Daniela Cupples

EDU 518

Response to Intervention (RTI) Assignment

Identifying Information
Student Name: Bubba Fett
Parent or Guardian Name: Sally and Bob Fett
Contact Information:

Address: 12345 Galaxy Way, 98765 Stardust, CA

Home Phone: (555) 555-5555
Work Phone (father): (555) 555-5559
Date: 6/16/16

School Currently Attending: Milkyway Elementary, Stardust, CA

Current Grade Level: 4
Behavior Problems:
-

Leaves seat or assigned area without permission.

Blurts out answers without being called on.

Academic Problems:
-

The student does not comprehend what he read.

Student fails to finish assignments because of reading difficulties.

Student Success Team Members:

Classroom teacher: Mrs. Cupples
Parents: Mr. and Mrs. Fett
Principal: Mr. Galaxy
School Psychologist: Mrs. Icestorm
Targeted Intervention Specialist: Mrs. Readalot
Special Education Teacher: Mr. Tolbott
Behavior Specialist: Mrs. Cooldown
Physical Education Specialist: Mrs. Veryfit
Previous Testing Information:
Student scored below basic in on the SBAC test in Language Arts.
Targeted screening for reading: student scored below basic and was placed in
Tier II targeted intervention.

Daniela Cupples

Student Strengths:
- Attendance: student has not missed any school this year or last year.
- The student is punctual, arrives to class on time.
- The students speaking skills are at grade-level.
- Student works well in small groups
Student Weaknesses:
-

Student struggles with language arts:

o reading he scored at a grade-level equivalent of 2.2 on the Star
Reading Test reading assessment. Reading comprehension,
vocabulary, and word-attack skills.
o Writing the student has great difficulty with writing, does not
finish work because he writes at a very slow and labored pace.
o Student leaves his seat without permission, walks around the
room and distracts other students.
o A student randomly blurts out answers, instead of raising his
hand and waiting to be called on.

Interventions Used:
Reading:
Tier II intervention for reading:
Intervention 5 x per week 30 minutes in small group instruction, was
implemented based on Universal screening data.
Classroom intervention for reading: Guided reading group 2 x per week
30 minutes, was implemented to increase the students confidence level, and
to teach the student interaction skills, such as turn-taking, raising his hand.
The student shows very limited improvement.
Behavior:
-

Changed the students seating to close proximity to teacher desk to

increase supervision and remove distractions.
Systematically introduced how to get the teachers attention, used
modeling and guided practice to instruct the student.
Use of frequent reminders to help the student remember not to get up
without permission.

Daniela Cupples
Progress Monitoring Used (data collected):
Tier II progress monitoring graph:
2.5
2
1.5
1
0.5
0

The students performance fluctuates, the student does not show a clear
improvement trend. The student lacks foundational skills in vocabulary and
word attack; the student needs more targeted one-on-one intervention
referred to Tier 3 instruction.
What will you try? (Get directly from PRIM- at least four)
Positive Behavior Support Plan
Behavior Problems:

Leaves seat or assigned area without permission:

-

I will provide constant, positive reinforcement for appropriate behavior.

I will evaluate the visual and auditory stimuli in the classroom.
Determine the amount of stimuli the student can tolerate. Remove
extraneous stimuli from the environment.
I will identify the situations in which the student is most likely to
engage in inappropriate behavior and fail to remain seated. After I
have identified these situations, I will think of ways to minimize their
occurrences.
I will write a contract with the student specifying what behavior is
expected (staying in his seat and raising his hand) and what
reinforcement will be made available when the terms of the contract
have been met.

Daniela Cupples
Blurts out answers without being called on.
-

I will call on the student when he is most likely to be able to respond

correctly.

I will reinforce the student for waiting to be called on before speaking

based on the number of times the student can be successful. As the

student demonstrates success, I will gradually increase the number of
times required for reinforcement.
I will include blurting in the behavior contract.

Academic Problems:

The student does not comprehend what he read.

-

I will make certain that the student is reading materials on his ability
level. If not, I will modify or adjust reading material to the students
ability level.
I will teach new vocabulary words prior to having the student read the
material.
I will have the student outline, underline, or highlight important
points in written materials.
I will pair the student with a peer to summarize material to answer
questions. Who, What, Where, When, How, and Why?

Student fails to finish assignments because of reading difficulties.

-

I will use a sight word vocabulary approach to teach the student the
keywords (e.g. circle, underline.. match etc.). and phrases when
reading directions and instructions.
I will maintain mobility to provide assistance to the student.
I will give the student time to read a selection more than once.
Emphasize comprehension rather than speed.
I will give the student one task to complete at a time. I will introduce
the next task only when the student has successfully completed the
previous task.

Rationale for Interventions:

The students behavior problems are connected to this academic
problems. The student needs to feel success in his reading achievement.

Daniela Cupples
Through the use of reading materials at the students ability level, by
introducing vocabulary ahead of time, and by introducing the student to
highlighting strategies, I will increase the students success rate. I will also
increase the students success by supporting the student in finishing his
assignments, and introduce one task at the time.
The student seems to get up and walk around the room when he
becomes frustrated with the content. He also often blurts out answers during
reading. The student seems to be avoiding the task when he becomes
frustrated with the task. Thus increasing the students success in reading
will likely also reduce his behavior problems. Since the student works well in
a supportive group, I will assign him to a supportive peer to help him
summarize the material, which will serve as a positive way to interact with
others.