RtI Meeting 9/24/2012. # (Gabel)
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1 RtI Meeting 9/24/2012 # (Gabel) 1. RtI committee will continue to monitor Student s progress. He has made a lot of progress since starting RtI 2 years ago. His GPA is up to 1.97, but he has not passed either FCAT Reading or Math. Student is scheduled for all required courses in order to graduate in June. Neither attendance nor discipline is an issue with this student. 2. Tier 2 Interventions: a. Intensive Language Arts all year for FCAT Reading b. Liberal Arts (fall) and AAFA (spring) for FCAT Math c. Peer Counseling for grade forgiveness 3. Counselor has made numerous attempts to have student sign up for ACT to achieve concordant scores without success. Parent support in this is minimal. 4. Actions: a. Counselor will have student register for ACT in her office and inform mom of the test date (December 8) and time. Mom will be reminded a few days prior to test date by counselor. A referral may be made to the social worker if student or parent is not cooperative about attending (Gabel). b. Literacy coach will work with Intensive LA teacher to ensure student is receiving ACT/SAT prep materials (Hoskinson). c. Administrator will approach leadership team regarding ACT math review and/or curriculum in the 4 th block Liberal Arts Math class since it is a new teacher and committee is unsure if the teacher is aware of the remediation needs (Banks). b. Student will be coded RtI in AS400 as of first RtI meeting in 2010 c. Report on ACT sign-up (Gabel) d. Report on ACT/SAT prep in Intensive LA (Hoskinson and Shakir) e. Report on ACT prep in LAM (King) # (Gabel) 1. Student is new to Lake County. He did not qualify for ESE services in Iowa. Due to a diagnosis, per mom, of ADHD and depression, committee will begin RtI for possible 504 placement/plan. 2. Level 1 Interventions: a. PBS (school-wide) b. Social contract (each class) c. Academic concerns will be presented by teachers at next meeting; teachers were instructed via on 9/21/12 to begin documenting interventions. 3. Actions: a. Student will be coded RtI on AS400 as of the day the parent made contact (9/6/2012).
2 b. Consent for psychological/social work services will be obtained (Gabel). c. Classroom observations by counselors. 4. For Meeting on 10/8: d. Submit counselor observations or confirm date they are scheduled (Gabel) # (Gabel) a. Confirm adequate progress in first 4.5 weeks grades and dismiss from RtI (Gabel and # (Fountain) a. Confirm adequate progress in first 4.5 weeks grades and dismiss from RtI (Fountain and # (Fountain) a. Confirm adequate progress in first 4.5 weeks grades and dismiss from RtI (Fountain and # (Fountain) 1. Student was on monitor status in the fall of last year (2011). He appeared to be doing well and was not monitored in the spring. He made little academic progress. He was promoted to 10 th grade but has a GPA of.75 and did not pass FCAT Reading or the Algebra 1 EOC. Student is also active ESL, admitted into the program in Discipline issues seem to be focused on truancy, tardiness, and some defiance. Attendance is good except for tardies. Despite repeating 2-9 th grade courses, student is scheduled for all required 10 th grade classes.
