CASE STUDY IN RTI

Christine Reilly

Case study: When to implement RTI

Student is displaying similar academic and behavioral concerns in all classes. Multiple teachers have reported similar observations.

The student has not been previously evaluated for special education services

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• Low district assessment scores
• Failing/low grades in multiple classes
• Inability to focus or organize materials
• Not taking notes or following along

academic concerns

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• Head down
• Checked out/not participating in class
• Has the ability but cannot push himself to action
• Wants to be left alone

Concerning behaviors

Context in which the action occurs

Background information

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Key facts

Student A 14 year old freshman

Situation

case study. Approach to the situation Identify and Describe

• Student does not want to ask for help
• Student not taking responsibility
• Doesn't understand

• MTSS
• Co-Teacher
• Parental involvement

• Placed in lower level classes
• Intervention period for extra help

case study: Define and analyze

Results

Supports

Student is not academically successful in classes

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The current situation vs the goal for this student

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student contract

• Rewards that are meaningful to the student
• If student achieves X, then the reward is Y

Evaluation

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• If all of thea above interventions do not yield the desired results, then the student should be tested and evaluated to see if he qualifies for special education services

Career center

• Student will be enrolled in the Career Center (KACC), which has more hands on courses involving a trade where students learn skills necessary for a particular job they are interested in

Support group

Case Study: Design

• Student will attend a support group every other week with peers who are in s similar situation
• Psychologist will meet with the student weekly

RTI Intervention Plan

• Improved grades
• Head up in class
• Increased engagement
• Social interactment
• Asking questions
• Completing work

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Case study: evaluate the plan

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If the RTI plan that has been put in place is not working, then the next step would be to provide testing to the student to see if he qualifies for any special education services. The parent should also take her son to their regular physician to rule out physical issues and to seek any recommendations.

What to do if the plan is not working

Progress shown through:

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Data must be collected regularly!

How do you know if your plan is working?

Andrew M.I. Lee, J. (2023, June 15). Evaluation rights: What you need to know: Idea: Evaluation process. Understood. https://www.understood.org/en/articles/evaluation-rights-what-you-need-to-know Essential components of RTI – a closer look at response to ... - ed. (n.d.-a). https://files.eric.ed.gov/fulltext/ED526858.pdf Identifying struggling students. NCLD. (2019, November 21). https://www.ncld.org/research/state-of-learning-disabilities/identifying-struggling-students Morin, A. (2023, June 15). Progress monitoring in response to intervention. Understood. https://www.understood.org/en/articles/how-rti-monitors-progress RTI Classroom Progress-Monitoring Worksheet: Guidelines. (n.d.). https://www.interventioncentral.org/sites/default/files/rti_tier_1_teacher_data_collection_form.pdf

References

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Attempted:

Student has gone through all 3 Tiers of support. The English and math classes he has been placed in have co-teachers who offer one on one assistance and check in on him when he puts his head down. Teachers are communicating weekly with his mother. She is on board and responsive.

Frustration

Student is not asking questions or asking for help despite the smaller class size and the addition of a co-teacher. Student says he doesn't understand the work but does not have any specific examples or reasons why. Student is not responding to any of the supports put in place.

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Parent Information

What are your rights and what do you need to know as a parent when it comes to evaluating your child for special education services

Student was signed up by teachers to attend extra help and support sessions during schoolwide Boiler Block time. Student has also been placed in foundations of math and English classes which offer support for struggling students who have not been identified as qualifying for special eduation services.

Academic Interventions

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