PowerPoint on Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS)

Student Name

English

Language Learner

Socioeconomic

Status

Home Language

IEP

5

0

4

Plan

Reading (Lexile) Proficiency Level

Math Proficiency

Level

Other

Internet Available at Home

Aaron

Low

Spanish

No

450-500

At grade level

Very shy, but will participate if approached by peers.

Yes

Aiden

N/A

Speech. Sees speech pathologists two times a week,

1

5 minutes each (phonemic awareness and letter blend sounds).

5

2

5-

6

30

Struggles to self-regulate emotions; wants constant attention from teacher.

Christian

None

Cordarrell

High

Dyslexia

. No IEP due to intensive private intervention.

545-600

New student. Assessment information from previous school. Hard working.

Derek

7

60-

8

00

*Below grade level

RTI Tier 2 for math.

Loves to read.

On list for gifted testing for reading.

Dereon

OHI

,

ADHD

. Difficulty with executive functioning and focus.

6

10

-750

Does not like math. Often procrastinates with math assignments.

Dulce

Spanish

Eveyln

415-550

Often shouts out during class and interrupts instruction. Starting process for a behavior plan.

Isabelle

810-

9

50

Gifted for reading.

Jennifer

RTI Tier 3 for reading.

Jose

RTI Tier 2 for reading.

Kimberly B.

Loves to read non-fiction such as biographies.

Kimberly M.

Speech; verbal stutter and sounds. Sees speech pathologists four times a week, 15 minutes each.

Leo

New student. Assessment information from previous school. Very shy and withdrawn.

Lexis

OHI, ADHD. Difficulty with executive functioning and attention to detail.

Numerous absences and tradies; Mom worried about her academics.

Luis

Above grade level

Loves learning. Gifted in reading and math.

Marshall

Struggles to maintain focus. Loves to read;

Martin

Matthew

Hearing impairment; difficulty hearing in noisy conditions.

Needs to be seated close to teacher or area of instruction.

Natasha

RTI Tier 1 for reading.

Olyvia

Robert C.

ODD

. Aggressive with peers. Often refuses to follow directions or complete tasks.

Provide a quiet place in the classroom to use when a cool down is needed.

Robert L.

Vertigo and migraines

325-420

Retained in kindergarten; limited progress. Often needs to go to nurse to lie down.

Vincent

Hard working; works slowly.

Viri

Yara

Trauma; difficulty with maintaining peer relationships, depression, and self-confidence.

Lacks motivation; death of mother last year. Loves to be alone and read.

ELL Levels

Scored as:

Pre-emergent

Emergent

Basic

Intermediate

Proficient

Grade

Reader Measures; Lexile

120L – 295L

170L – 545L

415L – 760L

635L – 950L

770L – 1080L

855L – 1165L

925L – 1235L

985L – 1295L

1040L – 1350L

1085L – 1400L

11/12

1130L – 1440L

Acronym/Identification

Details

Category

Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.

Attention deficit hyperactivity disorder. Difficulty with focus, attention to detail, task completion, restless, impulsive

OHI, 504 Plan, or IEP based on severity of influence on academics.

APD

Auditory processing disorder. Difficulty recognizing sounds.

504 Plan or IEP based on severity of influence on academics

.

ASD

Autism spectrum disorder. Developmental disorder often including difficulty with social interactions and communication and sometimes learning.

Deaf-Blindness

Hearing and visual impairments concurrently affecting communication and learning.

Deafness

Requires use of assistive technologies.

Depression

Can be considered emotional disturbance based on severity.

Dyscalculia

Difficulty understanding numbers and math facts.

LD

, IEP

Dysgraphia

Difficulty with handwriting and fine motor skills.

Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.

Dyspraxia

Difficulty with muscle control and coordination.

ED

Emotional disturbance. Includes anxiety, depression, ODD, bipolar,

OCD

, eating disorders, psychotic disorders.

Executive Functioning

Difficulty organizing and managing tasks, time management, and remembering details.

Hearing Impairment

May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.

Individualized Education Program. Includes modifications. Legal document that provides support and services to students to make academic progress.

Intellectual Disability

Presents significant limitations on learning and adaptive behavior.

Language Processing Disorder

Difficulty associating a meaning with sounds.

Learning disorder

Memory

Difficulty with storing and retrieving information.

Multiple Disabilities

Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.

Non-Verbal Learning Disabilities

Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).

Obsessive compulsive disorder: Repetitive behaviors, over-thinking, anxiety

Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.

Other health impairment. Chronic or acute health problems that do not fall under any IDEA categories that impair the physical and/or learning environment (e.g. asthma, epilepsy, diabetes, Tourette Syndrome, lead poisoning, leukemia, rheumatic fever, sickle cell anemia, hemophilia, ADHD, heart conditions).

Orthopedic Impairment

A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations)

Speech/Language

Difficulty with articulation possible due to a skeletal, muscular, or neuro-muscular impairment. Difficulty with syntax, semantics, pragmatics, phonics, morphemes.

OHI or LD based on severity of influence on academics.

Traumatic Brain Injury

Acquired injury to the brain that significantly affects functionality including memory, cognition, sensory processing, physical functions, speech, abstract thinking.

Visual Motor

Difficulty processing what is seen and the ability to copy such as taking notes.

LD, IEP (often seen with dysgraphia or non-verbal learning disabilities).