section 4: examples of completed rti forms. 1. identify the problem henry hypothetical 11-20-08...
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1. Identify the Problem
HENRY HYPOTHETICAL 11-20-087-26-03 MALE ANY DISTRICT
ANY TEACHER K ANY SCHOOLHORTENSE HYPOTHETICAL ANY NUMBER
9-10-08O O 9-10-08 O0 0
OO
HENRY IS COOPERATIVE, WILLING TO WORK
HARD, IS NOT EASILY DISCOURAGED, AND GETS ALONG WELL WITH OTHERS
HOUGHTON MIFLIN
HENRY IS STRUGGLING TO LEARN LETTER NAMES, AND IS PROGRESSING
AT A RATE WELL BELOW THAT OF HIS PEERS.
SAXON MATH
SPEECH THERAPY CURRENTLY
x
x
x
x SENT PRACTICE WORKSHEETS HOME WITH NOTE TO PARENT
HORTENSE/9-15-08
(9-15, 9-22, 9-29, 10-6, 10-13, 10-20, 10-27)
DAILY FOR 5-10 MINUTES
MOVED TO FRONT ROW (ONCE)
2. Define the Problem in Measurable Terms
HENRYAIMSWEB LETTER NAMING FLUENCY
ZERO LETTERS PER MINUTE
14 LETTERS PER MINUTE
3. Plan Intervention
6
O AIMSWEB KINGERGARTEN LETTER NAMING PROBE
HENRY NAME LETTERS
20 LETTERS PER MINUTE
HENRY WILL PRACTICE WITH LETTER FLASH CARDS
LETTER FLASH CARDS TITLE I READING TEACHER
11-23-08 TITLE I READING ROOM
15 MINUTES PER DAY/75 PER WEEK INTERVENTION LOG/REVIEW
JANUARY 25, 2009
HENRY WILL COMPLETE LETTER MAT ACTIVITY
LETTER MAT, DIE-CUT LETTERS TITLE I READING TEACHER
11-23-08 TITLE I READING ROOM
15 MINUTES PER DAY/75 PER WEEK INTERVENTION LOG/REVIEW
LETTERS NAMED CORRECTLY TITLE I READING TEACHER
TITLE I READING TEACHERWEEKLY
CLASSROOM TEACHER
SCHOOL PSYCHOLOGIST
TITLE I READING TEACHER
RTI COORDINATOR
SPEECH/LANGUAGE THERAPIST
CLASSROOM TEACHER
SCHOOL PSYCHOLOGIST
TITLE I READING TEACHER
RTI COORDINATOR
SPEECH/LANGUAGE THERAPIST
1. Identify the Problem
HANNAH HYPOTHETICAL 1-24-0910-4-92 FEMALE ANY DISTRICT
ANY TEACHER TENTH ANY SCHOOLHORTENSE HYPOTHETICAL ANY NUMBER
1-14-08 O 1-14-08O6 4
FIRSTOO
HANNAH WANTS TO PLEASE, ATTENDANCE
IS ADEQUATE, PARENT IS CONCERNED
HANNAH IS A VERY SLOW READER, AND THIS HAS A NEGATIVEIMPACT ON READING COMPREHENSION. SHE ALSO STRUGGLESTO COMPLETE READING ASSIGNMENTS IN A TIMELY MANNER, AND HER GRADES REFLECT THIS.
PRENTICE HALL
NONE
SOCIAL WORK (DISTRICT SSW) GRADES 7-10 (RECEIVES CURRENTLY)
x
x
x
x
x
x
FOUR TIMES
SEVERAL TIMES PER WEEK
AFTER-SCHOOL TUTORING ONCE PER WEEK
MOVED CLOSER TO STRONG READERS TWICE
HORTENSE/1-20-08
HORTENCE/1-5-08
HANNAH HYPOTHETICAL 1-25-09ANY TEACHER TENTH
READING FLUENCY
x REPORT CARD, ACADEMIC RECORDS REVIEW
xx
2. Define the Problem in Measurable Terms
HANNAH’STHIRD GRADE
AIMSWEB R-CBM
62 WORDS READ CORRECTLY
134 WORDS READ CORRECTLY ON EIGHTH GRADE PASSAGE
3. Plan Intervention
6
O FOURTH GRADE R-CBM PROBE
HANNAH READ
80 WORDS READ CORRECTLY
DAILY USE OF “REWARDS” READING PROGRAM
“REWARDS” READING MATERIALS LANGUAGE ARTS TEACHER
1-28-09 LANGUAGE ARTS ROOM
40 MIN. PER DAY/200 PER WEEK INTERVENTION LOG/REVIEW
4. Monitor Progress
WORDS READ CORRECTLY PER MINUTE
WEEKLY
LANGUAGE ARTS TEACHER
LANGUAGE ARTS TEACHER
5. (continued) Modify the Plan
HANNAHFOURTH GRADE
R-CBM PROBE
78 WORDS READ CORRECTLY
134 WORDS READ CORRECTLY ON EIGHTH GRADE PASSAGE
DAILY USE OF “REWARDS” READING PROGRAM
“REWARDS” READING MATERIALS LANGUAGE ARTS TEACHER
LANGUAGE ARTS TEACHER
LANGUAGE ARTS TEACHER
LANGUAGE ARTS ROOM3-16-09
65 MIN. PER DAY/325 PER WEEK INTERVENTION LOG/REVIEW
WORDS READ CORRECTLY PER MINUTE
WEEKLY