Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or second grade level. Her problems in math are with computation skills. She has problems identifying basic addition and multiplication facts. She struggles with subtraction and regrouping, and cannot divide with out a calculator. With a calculator and explicit strategy instruction she has problem-solving skills typical of a fourth grade student.
Recommendation by Fourth Grade Team
After analyzing Jasmine Keller’s file, the fourth grade team at Davis Elementary School has referred her to the Response to Treatment (RTI) team with parental consent. The team has created a module used for all students with specific interventions for Jasmine. The primary goal is to help Jasmine get on to grade level for general instruction with a safety net of continual interventions and, if needed, special educational services. The team will exhaust all resources available before implementing Tier Four special educational services.
RTI Module for Davis Elementary School with Specifics for Jasmine Keller Tier One
All students are at tier one. They will be assessed by the teacher with classroom formative and summative assessments, along with standardized testing as required by the state based on the curriculum. Those who successfully pass the assessments will remain on tier one for ongoing monitoring and assessment. Those students showing weakness and/or failed to pass the assessments will be referred to tier two for further evaluation. Based on classroom assessments and teacher inferences of instruction of Jasmine, she is referred to tier two for intervention.
These students show signs of weakness not correctable during regular instruction in the classroom of a general educational curriculum. Therefore, interventions to improve their abilities have been recommended. The interventions will be conducted by quarter grading periods. At the end of the quarter grading period the students are evaluated and referred to tier one or tier three. Parents will be notified prior to entering tier two via face-to-face conference at which time parents will sign the consent forms for treatment and further assessment. The parent will receive bi-weekly progress reports from the assigned intervention specialist with a conference including the parent and the RTI team.
All specialists are teachers of Davis Elementary School and certified in their field.
Jasmine Keller, after evaluation of assessments has been assigned to a remedial reading group that will meet during her class instructional reading period that is 35 minutes long. During this time the assigned specialist will collect and gather further information and data to determine Jasmine’s progress for the team to recommend Jasmine to tier one or tier two. The team also has recommended because of the severe weakness Jasmine has; she will be required to attend the group for two quarter marking periods at which time the team shall give their recommendation via conference.
As for Jasmine’s weakness in math she will be assigned a math specialist tutor to help her understand, comprehend, and gain the ability to work independently. The specialist will work with Jasmine to increase her ability and skills in the fore mentioned weak areas.
If any of the two methods of intervention shall be unsuccessful, Jasmine is referred to tier three based on the assessments and observations of the specialist based on her performance under the curriculum guidelines.
The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.
Jasmine is recommended back to tier two based on her performance and the team’s evaluation of her assessments. Jasmine does not fit the criteria of Special Educational Services. She has improved her reading level by a grade and a half to a grade level of 3.2. She has increased her math skills are on grade level of a fourth grader. Jasmine will continue to use interventions already in place and is monitored on an ongoing basis for referral to tier one or tier three for re-evaluation of entry to tier four.
The student is placed in Special Education after an Intensive Educational Planning meeting to determine services that are conducted with parent present. The goal and objective is re-entry of the student to general educational setting for instruction ultimately. An IEP will be scheduled on a yearly bases to assess and evaluate the students progress. The parent is a vital contributor to the team. The parent is a regular monitor and communicator between the Special Educator and himself/herself to convey progress and problematic situations that may arise. The team members for the IEP will be but not limited to: administrator, special educator, psychiatrist, psychologist, socio-therapist if warranted, parent, and any persons the parent and/or school request or deems pertinent to the students achievement academically. At said time the recommendation for continue, modification, or discontinue of Special Educational Services. All students will return to a tier three status prior to the annual IEP meeting.
Abromitis, B. (2009, March). Response to Intervention (RtI) in K-6 Classrooms Use the RtI Model to Differentiate Instruction and Improve Learning. Suite101.com, (), . Retrieved from http://barabara-abormitis.suite101.com/response-to-intervention-rti-in-k6-classrooms-a9562…Retrieved 04/12/2012. Council for Exceptional Children. (2006). Response-to-Intervention-The Promise and the Peril. Retrieved from Council for Exceptional Children, MTE562 website. Retrieved 04/12/2012. http//ww.cec.sped.org University of Phoenix. (2009). RTI student Profile. Retrieved from University of Phoenix, MTE562 website. Retrieved 04/12/2012.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 20 September 2016
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