Transcript Section 4: Examples of Completed RtI Forms.

Section 4: Examples of Completed
RTI Forms
1. Identify the Problem
HENRY HYPOTHETICAL
7-26-03
MALE
ANY TEACHER
HORTENSE HYPOTHETICAL
9-10-08
O
O
0
K
11-20-08
ANY DISTRICT
ANY SCHOOL
ANY NUMBER
9-10-08
O
0
O
O
HENRY IS COOPERATIVE, WILLING TO WORK
HARD, IS NOT EASILY DISCOURAGED, AND GETS ALONG WELL WITH OTHERS
KINDERGARTEN – NOT APPLICABLE
NA
x
x
NA
NA
NA
NA
NA
x
NA
HENRY IS STRUGGLING TO LEARN LETTER NAMES, AND IS PROGRESSING
AT A RATE WELL BELOW THAT OF HIS PEERS.
HOUGHTON MIFLIN
SAXON MATH
SPEECH THERAPY
CURRENTLY
x
x
x
x
DAILY FOR 5-10 MINUTES
MOVED TO FRONT ROW (ONCE)
HORTENSE/9-15-08
SENT PRACTICE WORKSHEETS HOME WITH NOTE TO PARENT
(9-15, 9-22, 9-29, 10-6, 10-13, 10-20, 10-27)
HENRY HYPOTHETICAL
ANY TEACHER
11-22-08
K
HENRY IS
STRUGGLING TO LEARN LETTER NAMES
x
x
2. Define the Problem in Measurable Terms
HENRY
ZERO LETTERS
PER MINUTE
AIMSWEB LETTER
NAMING FLUENCY
14 LETTERS
PER MINUTE
x
x
x
WORK RECORD
AIMSWEB BENCHMARK (LETTER NAMING FLUENCY)
3. Plan Intervention
O
6
AIMSWEB KINGERGARTEN
LETTER NAMING PROBE
HENRY
NAME LETTERS
20 LETTERS PER MINUTE
HENRY WILL PRACTICE WITH LETTER FLASH CARDS
LETTER FLASH CARDS
11-23-08
15 MINUTES PER DAY/75 PER WEEK
TITLE I READING TEACHER
TITLE I READING ROOM
INTERVENTION LOG/REVIEW
4. Monitor Progress
LETTERS NAMED CORRECTLY
WEEKLY
TITLE I READING TEACHER
TITLE I READING TEACHER
HENRY WILL COMPLETE LETTER MAT ACTIVITY
LETTER MAT, DIE-CUT LETTERS
TITLE I READING TEACHER
11-23-08
TITLE I READING ROOM
15 MINUTES PER DAY/75 PER WEEK
LETTERS NAMED CORRECTLY
WEEKLY
INTERVENTION LOG/REVIEW
TITLE I READING TEACHER
TITLE I READING TEACHER
JANUARY 25, 2009
CLASSROOM TEACHER
SCHOOL PSYCHOLOGIST
TITLE I READING TEACHER
RTI COORDINATOR
SPEECH/LANGUAGE THERAPIST
5. Evaluate the Results
HENRY HYPOTHETICAL
1-25-09
ANY TEACHER
K
O
O
O
O
x
x
x
5. (continued) Modify the Plan
3-15-09
CLASSROOM TEACHER
SCHOOL PSYCHOLOGIST
TITLE I READING TEACHER
RTI COORDINATOR
SPEECH/LANGUAGE THERAPIST
1. Identify the Problem
HANNAH HYPOTHETICAL
FEMALE
10-4-92
ANY TEACHER
TENTH
HORTENSE HYPOTHETICAL
O
1-14-08
O
1-14-08
4
6
O
1-24-09
ANY DISTRICT
ANY SCHOOL
ANY NUMBER
FIRST
O
HANNAH WANTS TO PLEASE, ATTENDANCE
IS ADEQUATE, PARENT IS CONCERNED
NA
NA
F
(HISTORY)
x
x
x
x
x
x
D
A
F
(P.E.)
C
HANNAH IS A VERY SLOW READER, AND THIS HAS A NEGATIVE
IMPACT ON READING COMPREHENSION. SHE ALSO STRUGGLES
TO COMPLETE READING ASSIGNMENTS IN A TIMELY MANNER,
AND HER GRADES REFLECT THIS.
NONE
PRENTICE HALL
SOCIAL WORK (DISTRICT SSW)
GRADES 7-10 (RECEIVES CURRENTLY)
x
x
x
x
x
x
FOUR TIMES
SEVERAL TIMES PER WEEK
AFTER-SCHOOL TUTORING ONCE PER WEEK
MOVED CLOSER TO STRONG READERS TWICE
HORTENSE/1-20-08
HORTENCE/1-5-08
HANNAH HYPOTHETICAL
ANY TEACHER
1-25-09
TENTH
READING FLUENCY
x
x
x
REPORT CARD, ACADEMIC RECORDS REVIEW
2. Define the Problem in Measurable Terms
HANNAH’S
THIRD GRADE
AIMSWEB R-CBM
62 WORDS READ
CORRECTLY
134 WORDS READ CORRECTLY
ON EIGHTH GRADE PASSAGE
Reading at 3rd
grade level……
Monitor
progress at 4th
grade level…
AIMSWEB
GROWTH TABLE
FOR R-CBM
x
x
AIMSWEB SURVEY LEVEL ASSESSMENT
3. Plan Intervention
O
6
HANNAH
FOURTH GRADE
R-CBM PROBE
READ
80 WORDS READ CORRECTLY
DAILY USE OF “REWARDS” READING PROGRAM
“REWARDS” READING MATERIALS
1-28-09
40 MIN. PER DAY/200 PER WEEK
LANGUAGE ARTS TEACHER
LANGUAGE ARTS ROOM
INTERVENTION LOG/REVIEW
4. Monitor Progress
WORDS READ CORRECTLY PER MINUTE
WEEKLY
LANGUAGE ARTS TEACHER
LANGUAGE ARTS TEACHER
3-15-09
STUDENT
LANGUAGE ARTS TEACHER
SCHOOL PSYCHOLOGIST
RTI COORDINATOR
5. Evaluate the Results
HANNAH HYPOTHETICAL
3-15-09
ANY TEACHER
TENTH
O
O
O
O
x
x
x
x
x
5. (continued) Modify the Plan
HANNAH
78 WORDS READ
CORRECTLY
FOURTH GRADE
R-CBM PROBE
134 WORDS READ CORRECTLY
ON EIGHTH GRADE PASSAGE
x
x
AIMSWEB R-CBM PROGRESS MONITORING
HANNAH
O
6
FOURTH GRADE
R-CBM PROBE
READ
120 WORDS READ CORRECTLY
DAILY USE OF “REWARDS” READING PROGRAM
“REWARDS” READING MATERIALS
3-16-09
65 MIN. PER DAY/325 PER WEEK
WORDS READ CORRECTLY PER MINUTE
WEEKLY
LANGUAGE ARTS TEACHER
LANGUAGE ARTS ROOM
INTERVENTION LOG/REVIEW
LANGUAGE ARTS TEACHER
LANGUAGE ARTS TEACHER
5-2-09
STUDENT
LANGUAGE ARTS TEACHER
SCHOOL PSYCHOLOGIST
RTI COORDINATOR
STEP 1: IDENTIFY THE PROBLEM
STEP 2: DEFINE THE PROBLEM IN MEASURABLE TERMS
STEP 3: PLAN THE INTERVENTION
STEP 4: MONITOR PROGRESS
STEP 5: EVALUATE THE PLAN
STEP 5: (CONTINUED) MODIFY THE PLAN