RTI Meeting (3:00 - 3:50) September 18 --

Introductions/nature of meeting
Principal, Assistant Principal, Classroom teacher, _________, (RTI Team: 4th Grade Teacher, 5th Grade
Teacher)
Teacher presents referral to team
Go through data, student is 2+ years below grade level. 2nd grade level student can do
Level D (F+P) reading. More than 59 days of tardiness. Attendance was low at old school, completed
63% of assignments.
Was in RTI - areas of concern were reading, writing, math. Records are very incomplete. In K was in RTI
for uppercase/lowercase, aimsweb, letter names/sounds, etc
Has inactive 504 folder - didnt qualify, because not enough of a gap.
Tries every way possible to get out of writing assignments, avoids it at all costs.
Writing letters = torture. Holding a pencil is hard - it hurts. Fine motor control may be an issue?
Can count all but not count on. Cant subtract.
Self-conscious, doesnt want to appear wrong in front of adults. Avoids meetings Im very busy.
Spaces out, ADHD challenges, not medicated - can be totally in his own world. Can startle easily.
Immature, reading Scooby Doo.
504 - folder said DNQ (Does not qualify).
Student walks home, concerns that they may get lost, trying to find peer to walk with.
Thinks student has more potential than showing. Put up hard shell to protect self.
CPA for test taking, they are able to see what the student is able to do.
Way of communicating is very simple. Something is off?

Made nice friends on playground. Has good friend in class. Listens actively to read aloud - often asks
When are you reading out loud?! (Important to not take student out of that time because that is one of
the only parts of school the student enjoys). Loves drawing. Loves transformers. Reading/Math/Writing
Action Plans:

- Reading support 3 times a week

- Start reading one-on-one with Assistant Principal (AP)
- Assessment on phonological awareness with AP
- Books on tape while other class is independently reading, building comprehension
- Teacher has been reading one-on-one with student, however he finds it embarrassing
- When everyone is reading, student must be reading on their appropriate level. Can have a private
area, so not embarrassed.
- During buddy reading, student is paired with lower student, the two are able to do picture walks
and discuss pictures - have controlled book bin for them to select from.

- Teach how to count-on (which is a first grade skill)

- Reading and writing numbers to 100 (hundreds chart)
- Add and subtract to 20
- Math support 4 times a week, 30 minutes, one-to-one
- Sentence writing practice during reading support, develop sight words more (short vowel sounds)
- Modified spelling - 10 word lists (hat, bat, cat)
- Draw first, be expected to write one/two sentences to match with picture - must have beginning,
middle, and end. Implement this in the same notebook, draw box with marker for drawing, and
mark pages 1, 2, and 3. Make lines for student I went to the park - provide 5 lines for student to
write sentence. Gets sticker when completed. Goal is to get three sentences a day.
- Widen assignment parameter for realistic fiction, just to get student to write whatever they can i.e.
Transformers because he has .
- Primary handwriting without tears workbook.