3 2. Tier 1 Interventions: a. PBS b. Social contract c. Academic concerns will be presented by teachers at next meeting 3. Tier 2 Interventions: a. Intensive Reading all year for FCAT Reading b. Algebra 1 CR (fall) for Algebra 1 EOC; may be remediated again in spring if student does not pass the December 2012 administration of the Algebra 1 EOC c. Repeating Algebra 1 and HOPE for grade forgiveness to increase GPA 4. Actions: a. Student will be coded RtI on AS400 as of the day the parent made contact. b. Student should be assigned a mentor for check-in/check-out. c. Classroom observations by counselors. d. Submit counselor observations or confirm date they are scheduled (Fountain) e. Confirm assignment of check-in/check-out mentor (committee members) f. Look at scheduling student for Peer Counseling instead of HOPE, again (committee) # (Fountain) 1. Student was in the RtI process last year. She made little academic progress and parent involvement was non-existent despite several attempts. Student did not like being pulled down to talk to the RtI group. Se was promoted to 10 th grade but has a GPA of.70 and did not pass FCAT Reading or the Algebra 1 EOC. Records from as early as middle school seem to indicate a processing issue though student passed her Language screener last year. Discipline issues seem to be focused dress code. Attendance is not acceptable and student will have grades of 59 s at this point, due to unexcused absences. Despite repeating 2-9 th grade courses, student is scheduled for all required 10 th grade classes. 2. Tier 1 Interventions: a. PBS b. Social contract c. Attendance policy d. Academic concerns will be presented by teachers at next meeting 3. Tier 2 Interventions: a. Intensive Reading all year for FCAT Reading b. Algebra 1 CR (fall) for Algebra 1 EOC; may be remediated again in spring if student does not pass the December 2012 administration of the Algebra 1 EOC c. Repeating Algebra 1 and HOPE for grade forgiveness to increase GPA
4 4. Actions: a. Student will be coded RtI on AS400 as of today ( b. Student might be assigned a mentor for check-in/check-out (pending) c. Classroom observations by counselors (Fountain) d. Student should be referred for vision/hearing screening (Fountain) e. Make parent contact regarding absences (Fountain) d. Submit counselor observations or confirm date they are scheduled (Fountain) e. Update committee on progress of vision/hearing screening (Fountain) f. Confirm assignment of check-in/check-out mentor, if needed (committee members) g. Look at scheduling for Peer Counseling in spring (committee members) # (Lecker) 1. Student has been on monitoring status for Committee has decided to dismiss student from the RtI process. Student has passed both FCAT Reading and Math. Student s GPA is 2.1 and student is aware of his graduation requirements. # (Lecker) a. Confirm adequate progress in first 4.5 weeks grades and dismiss from RtI (Lecker and # (Fountain) school. RtI administrator requested that student remain in monitor status as there have been a few behavioral incidences this year. Attendance is acceptable except for tardies. Three discipline incidences this year: electronic device, dress code, and disrespect. 2. Tier 1 Interventions: a. PBS b. Social contract c. Attendance policy d. Academic concerns will be presented by teachers at next meeting 3. Actions: a. Use football leverage to monitor behavior b. Possibly assign a mentor
5 4. Meeting on 10/8: d. Confirm assignment of check-in/check-out mentor, if needed (committee members) # ( 1. Student was on RtI monitor status last year. He was promoted to the 10 th grade though his GPA is 1.75 and he did not pass FCAT Reading or Algebra 1 EOC. In reviewing his cumulative folder, it was noticed that student started the RtI process in NY prior to moving to Florida at the beginning of 6 th grade. He did not continue in the process. Records show a history of inattentiveness and attention seeking behaviors. There are some discipline issue but they appear to minor. Attendance is okay but he is in danger of violating the attendance policy and earning 59 s as a result. Despite having to repeat Algebra 1B, student is scheduled for all required 10 th grade courses. 2. Tier 1 Interventions: e. PBS f. Social contract g. Attendance policy a. Academic concerns will be presented by teachers at next meeting 3. Tier 2 Interventions: a. Intensive Reading all year for FCAT Reading b. Repeating Algebra 1B (spring) for Algebra 1 EOC remediation c. AVID student African American History class 4. Actions: a. Student will be coded RtI on AS400 as of today ( b. Student might be assigned a mentor for check-in/check-out (pending) c. Classroom observations by counselors ( d. Submit counselor observations or confirm date they are scheduled ( e. Confirm assignment of check-in/check-out mentor, if needed (committee members) Committee Members: Sebrina Dillon-Banks, Administrator: Stacy Keaveny, Facilitator: Karen Gabel, Time Keeper:
6 Renee Hoskinson, Literacy Coach Linda Wice, School Psychologist Bob Griffin, School Social Worker Counselors: Yemeako Fountain: Karen Gabel: Stacy Keaveny: Richard Lecker: Angela Ratter: Yamilisa Roca:
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