RTI and Multi-Tiered Intervention Presentation

1stGrade-ClassProfile.docx

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Class Profile – 1st Grade

Student Name	English Language Learner	Socioeconomic Status	Home Language	IEP	504 Plan	Reading Proficiency Level (Lexile)	Math Proficiency Level	Other	Internet Available at Home
Alex	2	Mid	Spanish	No	No	85-95	At grade level	None	Yes
Ana	N/A	Low	English	No	ADHD. Difficulty with task completion and executive functioning.	160-230	At grade level	Struggles to remain on task.	Yes
Angela	2	Mid	Spanish	Speech/ language. Difficulty with phonics and semantics.	No	100-150	At grade level	None	Yes
Annie	N/A	Mid	English	No	No	135-260	At grade level	None	Yes
Betty	N/A	High	English	No	No	120-200	Above grade level	Reads slowly and struggles with comprehension.	Yes
Bonnie	5	Low	Mandarin	No	No	190-260	Above grade level	On the list for gifted testing.	No
Brad	3	Mid	Spanish	No	No	195- 210	At grade level	Struggles with math word problems.	Yes
Christopher	3	Mid	Spanish	No	No	190-225	At grade level	Quiet. Struggles with maintain peer relationships.	Yes
Cole	N/A	Mid	English	No	No	150-200	At grade level	Tier 3 RTI for reading, writing, and math.	Yes
Donavon	N/A	Low	English	Dyscalculia	No	170-250	*Below grade level	Struggles with concept of number value and counting.	Yes
Elijah	5	Mid	Spanish	No	No	185-260	At grade level	Struggles to self-regulate behavior; tends to become physical with others. On a behavior plan.	Yes
Elly	N/A	High	English	Dyslexia. Struggles with fluency and comprehension as well as written work.	No	135-165	*Below grade level	Withdrawn. Struggles with peer relationships.	Yes
Frank	N/A	Mid	English	No	No	120-200	At grade level	None	Yes
Gabe	N/A	Low	English	ODD. Aggressive and refuses to follow directions.	No	170-250	*Below grade level	Tier 3 RTI for reading and writing.	No
Haley	N/A	Mid	English	No	No	135-165	At grade level	Struggles to demonstrate respectful behaviors. On a behavior plan.	Yes
Hudson	N/A	Mid	English	No	No	135-165	At grade level	Watching for concerns with reading comprehension. Beginning RTI process.	Yes
Katie	4	Mid	Spanish	No	No	195-210	At grade level	None	Yes
Kyle	N/A	Mid	English	No	No	170-225	Above grade level	On list for gifted testing. Finishes work quickly and accurately. Needs to be challenged particularly in math.	Yes
Madison	3	Mid	Spanish	No	No	170-250	At grade level	None	Yes
Megan	1	Mid	Spanish	No	No	60-90	*Below grade level	None	Yes
Natalie	N/A	Mid	English	No	No	150-200	At grade level	None	Yes
Sam	2	Mid	Spanish	No	ADHD. Difficulty with task completion and focus.	85-100	At grade level	Eager to please, but struggles to stay organized; works hard. Gets frustrated with himself with task completion.	Yes
Samantha	N/A	Mid	English	Language processing disorder (sounds).	No	100-150	At grade level	Needs constant reminders to work on task. Struggles with fluency due to sounds.	Yes
Travis	N/A	Mid	English	No	Speech. Sees speech pathologists 4 times a week, 15 minutes each (phonemic awareness and letter blend sounds).	100-150	*Below grade level	Gets frustrated often and refuses to complete tasks. Beginning RTI process for math intervention.	Yes

*Below Grade Level: Students are currently performing below first grade level. Progress needs to be monitored.

ELL Levels	Scored as:
1	Pre-emergent
2	Emergent
3	Basic
4	Intermediate
5	Proficient

Grade	Reader Measures; Lexile
1	120L – 295L
2	170L – 545L
3	415L – 760L
4	635L – 950L
5	770L – 1080L
6	855L – 1165L
7	925L – 1235L
8	985L – 1295L
9	1040L – 1350L
10	1085L – 1400L
11/12	1130L – 1440L

Special Education Key Terms

Acronym/Identification	Details	Category
504 Plan	Plan for students with mental or physical impairments that presents limitations, including learning, but not significant enough to qualify for an IEP. Includes accommodations.
ADHD	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.	IEP
Deaf-Blindness	Hearing and visual impairments concurrently affecting communication and learning.	IEP
Deafness	Requires use of assistive technologies.	504 Plan or IEP based on severity of influence on academics.
Depression	Can be considered emotional disturbance based on severity.	504 Plan
Dyscalculia	Difficulty understanding numbers and math facts.	LD, IEP
Dysgraphia	Difficulty with handwriting and fine motor skills.	LD, IEP
Dyslexia	Difficulty with reading and language. Affects fluency, comprehension, decoding, writing, and spelling.	LD, IEP
Dyspraxia	Difficulty with muscle control and coordination.	504 Plan or IEP based on severity of influence on academics.
ED	Emotional disturbance. Includes anxiety, depression, ODD, bipolar, OCD, eating disorders, psychotic disorders.	504 Plan or IEP based on severity of influence on academics.
Executive Functioning	Difficulty organizing and managing tasks, time management, and remembering details.	504 Plan
Hearing Impairment	May require use of assistive technology or hearing device. Difficulty with taking notes, following discussions, or following directions due to impaired hearing.	504 Plan or IEP based on severity of influence on academics.
IEP	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.	IEP
Language Processing Disorder	Difficulty associating a meaning with sounds.	LD, IEP
LD	Learning disorder.	LD, IEP
Memory	Difficulty with storing and retrieving information.	504 Plan or IEP based on severity of influence on academics.
Multiple Disabilities	Simultaneous disabilities that impair physical movement and/or learning. Such as having an intellectual disability and orthopedic impairment.	IEP
Non-Verbal Learning Disabilities	Often presents as high verbal skills and lower motor and visual/spatial and social skills (e.g., social cues).	LD, IEP
OCD	Obsessive compulsive disorder. Repetitive behaviors, over-thinking, anxiety.	504 Plan or IEP based on severity of influence on academics.
ODD	Oppositional defiant disorder. Negative thinking, defiant of others’ requests, refuses to follow directions, aggressive.	504 Plan
OHI	Other health impairment. Chronic or acute health problems that do not fall under any IDEA category that impairs 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).	IEP
Orthopedic Impairment	A physical impairment that affects the educational performance (e.g., birth defects, bone tuberculosis, cerebral palsy, amputations).	504 Plan or IEP based on severity of influence on academics.
Speech/Language	Difficulty with articulation possibly 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.	IEP
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).