3rd Grade Data Meeting March, 15th, 2017

AGENDA

1. Going over RTI flow chart/system.

2. SPEECH
-Caleb Daugherty: He is talking more. NOTE: Not a concern anymore.
-Benjamin: Igherighe: Teacher comments about his way of talking (changing his tone, doing
gestures). Speech therapist says he was tested in 1st grade, and he showed no problems at
that time. Parents havent been much in contact this year. NOTE: Teacher wants this info
on record,
-Yasir: cannot pronounce r. Abe thinks it might be cultural. Heidi suggests looking for videos
about r production. NOTE: Anne says student can be tested when he turns 9 years old.

3. TIER 3:
-Brycen McCurry: Fluency is getting better, but comprehension is not evident. Currently on
Level J. Data shows some progress. He has problems writing about his reading.
Horrible penmanship, takes a long time to write a couple of sentences. On OPA he is low.
Teachers main concern is to have student express what he knows in writing. Teacher has
communicated with parents about students low academic level. They expressed
willingness to help student, but he is not turning homework. In math, he was in tier 2
math intervention and he is showing progress.
Next steps:
a. Continue tier 3 LLI reading intervention.
b. Math: he was tier 2. Doing significant progress. Exited him out of intervention (see
under Tier 2)

4. TIER 2:
-Brycen McCurry: In math, he is making significant progress. His January goal was 80%
and he reached 96%.
Next steps:
a. Close tier 2 intervention (Morgan)
-Obadiah: In math, he is in tier 2 intervention. He is very discrepant. No math concepts. When
he is being successful, he is motivated; otherwise, he acts out. John is using CPV
intervention. Student is spending too much time in check-in behavior intervention, and
because of this, he is missing part of math intervention.
Next steps:
a. Have John enter progress monitoring data in CFGS (John).
b. Start tier 3 math intervention (John)
c. Close behavior intervention (Morgan).
d. Check with behavior deans on length of check-in behavior intervention (must be no
more than 5 minutes).

-Dashon: We only have 2 data points for math intervention. We need to have more data. His
only reading intervention is in guided reading group LL1. He struggles and tries very
hard, but needs a lot of exposure to material to be able to learn.
Next steps:
a. Interventionist needs to do weekly assessment (Crystal).
b. Lisa and John and Crystal need to meet and support Crystal on math intervention
progress monitoring (maybe during Friday concert??)

-Quentin: Just started math intervention. He tries really hard, has good attitude.
a. Continue intervention tier 2 subtraction-addition.
b. Enter data on CFS ??
-Kana: In subtraction-addition group. Also meets with John. She is in ELL, however, teachers
think that there is something not clicking and she might qualify for Sped. Student is
getting interventions. In reading, it seems that comprehension is not strong.
Next steps:
a. Enter data on CFS
b. Meet with ELL teacher to decide on appropriate reading intervention (Sarah, Morgan,
and Linda).

-Benjamin: He is one-on-one for 20-minute custom intervention (phonic-based, decodable text).

Showed some progress, but he seems lethargic, and teacher thinks he will progress only
with individual interventions. In math, he is receiving intervention. Teacher
commented he does not produce work and has no accurate idea on what he can produce.
 He loves math, and he has shown progress and willing to work, but he is behind. Teacher
has tried to contact parents at least 6 times. Crystal is doing math intervention.
Next steps:
a. Enter data con CFS (Heidi)
b. Try to meet with parents (Heidi, if not successful, involve Ryan and social worker).

-Caleb: getting LLI. He is making slow progress. Teacher says motivation and engagement are
issues. She had conversation with mom. Mom was not too concern, kept providing
excuses for students behavior (sick, allergies, etc.). Ryan commented on divorce issues
last year that impacted academic progress. Teacher suggests helping student get a
friend/supporter/mentor. In math, student is in tier 2 intervention math (Do-The-Math
intervention).
Next steps:
a. Connect with social worker regarding some emotional support/mentoring.
b. Keep him on tier 2 LLI and Do -the -Math.

-Derrick: His math is stronger. He loves to write and read, but he is methodical in reading.
Teacher wants to keep him in tier 2; also getting tier 2 reading intervention. He has a lot
of social/emotional issues that might be impacting his academic progress. Teacher had
conference with mom on January, it was a good meeting. Behavior issues (i.e., threats to
others and himself, running away). Team decided NOT to add behavior intervention now,
student has shown progress on his own behavior control mechanisms.

-Desire: New student. She has little number sense.

Next steps: a. Teachers are still determining her academic level and needs.

Tyjuan: New student. Has IEP, but teachers think it might not accurately reflect students
current academic level. Low attendance. He is supposed to be in social skills group, but
he is getting along with others, so teacher sees no need for him to go.
Next steps:
a. Clarify issues regarding current IEP (Ted).

**IMPORTANT: THE GOAL IS TO HAVE AT LEAST 6 DATA

POINTS FOR NEXT DATA MEETING.