RTI Documentation- Tier 3

Does your brain just start to go crazy when you hear the words DOCUMENTATION??  I know mine does.  Documentation is becoming more necessary than ever before in education.  We have those kiddos that just don't seem to be catching on and we HAVE to find out what makes it "click" for them.  They will learn to read, but unfortunately it isn't an automatic skills for many children.

I think most schools have some sort of team of teachers that work together to find supportive ways to help the kids that are struggling.  Your team may be your RTI team.  Our team is called IBS and honestly I don't even remember what it stands for (Intervention Based Support??? maybe??? I really don't remember).  We always seem to refer to it as Irritable Bowel Syndrome… please don't take that wrong, it's just a good way for us to laugh.

Anyway, for those kids that have been moved to Tier 3 intervention and need to have very purposeful interventions, documentation is a must.  These interventions need to be documented.  I made some simple documentation pages that could be used for any subject.  Simply print off and document the lessons and interventions that you have done with the child.

Click on the picture to get the FREEBIE!

Last year, I had a student who was really struggling with sight words.  I was providing specific intervention with sight words.  She would get many of them confused and they are definitely not automatic in her reading.  This student is a good artist and loves to draw so I wanted to use her strengths to help her get excited about learning these words that were difficult for her.  

The first page of the progress monitoring plan is basic information.  This page describes the students strengths/weaknesses, skills needed to succeed, and intervention skills that you will be specifically working on.  This page also allows you to document what the intervention will be, who is providing the intervention, how often, and what assessments you will use to monitor the progress.  Here is a sample of my student struggling with sight words. 

When I make copies, I copy page 1 and page 2 back to back.  Page 2 is where I record the Assessment Data and my progress monitoring notes.  For this intervention, I used my sight word lists (I use Lucy Calkins list from The Teachers College of Reading and Writing).  You can check out my post here that tells why I choose to use her list over Dolch and Fry.  I also looked at her Reading Benchmark Book running record to see if she is reading the sight words correctly in text.

Page 3 is where I do my daily documentation.  This example is over about a month.  Unfortunately, I didn't see B. L. as much as I had hoped.  She was sick for a few days and I was out with a sick child for a couple days as well.  And- I think we had a couple of snow days... anyway this is what I have documented.  For her intervention I made different flashcards to help her put a visual picture with her sight words.   She would have the word and would draw a picture to go with the word to help her remember it.  Then, after practice, we would take the picture away.  

If you would like to download this sample, click {here}.

I hope this will help you keep organized with your documentation.  What things do you do to stay organized with your Tier 3 kids?


  1. Thanks for the documentation freebies. Especially useful this time of year.
    Thanks again,

  2. Thank you for sharing the forms. Great for organizing all of the documentation. I have one question-when you say Tier 3, are you referring to Title I or IEP students?

    1. Hi Lee Ann,
      I think it depends on your District. In our District, all Title I kids are automatically at a Tier 2 because they are receiving extra small group support. If they are not making progress, then we bump them up to a Tier 3 and do interventions that are very specific for that child. If they still are not making progress, that is when we test to see if they need to be on an IEP. I hope that helps:) Jennie

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  3. I love this post. And the post about sight words....thank you! We will be reading over this as a vertical team tomorrow. We are really trying to decide as a building what words to use. It is a hard decision to make.

  4. Thank you very much for the freebie. I think it will help our staff a lot to think about one-on-one tutoring a little more when they have 5-10 minutes to pull a child.

  5. Thanks for the freebie. I like the organization format rather than just taking notes as I like to keep my own data in the gen ed classroom as well. Sure beats paper or having to design myself. Thanks again!