Pre-Referral: Bill

Description of the problem:

Bill has a hard time enjoying school. He has been sent to the office on multiple occasions
for noncompliance and disrespect towards his teachers. Once he received his third office
referral he went on tier two intervention. It was also documented that he had four
classroom minors, one instance of inappropriate language (in science), two for
inappropriate use of technology (using the computer to play games instead of accessing a
math tutorial), and one for not following teacher request to return to seat during language
arts. He is passing with Cs in all his classes except my class where his grade is a
consistent D+. He has been reminded of the expectations and once he didnt comply with
those expectations the math and the science teacher had a private conference with Bill
during class. When he caused problems in the Language Arts class the Language Arts
teacher had him do an alternative activity and offered to help him if he needed it. The
concern for Bill is his attitude in school as well as the low grades.

Analysis of the problem:

Bill appears to be having the most difficulty in your class (math). I think the problem is
occurring because your class has the most difficult material for him and he cannot seem
to connect with that material. He is having behavior problems in science because that
class is right after yours and I believe he is still upset by the time he gets to that class.
Your particular class is where he has had a grade of D+ over the course of 6 months
which is consistent with not understanding material being taught. This is Bills lowest
grade and because of that I believe he is having the most difficulty with the material
causing him to lash out. This behavior has been documented by his four classroom
minors: one instance of inappropriate language (in science), two for inappropriate use of
technology (using the computer to play games instead of accessing a math tutorial), and
one for not following teacher request to return to seat during language arts. He would
rather have bad behavior then to be embarrassed by having to ask for help. In all his
minors, he is unengaged in the activities the class is doing. His use of inappropriate
language had to do with the material being given to him. He comes on time every day to
each class which tells me that he wants to learn, but there is a barrier for how to be
successful in that learning. Also, once he was offered an alternative activity and extra
support by the Language Arts teacher his attitude turned around in the class.

Development of the plan:

All three of Bills teachers have provided evidence-based practices. All the teachers first
reminded Bill of the expectations in the classroom and when he did not comply with
those expectations he was given a private chat by two of the teachers. The language arts
teacher had Bill work on an alternative activity and during the class she offered him extra
support. Once he was offered this extra support and alternative activity his behavior
subsided. Because of how Bill reacted when the Language Arts teacher provided him a
separate activity and extra support. I believe Bill would benefit from Tier Two
intervention. He qualified for Tier Two once he had his third office referral. An initial
response would be to pull Bill out of the classroom in a small group setting to get extra
help in his classes. This would focus on extra time to learn each lesson as well as
alternative activities and assignments given by the teacher that may better fit his learning
needs in Language Arts as well as Math. I am recommending RTI supports at this time.

Implementation of the plan:

Bill was classified as a Tier 2 student. This means he will continue to stay in the
classroom while being pulled out for intervention. The specialist who will be working
with him is a paraprofessional. Once this paraprofessional begins they will come into the
classroom early each day and observe the lesson being taught. Once the math lesson for
the day is over Bill will be pulled out to get extra help on that lesson. Because I believe
Bill is acting out because of his lack of understanding in the material I want him to get
help with the material in the class and see if his behavior improves. This intervention will
take place at a table in the hallway for an hour a day. Because Bill will be given daily
alternative assignments from the other students his teacher will be able to monitor his
daily progress and see if he understanding the lessons being taught to him. Once a month
Bill will take the formal math test along with the other students that has the same material
and problems to see if he is understanding more of the material and improving his grades
in the class with the paraprofessionals help. Bills parents will be notified weekly of his
progress in class via email to ensure there is adequate communication between parent and
teacher.

Conclusion and steps forward if the student is non-respondent to the plan:

The initial phase of this intervention is six weeks of small group, learning supports that
are personalized to the students needs that extend classroom lessons in math. If these
supports are not resulting in improved behavior and assignments, Bill will be reassessed
and new Tier 2 interventions will be developed to meet his learning needs. If Bill shows
progress in math, but his behavior does not improve then Tier 2 intervention strategies
will be developed specifically for behavior. On the contrary if his behavior improves, but
he shows little progress in math he will be reevaluated by the RTI team to see if he should
go to Tier 3 for individual support in math or if he would benefit from another six weeks
in Tier 2 supports for math.