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END HERE                                                    RTI Team Meeting #3

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END HERE                                                    RTI Team Meeting #3

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Status on Goals:

Jessica is now passing the class with a 78%.

Her benchmark assessments:

- quizzes are averaging a 80%.
- summative unit tests are averaging
75%.

Jessica is completing 100% of her assignments, tasks and notes.

She has met the goals! Yeah!

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Summative Unit Assessments
Jessica is passing her summative unit assessments with scores in the 70%s and 80%s.

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Jessica is scoring 70%s and 80%s on her quizzes.

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Jessica scores have improved on warm-ups and tickets to leave.  They are passing scores some are in the 70%s and some are in the 80%s.
Jessica has completed 100% of her assignments, tasks and notes.

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Tier 3 High Quality Intensive Instruction

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Tier 3 High Quality Intensive Instruction

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The team decides to keep the same goals but add in additional interventions
Goals:

Jessica will score a grade of a C (70%) or higher on benchmark assessments (quizzes and summative assessments) in 8 weeks.

Jessica will turn in complete assignments and tasks and notes in 8 weeks.

Jessica will have a passing score of at least a 75% in the class in 8 weeks.

Tier 3 Interventions

Jessica will attend study sessions where:

-  vocabulary will be pre-taught before the reading is assigned.
-  she will work with this teacher to chunk the reading and orally summarize what
has been read.
- she will work on writing small informal summaries of the notes with this teacher's
assistance and scaffolding.
- she will work on assignments with tutoring from the teacher or aid.

Jessica will take her summative assessments in a separate room.  She will be given more time on assessments and upon Jessica's request, parts of the assessment can be read to her.

Purpose:  Students will receive high quality - intense supports.  It may include special education settings and specialized instructors. Interventions and supports will occur more often than in Tier 2.
1%-5% of students of students should meet this criteria.
Based on

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Status on Goals:

Jessica is now passing the class with a low D 62%.

Her benchmark assessments:

- quizzes are averaging a 68%.
- summative unit tests are averaging 57%.

Jessica is completing 75% of her assignments, the other 25% are still turned in incomplete.

The team has decided that if the goals are not met in the next 8 weeks some of the student assessments for learning disabilities will be given.  If the Jessica starts to become overly frustrated and the current achievement declines, the LD assessments will be given earlier.  The teacher will be informing the RTI Case Manager weekly on progress.

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Summative Unit Assessments
Jessica is not passing them but scores have improved.

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Jessica is scoring 60%s on her quizzes.

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Jessica scores have improved on warm-ups and tickets to leave.  They are passing scores in the 60%s and 70%s.
Jessica has completed 50% of her assignments, the other 50% are still turned in incomplete.

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Processing Monitoring Tools and Benchmark Assessment .

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Processing Monitoring Tools and Benchmark Assessment .

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Jessica has low scores on the warm-ups, assignments and on on the quiz.  Her notes and assignments are still incomplete.
Jessica is now passing the Tickets to Leave.
Jessica failed the Classroom Summative Assessment for the Unit (Class Assessment).  She is failing the class.
The teacher turns in a Referral form to the RTI team for Jessica and calls/meets with the parents.

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On the reading assignments the teacher places Jessica with a peer that is a strong reader and likes to work with other students.  The peer is a good helper and she is seated near Jessica.

Note: Not all reading is done in class.

The teacher provides a place on the back bookshelf where Jessica can keep an extra copy of her notes in a notebook.

The teacher continues to go by and check and assist Jessica at her seat.

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Tier 2: High Quality Targeted Supplemental Instruction

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Tier 2: High Quality Targeted Supplemental Instruction

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After the RTI Team meeting the following goals have been set up:

Jessica will score a grade of a C (70%) or higher on benchmark assessments (quizzes and summative assessments) in 8 weeks.

Jessica will turn in complete assignments, tasks, and notes in 8 weeks.

Jessica will have a passing score of at least a 75% in the class in 8 weeks.

Tier 2 Interventions

Jessica's note taker will have 50% of the blank spaces filled in for her prior to class.  She will need to underline the parts that are already filled in for her and add in the notes in the blank spaces as the teacher goes over them in class.

Jessica will be given a list of the vocabulary words at the start of the unit.  She will make vocabulary flash cards with these at home.  She may do this on the computer if it is faster for her.

A group of two more students and Jessica will meet with the teacher in the back of the room to work on assignments at least 3 times a week for 15 minutes. The teacher will model how to use notes and reading materials to complete assignments.

Purpose:  Students will receive supplemental instructional support in the classroom or in a different school location.  With these specific, focused and evidence-based interventions students should reach academic and behavior expected goals.
10% to 15% of students should meet this criteria.
Based on

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Jessica's strengths and weakness are reviewed.  Interventions are decided upon.
Jessica is also having similar issues in English and history class.

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RTI Case Manager Does a reading assessment with the student.

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RTI Case Manager Does a reading assessment with the student.

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Jessica struggles with the amount of subject specific vocabulary, has some reading comprehension issues, low reading fluency, and writing process is slow. Jessica has strengths in oral responses and motivation.

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Class Quiz
Jessica has failed the class quizzes.  The teacher talks with the student over concerns and calls the parents.

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Warm Ups, Assignments, Tickets to Leave.
Jessica has low scores on the warm-ups, assignments and tickets-to-leave. She is not completing any of these tasks.  The teacher notices that Jessica's notes are incomplete or some of the notes are missing.  She is currently failing the class.  The teacher has a talk with Jessica and goes by the Jessica's desk to tutor and provide support.

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During a 4 week unit in the class students are taking notes on guided note takers (graphic organizers). They are to fill in their notes from what is displayed on the smart board as the teacher talks and moves throughout the room.  Students are then asked to highlight what they think is most important in the notes, pair-share, use notes on quizzes, write a summary to rephrase notes and the lesson is well paced.  Students are assigned a couple reading assignments and to answer questions from the reading on a worksheet or somehow respond to the reading - they do this with partners/groups.  Students are to choose assignments (create a poster, create a flyer, power point, essay, project) that correlate to the class topics in the unit. Students are doing review warm ups, taking quizzes, tickets to leave and doing labs with partners at the end of the week.  At the end of the unit students take an summative assessment.
Purpose: Students receive high quality, research and standards based, and challenging curriculum. All students meet the expected goals and standards for the curriculum and behavior in the general education classroom.
80 to 85% should meet this criteria.
Based on

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Jessica is a 9th grade student in biology class.