RTI+Case+Study+-+Jamie+Holly

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Feb 20, 2024

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1 RTI Case Study Jamie Holly University of Massachusetts Global EDUU 512 Professor Debbie Azevedo January 22, 2022
2 RTI Case Study Case Summary Mr. Lopez, a tenth-grade geometry high school teacher, started a new the unit to address MA.912.G.2.7. By the end of the unit, all twenty-seven students should determine how changes in dimensions affect the perimeter in the area of common geometric figures. During tier one the goal is to have 80 to 90 percent of students understand the information when the teacher presents their lesson in the classroom. During Tier One, Mr. Lopez gave three lessons through direct instruction using only lecturing, algorithms, and paper/pencil activities. The aligned process monitoring tool provided during the assessment was the students' textbooks. Unfortunately, only 22 percent of Mr. Lopez’s tenth-grade geometry class understood the information that was presented and passed the assessment. Mr. Lopez approached Ms. Williams, the high school math coach, for her input. Ms. William’s realized the problem and helped Mr. Lopez by demonstrating the concept using a visual representation of a 3-D Object found on a website that aligned with the curriculum. Mr. Lopez and Ms. Williams co-taught during the second day of instruction to the whole class. Mr. Lopez provided direct instruction using virtual resources and eliminated his original instructions to the class. Ms. Williams guided Mr. Lopez by adding virtual resources successfully increased the percentage of students passing the retake assessment. By adding the visuals to the Lesson plan the success rate went from 22% to 85% of students understanding the concept that was being taught. Mr. Lopez now successfully accomplished Tier One with 85% of students. There were four students who scored 60% or below on the test. These four students who included Manny Faces need tier two intervention. Overall, the four students expressed poor response to the assessment after this second lesson plan. Tier two is targeted level has individualized support for
3 underachieving students. Mr. Lopez taught Standards-based curriculum and supplemental instruction. The analysis of the problem is that Mr. Lopez only catered to one learning style, reading / writing learners. Even though it is easiest to cater to reading and writing learners during the universal level teachers need to embrace all types of learning styles. There are four learning styles which are visual learners', auditory learners', kinesthetic learners, and reading/writing learners. Unfortunately, not all people fit neatly into one category and teachers have to be creative on how to include at least two to three learning styles to be successful. Students can prefer two different types of learning styles being incorporated. Ms. Williams realized that Mr. Lopez only provided the one learning style and wanted to add a visual to the lesson plan. The data that was analyzed to determine the problem was the exit assessment Mr. Lopez provided. When Mr. Lopez and Ms. Williams planned these specific learning activities with visuals to help more students be successful. Mr. Lopez forgot to focus on the following questions: what will I do to illustrate the topic in a different way? And how can I engage the students in the topic? These strategies for tier one (universal level) was successful. For Tier 2 the strategies were using snap cubes and graph paper would be helpful tools. Tier 2 strategies can help kinesthetic learners by learning through experience him doing things physically. He reviewed the vocabulary that was introduced in the unit. The group of four students would meet three times a week during their lunchtime. In the first session he used the Frayer model followed by modeling the problem using the cubes and graph paper. After three weeks of meeting two out of the four students successfully understood the concept and passed the assessment. Tier three (intensive level) is individualized, intense support for students with significant underachievement. Manny and one other student needed tier 3 intervention. After tier two
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4 intervention strategies and assessment the two students still showed a poor response. Mr. Lopez brought up the concern he had with the two students to the bi-monthly problem-solving team. The team came to an agreement to see Mrs. Euclid due to her students successfully understanding the concept. She taught Manny and the other student for four weeks. Case Analysis and Reflection The insight I gained about RTI process and its role in addressing the needs of students who are struggling is a multi-tiered approach to providing services and interventions to struggling learners at increasing levels of intensity. RTI is a process that provides immediate intervention to struggling students at the first indication of failure to learn. Prior to RTI there was no universal screening which is the first step in identifying the students who are at risk for learning difficulties. Data collection is very important during interventions because students who are exhibiting low achievement and insufficient RTI may have a learning disorder. The RTI model related to the differentiated instruction practices described in Burden and Byrd, chapter 2 because the lesson can be provided by altering the length comma difficulty or time span of the lesson plan. The planning should be based on understanding student characteristics and needs as well as ongoing diagnostic assessments to make instruction more responsive to students. Mr. Lopez was in contact with Ms. Williams throughout the whole process of RTI. Ms. Williams is a math coach that had her input on Mr. Lopez teaching style. She modeled the first lesson and added visuals for Mr. Lopez to view there are different types of learners. Mrs. Euclid is part of the bi-monthly problem team. Conclusion
5 Mr. Lopez, Ms. Williams, and Mrs. Euclid helped 90% of Mr. Lopez’ students' successfully. Manny will continue to receive tier three of RTI with Mrs. Euclid. The school district’s knowledge of RTI and strategies have filled in the academic gap. References Milkova, S. (2021). Strategies for Effective Lesson Planning | CRLT . Crlt.umich.edu. https://crlt.umich.edu/gsis/p2_5 Malvik, C. (2020, August 17). 4 Types of Learning Styles: How to Accommodate a Diverse Group of Students | Rasmussen College . Rasmussen.edu. https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/

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