Tier 1
Embed explicit modeling and practice in daily core instruction.
1. Standard At A Glance
Context: Quick summary of the standard and why it matters.
Standard: MATH.9.F-IF.C.7
Short description: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complex cases, including linear, quadratic, and exponential functions.
2. Typical Indicators
- Student demonstrates this skill during core instruction tasks.
- Student can transfer the skill to related assignments with reduced prompting.
- Student performance shows improving consistency over time.
3. Warning Signs
- Student performance remains inconsistent across contexts.
- Student has persistent errors tied to prerequisite skills.
- Student requires sustained intensive prompting to complete aligned tasks.
4. Escalating Accommodations
Tier 2
Use targeted small-group instruction with structured guided practice.
Tier 3
Provide intensive individualized support with frequent progress checks.
5. Modifications
- Diverse learners: include language objectives, visuals, and scaffolded response options.
- Disabled learners: provide adapted materials, pacing, and assistive supports.
6. IEP Considerations (If Student Has a Disability)
Context: Align classroom supports to IEP goals, services, and progress monitoring.
- Align this standard to present levels and measurable annual goals.
- Document accommodations, specially designed instruction, and service frequency.
- Use regular progress-monitoring checks linked to this standard.
- Coordinate implementation across general/special education and family communication.
- Adjust supports based on data at scheduled IEP review intervals.
7. Cross-Curricular Integration
Integrate into problem-solving routines, math talk, and modeling tasks.