RTI: Group Two
Erika Amos, Jasmine Conkin, Karessa Kelley,
Nikki Phelps, Ciara Whitten
November 19, 2017
Eduardo is a bilingual student who was referred for dyslexia testing two years ago as a first grade student. He did not qualify for dyslexia, but was recommended for Tier III intervention to build decoding skills that would help him decode longer words. It was indicated that Tier III would also aid in building vocabulary and reading comprehension. The dyslexia evaluation summary further recommended that the student be exposed to activities that would increase attention span. Doing this, would help him to complete requested tasks since Eduardo had a great deal of difficulty following directions. He would frequently interrupt the evaluator before she was finished explaining what was expected of him. On the writing test, in particular, he attempted to go ahead on his own rather than wait for the verbal prompt that went with the picture prompt. There would also be attempts to distract the evaluator from the testing by changing the subject to unrelated material. His teacher reports that the student is now labeled with a reading disability, and would like the school to consider retesting him for dyslexia eligibility. He was tested once before when he was six years old; however, the teacher has seen little signs of improvement and has recommended that he be re-evaluated for dyslexia, as well as, a speech assessment for articulation difficulties.
Based on the scenario, I know that Eduardo is a bilingual student who has a hard time following directions and sitting still when receiving directions or taking a test. Additional data on his progress of reading and decoding words are still needed in order to further assess his situation. As an English language learner, part of his problem could be from his inability to distinguish between his native language and English. This, in turn, brings me to the question of whether or not he understands the instructions being given.
In this specific situation, the root of the problem is possibly Eduardo’s lack of fluency in the English language not dyslexia. He does show the standard dyslexic tendencies, however, any students’ native language should be taken into consideration before he or she is officially labeled with a disability. After looking at Eduardo’s test results, I believe that his only challenge is being able to fully understand and read english. His interactions with the instructor showed frustration and loss of interest in learning, which are common signs of a struggling reader. Specific examples of Eduardo’s behavior during the evaluation were frequent interruptions, not entirely listening to directions, and rushing through assignments.
Response to Intervention integrates student assessment and evidence-based instructional interventions within a multilevel prevention framework in order to maximize student achievement and reduce behavior problems (NCRTI, 2010). With RTI, the students’ linguistic, cultural, and experiential backgrounds should always be assessed and can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. Through this assessing we will be looking for and studying the child’s ability to complete assignments and monitor the specifics of the problem Eduardo is having. We want to do this to ensure we are getting Eduardo the proper help that he needs in all the correct areas. The RTI process should be continued with this student and be assessed by a team comprised of several members of the faculty and staff. The RTI team should include an Administrator or Principal, RTI coordinator, The classroom teacher, Literacy Coach, Parents, and ELL teacher. The role of the Administrator/Principal is to oversee the meetings and assign staff job titles while working collaboratively with members of the RTI team. The role of the RTI coordinator is to schedule meetings, maintain data of the student, and work with parents to establish a plan of action. The role of the classroom teacher is to help with and monitor progress, use targeted instruction, provide work samples, and work with parents to increase progress of the student. The role of the Literacy Coach is to monitor progress, provide teaching materials to help the classroom teacher, and work with parents on activities that can be implemented at home to increase parental involvement with the student. The role of the parents is to work with the student at home, provide some background knowledge that can be used in the assessment process, and to help follow the students progress. The ELL teacher being a part of the assessment process would be an ensuring factor of educational equality. This process could be continued with screening, formative assessment data, progress monitoring, and implementing multi-leveled evidence-based instruction that is matched to Eduardo’s instructional needs. Data-based decision making for instruction, movement within the multi-level system, and disability identification should be utilized in accordance with state law. Continuing the RTI process with both the teacher and ELL teacher working together would help come to the conclusion of whether or not it is truly a language barrier issue or a dyslexic disability. With the information gathered, a formal assessment should also be performed on Eduardo by the teacher. This will assess his reading comprehension skills and be a guide for further teaching strategies. Performing the assessments will help to see if Eduardo needs additional small group time, one on one time, and what the teacher needs to modify within her lesson plans to accommodate his needs.
Based on what I have learned throughout the course, a comprehensive approach could be recommended in order for Eduardo to better succeed. The comprehensive approach utilizes elements of both holistic and phonological techniques. By using a holistic approach or techniques, the teacher will be allowing Eduardo to build his own perspective or meaning by experimenting with words he already knows. In this approach, the teacher will focus less on his strengths and weaknesses and more on his background knowledge and personal experiences. With the phonological approach or techniques, students must be phonologically aware of the sounds in words. Phonological awareness is a very broad topic that covers the many groups of the oral language. Eduardo must be comfortable with the many aspects of phonological awareness in order to be a successful reader. A few examples of this would be rhyming, which will allow him to hear the similarities between words, and syllables, which will allow him to break the sounds of words apart or segment them. It is stated by many teachers that decoding comes from instruction in phonics, which is a weak area for Eduardo. This approach will hopefully help Eduardo become a more independent, automatic decoder. Another action that could be taken in order to better help Eduardo succeed would be to implement student-selected reading material, even if it is from a smaller selection that the teacher has set aside to be chosen from. The materials set out by the teacher should range in both level and genre with the student’s vocabulary and reading fluency being taken into consideration. To ensure comprehension, reading assessments should be utilized. Eduardo could also benefit from hands-on activities that incorporate decoding and comprehension.
Working with Eduardo and his parents is a great start to helping him reach his potential. Spending more time with him during his free periods is a way for me as a teacher to get to help him get more fluent and getting up to speed with his peers. As we hope to help Eduardo succeed we want everyone on the same page. It is most important that his parents are on board for this journey. They will be the main piece for him to be the best he can. Home life is one of the main things that we see as a make or break factor in student success. Students need parent support and guidance to help them. I think with a study plan Eduardo will be up to speed in no time.
After examining the case study, I have come to the conclusion, that the first step would be to re-test Edwardo for Dyslexia. Doing this would assure that there is, or is not a learning disability to be dealt with. However, until he can be tested the teacher should continue to monitor his progress with decoding skills and work on increasing his attention span. Once he has mastered these skills, he can then begin to build his vocabulary and comprehension skills. With the continued loving support of his teacher, the faculty members, and his family Eduardo will become a fluent reader in no time at all!
Works Cited
Cecil, N. L. (2015). Striking a balance: a comprehensive approach to early literacy. Scottsdale,
AZ: Holcomb Hathaway.
Dickman, G.E. (2006). RTI and Reading: Response to Intervention in a Nutshell. Perspectives on
Language and Literacy, Special Conference Edition. International Dyslexia Association:
Baltimore, MD.
https://iris.peabody.vanderbilt.edu/module/rti05-tier3/cresource/q1/p03/
http://www.readingrockets.org/article/rti-and-reading-response-intervention-nutshell
http://www.rtinetwork.org/essential/tieredinstruction/tier3