Case Study Responses

Rti Scenario A: Elementary Level

"Cecilia is a fifth grader who has never been retained.  She lives with her grandmother.  Her mother does not want her, and her father has just been released from jail.  Her eye exam shows she needs glasses; she does not yet have them. Grandmother states Cecilia was on medication, but the doctor stopped them.  This is Cecilia’s third school since starting school in kindergarten. The teacher reports Cecilia can read words, but has a difficult time comprehending. Additionally, the teacher reports her behavior is disruptive, especially when she is around her sister.  She is most disruptive in P.E., music, lunch, and transitional periods.  She has better control of her behavior in the classroom. She is currently failing all of her subjects.  She passed the TAKS reading test in third grade, but did not pass it in fourth. She failed to pass the TAKS math in fourth grade. She passed the TAKS Writing test in fourth grade."

Questions:

1. What do you know?  What do you still need to know?

 The case study mentions that Cecilia needs to be using glasses but she does not have them. The reason why she does not have them is because her grandmother may not be able to afford the glasses since she is the only one taking care of Cecilia. Her kindergarten teacher mentions that Cecilia is able to read words but has a difficult time comprehending the words the reads. This may be because she may be a bilingual student and because she has been placed in three different schools since she started kindergarten. Which prevents her from having enough time to learn how to understand these words and it doesn't give enough time for her teacher to provide her with the adequate instruction. Also, Cecilia has disruptive and unwanted behavior during music, P.E., lunch and transitional periods. But is able to have appropriate behavior in the classroom. The case study also offers me information about Cecilia's TAKS test scores from third grade and fourth grade. However, I would like to know if the teacher ever tried to talk to Cecilia about her behavior. Perhaps create a group contingency in the classroom or use a token economy to improve Cecilia's behavior.


2. What do you believe is the core problem?

I believe the core problem that Cecilia is facing in this case study is that she is a bilingual student and her teacher may or may not have an endorsement in a second language. Since her grandmother is the only one taking care of her, Cecilia may be speaking another language at home so that she can communicate with her grandmother. And if her grandmother does not speak English then it is difficult for her to help Cecilia with her homework or to spend some extra time to go over vocabulary words to make sure she understands them. Not only does Cecilia have to worry about understanding words in English, but she must also have to be translating those words from English to Spanish.

3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?

The teacher should proceed with the Rti process, because according to a website, www.corwin.com, it explains that "a child's language and culture are never viewed as liabilities but rather as strengths on which to build an education . . . Tier 1 instruction should always be based on the strengths that students bring with them to school and instructional strategies selected that promote learning" (13). Since Maria is showed difficulties comprehending words in kindergarten but still passed the TAKS reading test in third grade but not in fourth, it may be that Maria needs additional support in order to ensure that she does pass all of the TAKS tests. Therefore, the teacher should present all of Cecilia's test scores and any reports that teachers have made about Cecilia. Tier 1 will be beneficial to Cecilia in a way that she will be provided with the support she needs in order to pass all of her subjects and tests, and hopefully shows significant progress.

4. Who needs to be on the RtI Team?

Based on what I know about Cecilia, I believe a psychologist should be on the Rti team. Why do I think this? I think this because Cecilia is living with her grandmother, her dad recently got out of jail, and her mother does not want her. It can be inferred that Cecilia may be struggling in school because of problems at home, her mind may be worrying about stuff going on at home rather than focusing on her school work. I also believe that there needs to be a behavioral therapist in the Rti team so that Cecilia receives support about how she should behave outside of class. Again, her behavior can be caused by what happens at home, she is observing things at home and thinks it is appropriate behavior. To continue, I believe that a speech therapist should be on the Rti team to help her comprehend words in English. A speech therapist will offer Cecilia with extra time and help to go over words she does not understand.

Rti Scenario D: Elementary School

"A kindergarten student with spina bifida has transferred into your  campus. Samuel  is using a diaper and will need assistance to change his soiled diaper.  The school nurse is teaching Samuel to use a pull-up instead.  Up until late summer, Samuel used a walker to move around.  He has been learning to walk around without it but may sometimes lose his balance. Samuel is bright.  He knows letter names and their corresponding sounds, days of the week, colors, shapes, and how to spell and write his name. According to TPRI documentation, he met expectations on BOY screening. 
Samuel makes friends easily.  His mother has repeatedly mentioned that Samuel would do better in school if an assistant were assigned to be with him during the school day.  His mother is disabled and unable to bring him to school.  Samuel has an older brother in second grade who is an honor student and two younger siblings at home."

Questions:

1. What do you know?  What do you still need to know?
The case study mentions that Sebastian is a kindergarten student with spina bifida. Due to his disability he has to use a diaper and will be needing assistance to change. He has been receiving help from the school nurse who is encouraging him to use a pull-up instead so that it will be easier for him. During the summer he has be using a walker to help him walk, but every once in a while he will lose his balance, which is normal. Regardless of his disability, Sebastian is a very bright student and is successful in everything he does. However, "accordin to TPRI documentation, he met expectations on BOY screening." Since I do not know what a TPRI documentation is, I searched it up. According to a website, www.tpri.org, it indicates that "[it] is a brief assessment for identification of students who may be at risk for reading difficulties . . . its primary purpose is to predict for teacher which of their students may need additional or intensive reading instruction . . . it is important to recognize that a screening is not a diagnostic instrument . . . it indicates a need for further evaluation." Also, the case study mentions that Sebastian's mother has asked the school to provide him with an assistant during the school day. What I would like to know is what additional support was given to Sebastian based on the evaluations and whether or not the school provided him with an assistant.

2. What do you believe is the core problem?
Since Sebastian is a bright student, I believe there isn't a core problem that is interfering with his classwork. Although, I do believe that providing him with an assistant may be beneficial for him, especially if he uses the walker to walk around the hallways, school, and his classroom.

3. Should teacher proceed with the RtI process? If yes, what Curriculum Guide Evidence/supporting documentation does teacher need to present at Tier I?
 Since Sebastian is not showing any difficulties or struggles in his classroom, it is easy to infer than proceeding with the Rti process is not necessary. However, as I mentioned before on the page focusing on Tier 1, the website, www.corwin.com, indicates that
"instructional strategies at this level are intended to build on student strengths and create a foundation for further learning and achievement." The Rti process will provide Sebastian with material at a higher level since what is given to him in his classroom is not a challenge enough.


4. Who needs to be on the RtI Team?
I believe that an occupational therapist should be on the Rti team so that he or she could help Sebastian maintain his balance while he uses the walker.


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Bibliography:

http://www.rtinetwork.org/essential/tieredinstruction/tier2

https://www.blogger.com/blogger.g?blogID=315788040301526200#allposts

http://www.rtinetwork.org/essential/tieredinstruction/tier3

https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention

http://www.rtinetwork.org/learn/what/whatisrti

http://www.corwin.com/upm-data/34841_Collier_RTI_for_Diverse_Learners_Ch1.pdf

http://www.specialeducationguide.com/pre-k-12/response-to-intervention/effective-rti-strategies-for-teachers/

https://www.tpri.org/about/screening-section.html