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Progress Monitoring and Goal Writing

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kert
63 diapositives · 1K Views · Oct 13, 2014

Progress Monitoring and Goal Writing. Section 4 : Examples of Completed RTI Forms. 1. Identify the Problem. HENRY HYPOTHETICAL. 11-20-08. 7-26-03. MALE. ANY DISTRICT. ANY TEACHER. K. ANY SCHOOL. HORTENSE HYPOTHETICAL. ANY NUMBER. O. O. O. 9-10-08. 9-10-08. 0. 0. O. O.

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Progress Monitoring and Goal Writing
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  1. Progress Monitoring and Goal Writing Section 4: Examples of Completed RTI Forms

  2. 1. Identify the Problem HENRY HYPOTHETICAL 11-20-08 7-26-03 MALE ANY DISTRICT ANY TEACHER K ANY SCHOOL HORTENSE HYPOTHETICAL ANY NUMBER O O O 9-10-08 9-10-08 0 0 O O HENRY IS COOPERATIVE, WILLING TO WORK HARD, IS NOT EASILY DISCOURAGED, AND GETS ALONG WELL WITH OTHERS

  3. KINDERGARTEN – NOT APPLICABLE NA NA NA NA NA NA NA x x x

  4. HENRY IS STRUGGLING TO LEARN LETTER NAMES, AND IS PROGRESSING AT A RATE WELL BELOW THAT OF HIS PEERS. HOUGHTON MIFLIN SAXON MATH SPEECH THERAPY CURRENTLY

  5. x DAILY FOR 5-10 MINUTES x MOVED TO FRONT ROW (ONCE) x HORTENSE/9-15-08 SENT PRACTICE WORKSHEETS HOME WITH NOTE TO PARENT x (9-15, 9-22, 9-29, 10-6, 10-13, 10-20, 10-27)

  6. HENRY HYPOTHETICAL 11-22-08 ANY TEACHER K HENRY IS STRUGGLING TO LEARN LETTER NAMES x x

  7. 2. Define the Problem in Measurable Terms AIMSWEB LETTER NAMING FLUENCY HENRY 14 LETTERS PER MINUTE ZERO LETTERS PER MINUTE

  8. x x WORK RECORD AIMSWEB BENCHMARK (LETTER NAMING FLUENCY) x

  9. 3. Plan Intervention AIMSWEB KINGERGARTEN LETTER NAMING PROBE O 6 HENRY NAME LETTERS 20 LETTERS PER MINUTE HENRY WILL PRACTICE WITH LETTER FLASH CARDS LETTER FLASH CARDS TITLE I READING TEACHER 11-23-08 TITLE I READING ROOM 15 MINUTES PER DAY/75 PER WEEK INTERVENTION LOG/REVIEW

  10. 4. Monitor Progress LETTERS NAMED CORRECTLY TITLE I READING TEACHER WEEKLY TITLE I READING TEACHER

  11. HENRY WILL COMPLETE LETTER MAT ACTIVITY LETTER MAT, DIE-CUT LETTERS TITLE I READING TEACHER 11-23-08 TITLE I READING ROOM 15 MINUTES PER DAY/75 PER WEEK INTERVENTION LOG/REVIEW LETTERS NAMED CORRECTLY TITLE I READING TEACHER WEEKLY TITLE I READING TEACHER JANUARY 25, 2009

  12. CLASSROOM TEACHER SPEECH/LANGUAGE THERAPIST SCHOOL PSYCHOLOGIST TITLE I READING TEACHER RTI COORDINATOR

  13. 5. Evaluate the Results HENRY HYPOTHETICAL 1-25-09 ANY TEACHER K O O O O

  14. x x

  15. x

  16. 5. (continued) Modify the Plan

  17. 3-15-09

  18. CLASSROOM TEACHER SPEECH/LANGUAGE THERAPIST SCHOOL PSYCHOLOGIST TITLE I READING TEACHER RTI COORDINATOR

  19. 1. Identify the Problem HANNAH HYPOTHETICAL 1-24-09 FEMALE ANY DISTRICT 10-4-92 ANY SCHOOL ANY TEACHER TENTH HORTENSE HYPOTHETICAL ANY NUMBER O O 1-14-08 1-14-08 4 6 O FIRST O HANNAH WANTS TO PLEASE, ATTENDANCE IS ADEQUATE, PARENT IS CONCERNED

