate.
 The subtraction of errors will be
included in determining this rate.
 The following grade level goals will be
used:
 7th grade – 167 WPM
 8th grade – 171 WPM
 9th grade – 180 WPM
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The MPIR will be used to monitor
progress in the area of comprehension.
Excerpts from text on the student’s
independent reading level will be used
in this assessment.
The specific area in the comprehension
process in which the student
demonstrates weakness will be targeted
in the assessment.
Scores of 4 or 5 will be deemed
indications of proficiency and
intervention will proceed accordingly
(either to another area in the process
with which the student indicates
weakness or to a recommendation to
release the student from Tier III).