Case+Study+RTI

**Laredo Elementary Information:** [|10-4-2011_8;46;12_PM.JPG] [|10-4-2011_8;48;02_PM.JPG] **Notes from Community Drive:** [|10-4-2011_8;49;33_PM.JPG] **Students** **__Student A__** **﻿** Student A is a male student. He is an ELL. Student A is one of the most focused students in Mrs. Chavez-Murphy's class. He is always engaged, tries hard, and never acts out. He is probably the most polite 9 year old I have ever met. Student A, on several occasions has opened the door for me and said, "Ladies first". I am constantly amazed by his character. I believe that the only reason student A is in the RTI is because he is an ELL. He takes a while to process directions. He has told be himself that he prefers to read the directions instead of having them read to him. In science he excels. He struggles most with reading and writing which is not surprising given English is his second language and his family speaks Spanish at home. On his CELApro he was proficient in speaking, but scored a 1 for listening and 2's for reading and writing. I believe that school is the only place student A is exposed to the English language for the most part. I do not think student A will make it through the RTI system to become SPED, I think with a little extra attention he will improve in his learning.
 * Case Study ** //Right to Intervention//   Laredo Elementary 4th Grade Students in RTI   By Paula Hedin

** Information: ** [|Person_Summary_Report.JPG] [|School_Transcript.JPG] [|2011_CSAP.JPG] [|ILP.JPG] / [|ILP_page_2.JPG] [|History_of_Grades.JPG] [|CELApre_page_1.JPG] /[|CELApro_page_2.JPG] /[|CELApro_letter_to_parents.JPG] [|Math_Student_Interview_page_1.JPG] / [|Math_Student_Interview_page_2.JPG] / [|Math_Student_Interview_page_3.JPG] [|Math_Student_Interview_page_4.JPG] / [|Math_Student_Interview_page_5.JPG] / [|Math_Student_Interview_page_6.JPG] [|Math_Student_Interview_page_7.JPG] / [|Math_Student_Interview_page_8.JPG] / [|Math_Student_Interview_page_9.JPG] [|Math_Student_Interview_page_10.JPG] [|Spelling_Inventory.JPG] **Assessment samples:** [|10-4-2011_7;35;29_PM.JPG] [|10-4-2011_7;35;31_PM.JPG] [|10-4-2011_7;35;33_PM.JPG] [|10-4-2011_7;35;35_PM.JPG] [|10-4-2011_7;35;37_PM.JPG] [|WS_1.JPG] [|WS_2.JPG] [|WS_3.JPG] [|WS_4.JPG] [|WS_5.JPG] [|WS_6.JPG] [|WS_7.JPG] [|WS_8.JPG] [|WS_9.JPG] [|WS_10.JPG] [|WS_11.JPG] [|WS_12.JPG] [|WS_13.JPG] [|WS_14.JPG]﻿ ﻿[|WS_15.JPG] **Observation:** [|Observation_Student_A.JPG] **Teacher Interview:** [|Chavez-Murphy_pg_1.JPG] / [|Chavez_Murphy_pg_2.JPG] [|Ponce_pg_1.JPG] / [|Ponce_pg_2.JPG] __ **Student B** __ Student B is a female. She is a native English speaker. Student B's mother is considered SPED. I spoke with student A's previous teacher who had her for two year. Her teacher said that she has made a lot of progress with her behavior. She used to be very defiant and would try to convince other students that she was correct when giving them false information. Her previous teacher said that she believes that student B believed she was right and did not think she was making up false information. Her comprehension scores are very low. On the CSAP for 2010 she scored partially proficient in writing and unsatisfactiory in reading and math. I spoke with her current teacher who explained to me that student B has gone through all three tiers of RTI and at the finale stage she was given an IQ test. She scored high enough that they could not classify her as SPED. She was considered to be a low IQ that functions as a low IQ. This very unfortunate because she clearly should be classified as SPED. Her development is very slow, she works with several specialist at the school and has made a minimal amount of progress. RTI no longer gives IQ tests and her teachers are hoping that they will accept her as SPED, unfortunatly that fact that she has already taken the IQ test may work against her. When interviewing her she would give me answers that did not match the questions that I asked her. Similar to what her previous teacher had told me, she seemed to make things up, but I could tell that she believed what she was telling me to be true. __ **﻿** __ [|B_Person_Summary_Report.JPG] [|B_School_Transcript.JPG] [|B_2011_CSAP.JPG] [|B_History_of_Grades.JPG] [|B_Student_Profile.JPG] [|B_ILP.JPG] [|B_ILP_page_2.JPG] [|B_Spelling_Inventory.JPG]
 * Work Samples:**
 * Student Interview:** [|Student_Interview_page_1.JPG] / [|Student_Interview_page_2.JPG] / [|Student_Interview_page_3.JPG]
 * __Information:__**
 * Assessment Samples:** [|10-4-2011_8;28;37_PM.JPG] [|10-6-2011_8;13;57_PM.JPG] [|10-6-2011_8;17;25_PM.JPG] [|10-6-2011_8;18;36_PM.JPG] [|10-6-2011_8;20;00_PM.JPG] [|10-6-2011_8;21;26_PM.JPG] [|10-6-2011_8;22;34_PM.JPG] [|10-6-2011_8;23;52_PM.JPG]

