Response to Intervention Plan, Part I

Response to Intervention Plan, Part IHeather JamesUniversity of PhoenixCourse: Rdg/543Instructor:Lynette KitchenSeptember 5, 2016University of Phoenix MaterialSample Response to Intervention (RTI) FormsOngoing Academic/Behavior Intervention Plan and Log Student InformationStudent (pseudonym)Sarah’s MasonCampusGaston, North CarolinaTeacherMrs. H. JamesGrade/Placement8thAge13Cultural and language background:Home Language Spanish, EL 5Interests:Social Studies,Music, Art, SoccerLearning strengths and challenges: Strengths - Advanced Phonics Skills Challenges – Text Reading EfficiencyBaseline AssessmentReview 1Review 2Review 3Date9/9/159/9/1510/9/1511/9/15Reading Level900 Below Average900 Below Average950 Shows improvement960 Shows ImprovementContent Area LevelGrade equivalent score of 2.2 Below AverageGrade equivalent score of 2.2 Below AverageGrade equivalent score of 2.5 Shows ImprovementGrade equivalent score of 2.6 Shows ImprovementReading: Lexile Measure/WCPMContent Area: Field-Appropriate MeasureDateTarget Area (Academic or Behavior)Intervention (Description)ResourcesAcademic Behavior (Monitoring Frequency)Person(s) ResponsibleNotes9/20To increase student (GE) score from 2.2 to a 3.2 by the end of the year.Encourage parental support, Use manipulatives, allow for extra time, build literacy fluency, use computer software to boost confidence.Alfred music theory software, text, and audio cd. Twice a week for a full class period of 45 minutes.Teacher (Mrs. James) &Computer library specialist10/971% AverageIncrease in use of computer time.Alfred music theory software, text, and audio cd. Twice a week for a full class period of 45 minutes.Teacher (Ms. James & Computer library specialistStudent in process of maintaining average/ continues monitoring sessions, learning study habits and staying focused.10/2073% AverageAllowing for extra time seems to help with student confidence.Alfred music theory software, text, and audio cd. Twice a week for a full class period of 45 minutes.Teacher (Ms. James & Computer library specialistStudent in progressing course level, continues monitoring sessions, learning study habits and staying focused. Monitor student’s attentiveness.11/972% AverageStudent behavior is still shy but confidence seems to be building academicallyAlfred music theory software, text, and audio cd.Twice a week for a full class period of 45 minutes.Teacher (Ms. James & Computer library specialistStudent in progressing course level, continues monitoring sessions, learning study habits and staying focused. Monitor student’s attentiveness.11/2078% AverageStudent staying more focused and seems to like using the computer software to concentrate.Alfred music theory software, text, and audio cd. Twice a week for a full class period of 45 minutes.Teacher (Ms. James & Computer library specialistStudent in progressing course level, continues monitoring sessions, learning study habits and staying focused. Monitor student’s attentiveness12/980%Student put in peer tutor program with one on one help and enough time to practice and learn. Alfred music theory software, text, and audio cd. Once a week for 45 minutes.Student in class & teacher.Student is opening up to other students and interacting in class more.1/980%Time management skills with planner. Student sits with aid to write down homework and important events twice a week.Planner/ calendar and organizerTwice a weekStudent and aid.2/982%Behavioral contract signed by student and teacher, student must participate once three times a week in class. Student progress is advancing, homework is in on time and focus in better.Contract.Twice a week for 45 minutes.Student and teacher.3/985%Teach focuses on self-motivation. Asks students to write a paper about any music that inspires them and why, in detail. Sarah’s activates prior piano knowledge and submits the paper early with an A.Graphic organizers for paper. Spider web brainstorming template.Twice a week in small groups for 45 minutes.Students and teacher.Sarah’s demeanor has improved and assignments are being turned in on time. Focus is more clear.4/986%Focus on group work with shared responsibility to write information down from the text. Teacher monitors and students each have to write 5 sentences. Students have 20 minutes to complete the task and 20 minutes left of class is a discussion on their findings. Paper and pencil. Possible sentences template.Small groups 45 minutes twice a week. Small groups monitored by teacher.Sarah was driven in her groups and created 5 sentences with vocabulary used from the text, participated fully.5/989%Semantic mapping used individually for organizing historical information from the text.Alfred Music history book. Computers for typing.45 minutes twice a weekIndividual and teacher.Sarah have improved her writing skills and is participating fully.Response to Intervention Timeline Student InformationStudent (pseudonym)Sarah MasonAge13Grade8thPlacementBegin Tier II Round 1Date10/9/2015Intervention NotesProgress of monitoring and graphing data has