ipl-logo

Response To Intervention: Case Study

883 Words4 Pages

“Helen” is a sweet, compliant second grade child. She is currently on Tier 3 in the Response to Intervention (RTI) process with very little progress. “Determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided” (Linan-Thompson, 2010). She presents with academic concerns in all academic areas with particular concern in the areas of reading and writing. These concerns require further consideration of interventions including possible special education evaluation. “Students whose learning trajectory shows little improvement may be considered for additional, more intensive intervention or evaluated for special education services” (O'Connor, Bocian, Beach, Sanchez, & Flynn, 2013). Currently, she is functioning well below grade level in all academic areas. She has a relative weakness …show more content…

She has not yet been recommend to proceed to tier 4 or special education evaluation due to insufficient data related to her absences as well as the missed days of school due to weather. Upon receipt of appropriate data, it is the intent of the team to review the data and recommend further RTI action or moving her to tier 4 and evaluation for special education. “Collaboration in RTI focuses on using data to make decisions about individuals and generate solutions to recurrent problems” (Lipson, 2011). Additionally, she receives support from the Early Intervention Program (EIP) for her reading and writing deficits in which her general education teacher and EIP team collaborate to help her make academic progress. The EIP team works together to give “support to general education teachers and paraeducators” (Wallace, Anderson, & Bartholomay, as cited by Dover, 2005) through collaborative lesson planning and taking data for the RTI

Show More
Related
646 Words | 3 Pages

The first question that crosses every special education teachers mind is, why did Shannon Carters parents wait till high school to begin to question her reading skills? This is a clear case of parents pointing fingers and blaming the school to compensate for their lack of involvement in their child’s future. The Carter family could of approached the school at any time to request an IEP evaluation or a Response to Intervention (RTI) evaluation. Shannon would have been an ideal candidate for RTI during her later elementary years or middle

Read More
207 Words | 1 Pages

Lea 'montria is a very sweet and caring 2nd grade student attending Lake Forest Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class for the majority of the day. Lea 'montria continues to display inappropriate behaviors. She argues with her peers, cries uncontrollable, and whines when seeking attention or things don 't ' go her way.

Read More
241 Words | 1 Pages

Evidence #4: was an IEP assignment from the following course, SES 641, Assessment of Individuals with Special Needs, which I completed during the fall semester of 2013. Describe: This assignment required the preparation of an initial Individualized Educational Program (IEP) for a five year old boy in kindergarten who had just been diagnosed with a specific learning disability (SLD)

Read More
1721 Words | 7 Pages

Autumn will not receive services from the ECSE teacher for these areas. Based on the comprehensive evaluation scores Autumn is below average developmental levels for her age in the domains of social/emotional and fine motor. Autumn qualifies for special education services in the area of social/emotional and motor. Autumn will receive services from the ECSE teacher. She will attend an inclusive preschool setting five days a week all day.

Read More
1056 Words | 5 Pages

Her current scores on reading assessments are 70%,(novel assessment), 78% (reading assessment/ English mid -term) 58%(informational text;biology), 39% (history). She is able to answer literal questions with 80% and above averages, inferential and analytical questions are at approximately 75% accuracy. Her reading skills are at grade level with her peers and according to her last ETR, she did not demonstrate any weaknesses in reading and reading comprehension skills.

Read More
305 Words | 2 Pages

Response to Intervention, or also known as RtI, was created to help detect the presence of a learning disability. The intervention program is a scientific research-based, base on a student’s response. RtI can only help the regular education students that has academic problems or behavior problem. For academic problem there are three tiers to RtI, and of these tiers tier II and tier III each has a four week time period for evaluation. In the first tier the teacher will let the student continue in wholes group instruction, while documenting the action of that student.

Read More
1034 Words | 5 Pages

She also noticed that Mary was having quite a bit of trouble with reading at her level. She is a third grade student and is only at that of a student ending first grade and beginning a second grade level of reading. In addition, to the reading, Mary is only at the instructional level of a student in the middle of first grade after a curriculum based assessment was performed. An observation was also conducted and found that Mary does well with Math and will stay on task more when there is not much reading and also works well in group assignments. When she observed reading, she was out of her seat within 10 mins and became disruptive.

Read More
1303 Words | 6 Pages

That is where the possibility of having Marco enter RTI might be the best for him. RTI is designed to be a multi-tier method to early identification and support to students with learning and or behavior needs (What is RTI? n.d.). This approach will give Marco high quality instruction and intervention where he needs it. It gives Marco the opportunity to work through his issues while screening him and giving him the tools he needs to be successful in learning. Using RTI to specifically help Marco is the goal in this situation.

Read More
200 Words | 1 Pages

This case study identifies a student named “Bryanna”. She is an eight-year Caucasian female in the third grade that has a relative weakness in reading and mathematics. Bryanna is currently in a regular education classroom amongst her peers. In this environment she shows adequate social and behavioral skills; however, indications of attention and learning problems are present. After reviewing her reading and mathematics assessment data, Bryanna’s scores suggests that she needs to be evaluated for special services.

Read More
728 Words | 3 Pages

I would want to communicate with the Special Education what my concerns are and that I am not able to find the time to reteach them the skills they are missing. Hopefully by communicating with the Special Education teacher I will be able to figure out whether they are helping with the skills they are missing and we can also brainstorm some ideas of how we could make this happen in the classroom. With

Read More
431 Words | 2 Pages

Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,

Read More
244 Words | 1 Pages

PRESENT LEVELS OF PERFORMANCE/RELATIVE STRENGTHS: Katy?s teachers identified the following areas of strength: Katy knows how to ask for help, and knows where to go for help, she makes people laugh and has a great sense of humor, is motivated and hardworking, works well with others, is becoming a good artist, is highly respectable, can follow directions, and able to comprehend text, participates in class when asked to, is positive and attentive when provided supports. Teacher responses to behavior rating scales yielded age appropriate levels of behavior in the following areas: Conduct Problems (i.e., rule-breaking behavior no more often than others her age), Anxiety (i.e., displays anxiety-based behaviors no more often than others her age),

Read More
721 Words | 3 Pages

In this case study my client is Peter (the stepbrother). A). Two goals of Social Work which was chosen were to enhance human capacity and improve access. (NASW, 1999). Enhancing human capacity refers to enhancing or building peoples problem solving, coping and developmental capacities.

Read More
487 Words | 2 Pages

This article is targeted toward all educators as well as administrators that are involved in making important decisions regarding high stakes testing and students in special education. Gordon’s research shows there is a direct correlation of dropout rates to lack of success on high stakes testing for students in special education. She also looks at student IEP accommodations and their direct link to appropriateness for assessment and instruction. Gordon’s information throughout the article is data driven, and states that there needs to be additional research to conclude information related to lack of success on assessments of students in special education regarding accommodations and dropout rates.

Read More
1024 Words | 5 Pages

Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP

Read More

More about Response To Intervention: Case Study

Related Topics

Open Document