Sample Comprehensive Review Of Academic Records Page 6
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20Appendix C
Sample Documentation: Concerns with Reading
History:
st
nd
rd
th
th
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
W
S
F
W
S
F
W
S
F
W
S
F
W
S
Oral Reading Fluency
Avg growth per wk
Expected growth
2 word/min
1.5 words/minute
1 word/minute
0.85 word/minute
0.5 word/min
State Assessments
N/A
N/A
Other:
Other:
English Language Independent Reading Level: ________
Spanish Language Independent Reading Level: ________
Current:
Core Instruction:____________________
(____/minutes per day)
Intervention #1
Classroom____Title I____ELL_____Other____
Start Date_________
End Date:__________
Curriculum or Intervention Name:_________________________________________________
Measurable Goal:______________________________________________________________
Group Size:
Individual:____2-5:_____6-15:____15-30:____Class:_______
Frequency:
One/wk_____Two/wk____Three/wk____Four/wk____Daily____
Duration:
15 min:____20 min:___30 min:___45 min:___60 min:___Other:____
Intervention Teacher
Cert. GenEd____Cert. SpEd___SEA___Volunteer____ Other:____
Intervention #2
Classroom____Title I____ELL_____Other____
Start Date_________ End Date:__________
Curriculum or Intervention Name:_________________________________________________
Measurable Goal:______________________________________________________________
Group Size:
Individual:____2-5:_____6-15:____15-30:____Class:_______
Frequency:
One/wk_____Two/wk____Three/wk____Four/wk____Daily____
Duration:
15 min:____20 min:___30 min:___45 min:___60 min:___Other:____
Intervention Teacher Cert. GenEd____Cert. SpEd___SEA___Volunteer____ Other:____
Date
Score
Did student make
______ -
______
= ________
_______ ÷
_______
=
expected growth?
st
(last probe)
(1
probe)
total growth total growth
#weeks
avg. weekly growth
If student is not making expected growth (See Reference Sheet 8) with good reading interventions, consider a referral for an
assessment for a special education evaluation (unless other factors are the primary cause of the student’s academic difficulties).
Organized by Beth Hoecker-Martinez (LBLESD), Leah Hinkle (GAPS), Claudia Nunez (LBLESD), 2014
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