RTI Data Decision Making

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School

Grand Canyon University *

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Course

525

Subject

English

Date

Oct 30, 2023

Type

docx

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Uploaded by GeneralFlower12257

Word Script for Grayson’s RTI Team Meeting Facilitator : welcome to the RTI team meeting. We are incorporating his meeting with you today to dialogue issues you are having about Grayson. The reasoning of this meeting is for all of us to operate collaboratively to make decisions about practical blueprints to assist our scholar to achieve more in our academic institution. I am the expediting for this Response to Intervention data team consultation. Our note taker for this consultation will be Ms. Thomas one our school administrator. The case manager for this student is Mr. Russell. The person who will make sure we stay within our time bracket for this consultation is Dr. Tibbles. This meeting expectancy is to last about 60 minutes. Within the time of our departure, we should have a concrete individual intervention blueprint collaborated to assist our issues in which we will be addressing. Our amazing team and you have a lot to cover today with only a certain period of time. To assist our work effectively and to use our time wisely we will follow a strict structured model through each stage. Facilitator: In our meeting we have our principal Dr. Hayes, reading specialist Ms. Santiago, special education specialist Mr. Savion, grade level teacher for Grayson: Ms. Doran, school psychologist Dr. Davis, and our language therapist Mrs. Hodges. First we are going to hear the progress monitoring data from Ms. Doran in relation to Grayson. Ms. Doran: thank you so much everyone for showing up to support my student Grayson in achieving great levels in achievement. After giving Grayson the USM also known as the universal screening measure his score was not above the benchmark. Since week nine we have seen great progress up until week 16 where he started out at 36 words per minute he has achieved 47 words per minute with our tier 2 instructions. Our short-term goal for him was 50 wpm by week 16 and he is only 3 words from achieving that goal. Facilitator: Thank you Ms. Doran. Realizing this has been over an eight week period of starting the Tier 2 instruction team. Next we will have our reading specialist Ms. Santiago review our benchmark goals for our second grade level and Tier 2 Instructional. Ms. Santiago: So, our Tier 2 instruction focuses on students receiving additional support from either his grade level teacher Ms. Doran or myself as the reading specialist while still receiving progress monitoring. However, his end of the year benchmark is 75 words correct per minute in passage reading fluency.

Facilitator: Thank you Ms. Santiago. Mr. Savion do you have any new intervention recommendations or should we continue with the same progress monitoring? Mr. Savion: realizing that Grayson is making progress with this current progress monitoring intervention I think would be a great idea for Miss Dorian to possibly increase the progress monitoring days so that Grayson can reach his full potential and exceed his short-term goal. Facilitator: Thank you so much Mr. Savion. Dr. Davis do you have any new intervention recommendations or should we continue with the same progress monitoring? Dr. Davis: Seeing that Grayson has made great progress in Ms. Doran’s classroom intervention. I would like to communicate with in relation to his comprehension level. He comes so close to reaching his goal but never fully reaches. So, I would also incorporate some other digital resources to empower his educational palate that would motivate him to reach his goal and achieve in progress monitoring. Facilitator: Since we have all come to an agreement that Grayson does not need any new interventions we can close this meeting and wait for new data to come from Ms. Doran about Grayson’s amazing progress next time. Summary The data that is collected through progress monitoring allows the educator to create a curriculum that will boost the intellectual development of an individual. Realizing that students are struggling in a certain area provides tangible evidence of the support that they need to grow academically. In literacy students need to be able to read on their level while comprehending the information that is being offered to them. Providing the proper resources which might include technology-based teachings that keep them engaged while increasing their understanding level. Dealing with diverse students requires a level of creativity that bridges the gap between traditional learning and unconventional academics that guarantees goal achieving sessions. Allowing students to reflect on the material that has been presented to them provides proof to the educator of how well they understood what was taught. Taking the opportunity to break down the material for each individual to understand in a major way is beneficial for the learning experience of each student. Using anchor charts, flashcards, and other tangible resources can be a great source of educational tools that causes students to realize the importance of learning and grasp the information. While making sure that pacing each learning experience allows students to build on every new knowledge does being present it to them. Creating small learning environments can allow teachers to provide intensive teaching opportunities that correlates with the curriculum being provided for academic growth. Taking the material that has been taught and using Learning strategies that simplifies the material for their understanding level. For example, using books of particular levels

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