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Response to Intervention (RtI) Plan

Name of Student P.D. Teacher Ms. O DOB 4/4/2005 Date Jan 2013 Referred Grade 2nd Current Information Student Strengths: P.D. is a very sweet and personable child. She can be eager to work and try her best, but at times she does not think through the problem, and then gives up more easily. She is a good reader, likes school, and is very friendly and caring toward other students and teachers. According to her interventionist, P.D. gets very excited when she finally understands the material. Review screening/benchmark data:
Assessment JEFFCO K-2 Math screener Date: Jan 2013 Date: Date: Date: Date:

Review Strategies Implemented to Date:
Accommodations Extra help in the classroom from classroom teacher (at her seat and in small groups) Modifications Teacher lets P.D. take home inclass assignment to work at home with her parents when necessary, or to work on them with interventionist as well Interventions Math Intervention – No set curriculum, but strategies are used from a compilation of those in Teaching Number: Advancing Children’s Skills and Strategies by R.J. Wright Tutor at home – on occasion

Statement of the Problem: P.D. has been having problems with math calculations, place values (not understanding ones, tens, and hundreds place), simple addition and subtraction (with using manipulatives), partitioning (ie. ‘How many groups of 10 in 67?’), rote counting by 10’s (counting up off the decade with and without 100’s chart), counting backwards, counting the number of jumps forward and backward from a to b (ie. How many jumps from 3 to 8? How many jumps from 10 back to 7?), and skip counting forwards and backwards by 2’s, 5’s, and 10’s. Select and Plan Research-Based Strategy/Intervention
Intervention Math Intervention – No set curriculum - Working on number sense Extra help in classroom during math time (at her seat and in smaller groups) Tutor – On occasion at Provider Ms. C (Para) Mrs. O (Teacher) N/A Setting Pull-out classroom In-Class Home Time ½ hour When neede d When Days 2 (Tu/Th ) When neede d When Start 9:30 N/A N/A End 10:00 N/A N/A Tier III II-III III

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153291597.doc 6/21/2013

Response to Intervention (RtI) Plan
Name of Student P.D. Teacher Ms. O DOB 4/4/2005
home

Date Jan 2013 Referred Grade 2nd
neede d neede d

Data Collection
Progress Monitoring Tool(s) Probes from www.easyCBM.com Person Responsib le Kait Walsh Frequen cy 1x/week Baseli ne 4.3/16 grade level Interi m 12/16 off level Interi m 11/16 off level Interi m 11/16 off level Target 12/16 Winter grade level 13/16 Winter off level 12/16 (Spring Grade Level) 15/16 Spring off level

Probes from www.easyCBM.com

Gap Analysis Kait Walsh 1x/week

2.8 6.67/16 grade level

14/16 off level

14/16 off level

12/16 off level

Gap Analysis
Meeting Dates

1.8
Team Recommendation
Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III Other: Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III Other: Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III

Notes
Meeting with Ms. O, P.D.’s teacher, to discuss her academic (math) issues, her struggles, and the current intervention she is receiving before administering math probes. Also to get consent forms delivered to parents. Interview with Ms. O to gather more information about P.D.’s academic concerns.

Next Meeti ng

2/7/13

2/19/1 3

2/19/13

3/12/1 3

2/21/13

Meeting with Ms. C, the para who conducts the intervention with P.D. to learn more about it, and to show her the probes I have been giving P.D. both at grade level and off-level. She will use these probes to help with intervention.

4/1/13

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153291597.doc 6/21/2013

Response to Intervention (RtI) Plan
Name of Student P.D. Teacher Ms. O DOB 4/4/2005 Date Jan 2013 Referred Grade 2nd
Other:

3/12/13

Meeting with Ms. O, reviewing the probes given to P.D., asking her more about the problems she is still struggling with (same as before), and continuing with the same intervention she is getting (It will continue after T-CAP). Meeting with Ms. C, reviewed next set of probes, and worked with her during an intervention for P.D..

4/1/13

4/9/13

Review RTI plan with both Ms. C and Ms. O. Decide to continue with intervention based on progress seen (yet also a decline recently) on math probes and in intervention thus far. Possibly implement alternative interventions in the future.

Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III Other: Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III Other: Continue with current intervention Interventions no longer necessary Implement Alternative Intervention Focused Assessment Consider Tier III Other:

4/9/13

4/9/13

TBD

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153291597.doc 6/21/2013