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RTI for RonFifth grade reading Kelsey Defosse (Tier 1 (Tier 2 (Tier 3…
RTI for Ron
Fifth grade reading
Kelsey Defosse
Ron's teacher's describe him as enthusiastic about classroom participation and very enthusiastic and very creative on any artistic subject. During reading assignments, Ron frequently has trouble staying on task. he is frequently out of his seat, sometimes uses materials inappropriately, and has trouble staying on task. He can be a serious disruption to instruction. he also seems to seek adult attention and will escalate his behaviors until the teacher responds.
Academic performance
: Ron has scored close to the 40th percentile on district reading assignments. During MBSP (monitoring basic skills progress) Ron received a score of 12, at risk for not meeting grade level performance progress targets.
(case study retrieved from
http://idahotc.com/portals/23/docs/case-study-deliverable-6-24.pdf
Tier 1
Classroom instruction strategy
High quality instruction
Regular data collection to assess student progress
Scaffolding to make the content accessible to all
Use visual aids to support material
Integrate multiple different learning strategies into the lesson (kinesthetic, visual, aural)
Frequent formative assessment
Use simple language and simple language content prentations
Read slowly
Exit tickets to track data
Use differentiation technology: <
https://www.freckle.com/differentiation-platform/
.
Tier 2
Small group intervention
narrow down instruction focus field to students who need more attention
Used for students who don't perform well under Tier 1= Ron
Group reading time: give attention to each group, focusing on their needs
Spending extra time on reading activities
Think, Pair, Share: partner Ron with a mentor who can help him concentrate and engage Ron's class participation enthusiasm
Progress monitoring assessments
Include small group active participation activites: Post-it Parade
http://www.queensu.ca/teachingandlearning/modules/active/12_exmples_of_active_learning_activities.html
Assign small group differentiated material through Freckle, they can work at their own pace
Tier 3
Individual target intervention
Given to students who are insufficient in meeting target benchmarks
Students who aren't successful in Tier 2
Visual representation: Ron should read a passgae and visually represent it through drawing
Personal visual Dictionary
One-on-one time with teacher frequently, 2 times a week for 30 minutes, giving immediate feedback
Progress monitoring assessment
Give them independent reading time, allowing them to choose their reading material
Keep parents updated with Ron's Progress
If tier 3 is unsuccessful, consult external intervention strategies (PBIS, IEP)
Determine eligibility of IEP
Suggest further evaluation with therapy