  20. D NA NA C F F A (HISTORY) (P.E.) x x x x x x

  21. HANNAH IS A VERY SLOW READER, AND THIS HAS A NEGATIVE IMPACT ON READING COMPREHENSION. SHE ALSO STRUGGLES TO COMPLETE READING ASSIGNMENTS IN A TIMELY MANNER, AND HER GRADES REFLECT THIS. NONE PRENTICE HALL SOCIAL WORK (DISTRICT SSW) GRADES 7-10 (RECEIVES CURRENTLY)

  22. x FOUR TIMES x SEVERAL TIMES PER WEEK x AFTER-SCHOOL TUTORING ONCE PER WEEK x MOVED CLOSER TO STRONG READERS TWICE x HORTENSE/1-20-08 x HORTENCE/1-5-08

  23. HANNAH HYPOTHETICAL 1-25-09 TENTH ANY TEACHER READING FLUENCY x x REPORT CARD, ACADEMIC RECORDS REVIEW x

  24. 2. Define the Problem in Measurable Terms THIRD GRADE AIMSWEB R-CBM HANNAH’S 62 WORDS READ CORRECTLY 134 WORDS READ CORRECTLY ON EIGHTH GRADE PASSAGE

  25. Reading at 3rd grade level…… Monitor progress at 4th grade level…

  26. AIMSWEB GROWTH TABLE FOR R-CBM

  27. x AIMSWEB SURVEY LEVEL ASSESSMENT x

  28. 3. Plan Intervention FOURTH GRADE R-CBM PROBE O 6 HANNAH READ 80 WORDS READ CORRECTLY DAILY USE OF “REWARDS” READING PROGRAM “REWARDS” READING MATERIALS LANGUAGE ARTS TEACHER 1-28-09 LANGUAGE ARTS ROOM INTERVENTION LOG/REVIEW 40 MIN. PER DAY/200 PER WEEK

  29. 4. Monitor Progress WORDS READ CORRECTLY PER MINUTE LANGUAGE ARTS TEACHER WEEKLY LANGUAGE ARTS TEACHER

  30. 3-15-09

  31. STUDENT LANGUAGE ARTS TEACHER SCHOOL PSYCHOLOGIST RTI COORDINATOR

  32. 5. Evaluate the Results HANNAH HYPOTHETICAL 3-15-09 ANY TEACHER TENTH O O O O

  33. x x x x

  34. x

  35. 5. (continued) Modify the Plan FOURTH GRADE R-CBM PROBE HANNAH 78 WORDS READ CORRECTLY 134 WORDS READ CORRECTLY ON EIGHTH GRADE PASSAGE

  36. x AIMSWEB R-CBM PROGRESS MONITORING x

  37. O FOURTH GRADE R-CBM PROBE 6 HANNAH READ 120 WORDS READ CORRECTLY

  38. DAILY USE OF “REWARDS” READING PROGRAM “REWARDS” READING MATERIALS LANGUAGE ARTS TEACHER LANGUAGE ARTS ROOM 3-16-09 INTERVENTION LOG/REVIEW 65 MIN. PER DAY/325 PER WEEK WORDS READ CORRECTLY PER MINUTE LANGUAGE ARTS TEACHER WEEKLY LANGUAGE ARTS TEACHER

  39. 5-2-09

  40. STUDENT LANGUAGE ARTS TEACHER SCHOOL PSYCHOLOGIST RTI COORDINATOR

  41. STEP 1: IDENTIFY THE PROBLEM

  42. STEP 2: DEFINE THE PROBLEM IN MEASURABLE TERMS