Major Challenge #2: Jenna Aronson, Hannah Weiland, and Sara Osoba

Scenario #1: Brandon is a student who has been identified for inclusion in the RTI program
in math at his school and is being considered for SPED services because the results of the
Universal Screener show he is performing below grade level expectation and has made less
than average growth. The teachers have received the first two Universal Screener test
scores.

1. Dear Parents of Brandon,
After receiving the first two Universal Screen test results, we want to inform
you of our observations. Brandon made improvements from test A to test B and is
continuing to improve through the year. In mathematics, his scores are lower than
the class average from both tests, so we have suggested that Brandon be considered
for special education services in math in order to allow him to improve with the
necessary accommodations and modifications.
This graph shows that Brandon scored 1300 on test A and 1380 on test B.
The class average for test A was 1330 and 1401 for test B. Brandon is slightly below
average for both tests, which is why think it is best for Brandon to be considered for
special education services. These services will help Brandon reach our end-of-year
goal of 1499. Please let us know if you have any further questions and we can
discuss the next steps.




2. Based on the test results, we believe Brandon should focus on improving his skills in
Geometry. Although he missed a good amount of questions in the measurement and
data category, the majority of the class also struggled with this sub skill. Brandons
struggles in the Geometry questions were not seen as frequent compared to the
1200
1250
1300
1350
1400
1450
1500
1550
Test A Test B
Scores for Brandon
Class Average
End of Year Target
whole class. Brandon missed all four Geometry questions that ranged in difficulty
from easy to hard.
3. A goal of our intervention plan is to incorporate many visual technologies
and apps that will engage Brandon in his improvement of Geometry skills. We want
to make productive use of a SmartBoard, because we think that the physical
interaction that Brandon has with the board will increase his understanding of
certain skills. As Lynn taught us in class, we will use the Notebook on the
SmartBoard to create problems, games, and mini quizzes for Brandon. Through
these activities, we can informally assess Brandons progress while also engaging
him in the subject of Geometry. These SmartBoard activities are also very visual and
can be connected to his interests in his life outside the classroom.
An app that we will use either on an iPad is called Pocket Geometry, which
allows students to calculate the perimeter, area, surface or volume of various
geometric shapes. This app includes 2D and 3D shapes and clearly identifies the
characteristics of each shape. Brandon will be able to use this app to learn about
different shapes based on their measurements. Brandon struggled with questions
on the test regarding classifying shapes and this app helps Brandon visualize all
different shapes.
Another app that we found very intriguing is called My Geometric Universe.
In this app, Brandon will be able to draw any desired shapes and build them into
real life objects within the game. He can create all different environments or objects
that he sees in his daily life by creating the different dimensions of each shape. This
interactive app will improve Brandons understanding of shapes while having fun
being creative and designing his own virtual world.
As Brandon makes improvements throughout the week, Brandon will be
expected to demonstrate higher-level thinking and more difficult skills within each
technology. For example, Brandon will be expected to create more complex shapes
in his virtual world and answer a higher percentage of questions correct on the
SmartBoard.

4.
Dear RTI Committee,
Our expectations for Brandon have not been met through our four weeks of
intervention. As our graph shows below, Brandons scores are as follows: 4/10,
3/10, 5/10, 4/10, and 6/10. Our hopes for Brandon were for him to be able to
master 80% of the weekly assessments. Brandon made some general improvements
through the four weeks, however, they were not substantial enough for this
intervention to be considered successful. That is why we are proposing that
Brandon start a new intervention plan that will cater more to his learning style and
needs. Some considerations might include either incorporating different
technologies or programs that appeal to Brandons specific interests. Further
observations and additional informal and formal assessments will identify the areas
in which Brandon struggles most. We believe that continuing a pull-out program
with Brandon will eventually lead him to the success that we expect. Thank you for
your considerations.




0
1
2
3
4
5
6
7
Test 1 Test 2 Test 3 Test 4 Test 5
Brandon's Scores
Brandon's Scores