Mary Yeary

 Principal/Vice Principal  Intervention Specialist (who does not work with the child)  At least 1 team teacher who does work with the child and is willing to be responsible for interventions and collecting data  Counselor  Parent  Student (at 8 th grade level)  Meets at least once a month: substitute provided if needed

 Open House  Meet parents and students (Get to know students and their background)

◦ Conference with parents of any student who is struggling in class and has below a C or is a behavior issue. (Conferences are with all teachers the student has.) ◦ Through conferences we open the communication window. ◦ Student A’s mother says that student A is really trying at home. She loves school and would love to help with any ideas we have.

◦ Intervention Tier 1 (Data Collection Starts on All “At risk students”)  At risk students are moved to the front of the room.  Teachers teach using best practices (visual, auditory, hands-on)  All students in the classroom start Study Island: Lessons included outside of class on the computer  Engage students in math lesson  Student A has a 47% in math class. Student attempts all work

◦ Interventions Tier 2  Working with peers in groups  Working with peer tutor  Student A still has below a 50% in math class.

◦ Interventions Tier 3  Round 1 Tier 3  Study Guide Provided  Working one-on-one with teacher 10 minutes a day to work on problems

Round 2 Tier 3  Student provided hints (formulas given, not memorized)  Able to turn in early and checked by teacher to fix and re-turn in  Able to correct quizzes (student A always tried but never was successful)

◦ Team meets again and decides with all the intervention still not working it is recommended that student A be tested for an specific learning disability in math

◦ Student A has been diagnosed with a specific learning disability in math. ◦ Receives interventions, accommodations, and modifications ◦ Currently, has an 87% in math!!

 At any time if Student A would have been successful with the interventions the team would have decided to keep implementing the interventions but not recommended for the student to continue the RTI process.  Principal highly recommends that each team have at least one student in the RTI process. (our school has 6 students at all times in the RTI process.)  As a school we are the strongest in behavior interventions. (many students enter the RTI process to get on a behavior plan)  Since each team must have a student in the process at all times, it forces us to not just look at behavior students but always be looking for students who are falling behind and need interventions.

 Group 1: Tier 1 Intervention  Group 2: Tier 2 Intervention  Group 3: Tier 3 Intervention  I will give you information about the student as the tiers progress.  Please be thinking about your interventions that you would like to implement

 Boy  13 years old (8 th Grade)  Liked by peers (very social)  Grades in the low C high D range in math, science and reading, in social studies has a 90%

 Continues to have grade problems, tier 1 did not work  Talks to peers in class  Is late getting to 3 out of 5 classes  Teachers report “they don’t like him”  Advance to Tier 2

 Tier 2 did not work, Grades continue to fall  Begins to copy his friends homework  Class clown, when called upon will make a joke to the class. (often sent to the office)  Suspended at a basketball game for mooning the opposing team  Advance to Tier 3

 Background from A.I.’s mother  She states that her son does 3 hours of homework every night and that he has ADHD. She also continues to say that he is a handful but he just does not understand what to do.  Dad was dyslexic before he died in the Iraqi War.

 Has a learning disability He struggles with:  word problems  following multi-step directions.  remembering the steps and opening a lock  auditory learning (needs to have information presented visually)  self-esteem

Thank you for your time Any Questions?