[|B_WS_1.JPG] [|B_WS_2.JPG] [|B_WS_3.JPG] [|B_WS_4.JPG] [|B_WS_5.JPG] [|B_WS_6.JPG] [|B_WS_7.JPG] [|B_WS_8.JPG] [|B_WS_9.JPG] **Student Interview:** [|B_Interview_pg_1.JPG] / [|B_Interview_pg_2.JPG] / [|B_Interview_pg_3.JPG] __**Student C**__ Student C is a female. She has been in and out of six different schools in the last four years. She is constantly absent. I was unable to interview her because she was rarely at school. She had actually withdrew and re-enrolled within the last two weeks. I was able to observe her in P.E. class. She seemed to be engaged, shooting a basketball, then all of a sudden would run over to another hoop which was clearly not where she was supposed to be. She would try to talk to her fellow students but they would ignore her. The TC that works with her one-on-one often described her as having the mentality of a kindergartener. She has very few work samples and virtually no assessments because of her absences and the teacher doesn't bother assessing her since she was never in school to learn what was on the assessment. Her family is homelss and she says that she can't come to school when her parents have to "take care of business". Her older syblings are in the court system for truancy and they are working on getting student C into the court system as well. I believe that she has not been in school enough for any previous teacher to put her in RTI because they can not track her if she is absent. Her parents filled out a new student notice and said she has a "little trouble with math...she has a little trouble with reading...she talk A lot and she can't Be still." Her parents don't seem to recognize the severity of her position. She is 9 years old and has the cognition of a 5 year old. I believe that with consistant schooling and extra attention she would improve. I don't think student C is a SPED case, I believe lack of education is to blame for her unsatisfactory scores across the board.
 * Work Samples:**
 * Observation:** [|Observation_Student_B.JPG] **﻿** **Teacher Interview:** [|Former_Teacher_Interview.JPG] [|Ponce_pg_1.JPG] / [|Ponce_pg_2.JPG] [|Chavez-Murphy_pg_1.JPG] / [|Chavez_Murphy_pg_2.JPG]

[|Student_C_Person_Summary_Report.JPG] [|Studet_C_School_Transcript.JPG] [|C_2011_CSAP.JPG] [|Student_C_Attendance_Report.JPG] [|C_New_Student_Notice.JPG] [|Information_from_Principal_on_Student_C.JPG]
 * Information:**

[|Spelling_Inventory.JPG] [|C_WS_1.JPG] [|C_WS_2.JPG] [|C_WS_3.JPG] [|C_WS_4.JPG] [|C_WS_5.JPG]
 * Assessment:**
 * Work Sample:**
 * Work Sample:**

[|Observation_Student_C.JPG] [|Ponce_pg_1.JPG] [|Ponce_pg_2.JPG] [|Chavez-Murphy_pg_1.JPG] [|Chavez_Murphy_pg_2.JPG]
 * Observation:**
 * Teacher Interview:**
 * Teacher Interview:**

[|Student_C_Interview.JPG]
 * Student Interview:﻿**

**Data Update:** **[|Data Update.docx]**

**Final Data Analysis and Written Plan:** **[|Final Data Analysis and Written Plan.docx]﻿** **﻿** **﻿**  **﻿**