increased. Student is pulled aside in small groups with other struggling students 45 two times a week instruction is discussed with leadership team a document. Pre-reading strategies: Student uses KWL chart to organize prior knowledge and what to know about new information. After reading strategies: Summarizes information into word document typed on the computer.Begin Tier II Round 2Date12/9/2015Intervention NotesProgress team meets to address problems and obtaining parent input, inviting parents to meeting. Continue to send home reports and continuous progress monitoring data reviewed by team. Involve parent in the intervention process. If we are teaching a targeted skill, the parent should know about this and be guided in helping the student at home to the extent the parent is willing and able. Student continues to use Brainstorming and discussion charts to organize information. Student is utilizing planner to organize homework.Begin Tier II Round 3Date2/9/2016Intervention NotesPeer tutoring is helping advance Sarah’s shy demeanor in class and she is participating regularly. Her behavior contract with the teacher holds her accountable for weekly participation. Her behavior and focus is class much better and her grades are increasing.Begin Tier II Round 4Date4/9/2015Intervention NotesGroup work, graphic organizers, and reward system for participation has improved Sarah's attitude, motivation, and grades. She has greatly improved from the beginning of the year. With her planner and reward system she will stick to her positive patterns and continue to be successful.Five Themes of Geography Book ProjectLesson:Social Studies content area using Geography Alive literacy curriculum for Grades 6-8. This lesson is designed to follow the Geography Alive literacy program while also providing an opportunity for students to keep pace with the core content and vocabulary of the weekly selection. Social Studies (8.G.1.2: Distinguish among the following Five Themes of geography -- Movement,Regions, Location, Human Interaction and Place) . Define each of the five themes of geography.Then the students will choose one country anywhere in the Eastern Hemisphere. Students will then research three facts or details on their country for each of the five themes. All of this information goes on their research handout. Once all of their research is complete and their research handout is filled out, they will create a nice-looking book that displays all of their information.Methods for modeling comprehension strategies to assist students in the project:Geography Alive interactive worktext provides scaffolding for the reading and writing workshop. Scaffolds are provided for oral language, vocabulary, complex social studies text, and writing. As a class we will work complete the research handout for the online Five Themes of Geography as a class.Opportunities during the project for students to work cooperatively and to engage in discussion groups:In addition to the Geography Alive text, students will be working in small groups that have similar themes of geography to complete their research handout. Students will explore world maps and learn the characteristics of each theme of geography and their assigned country. Compare the cultures and human interaction of each pare location, climate, geographic features, economy, or any other characteristics.Geography Alive text and vocabulary scaffolding will give students the background knowledge needed to complete this project.Graphic organizers:Students will create graphic organizers that classify Five Themes of Geography. The graphic organizer is to help students identity the 5 themes. Tiered Foldable: 8 sections – when lifted each section gives details about the Five Themes of GeographyPair state and national literacy standards and content area standards to the project:NSS-G.K-12.2 (Understand the physical and human characteristics of places.Understand that people create regions to interpret Earth's complexity.Understand how culture and experience influence people's perceptions of places and regions.)NSS-G.K-12.4 (Understand the characteristics, distribution, and migration of human populations on Earth's surface.Understand the characteristics, distribution, and complexity of Earth's cultural mosaics. Understand the patterns and networks of economic interdependence on Earth's surface.Understand the processes,patterns, and functions of human settlement.Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface.)NSS-G.K-12.5 (Understand how human actions modify the physical environment. Understand how physical systems affect human systems. Understand the changes that occur in the meaning, use, distribution, and importance of resources.)Reference? 2016 - TCI | SOCIAL STUDIES TEXTBOOKS, SCIENCE TEXTBOOKS & CURRICULUM FOR K-12 SCHOOLS. Retrived from Middle School, personal communication, August 31st, 2016. RTI Plan.? 2014 University of Phoenix. RTI Sample form.Retrieved from chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html ................
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