RTI storyboard
Storyboard Text
- Tyler
- Ms. Jenna has noticed one of her students, Tyler, has had a harder time interacting with his peers recently.
- Ms. Jenna decides to begin collecting data on Tyler's behavior and adding appropriate accommodations where he needs them in big groups.
- Ms. Jenna brings her concerns to Tyler's mom and expresses that she think it would be best for Tyler to start seeing a "specialist" during parts of class. She explains how working in small groups may help Tyler focus better and guide his success in the classroom.
- Tyler begins working in small groups outside of class, but the additional help and intensity of learning proves to not be helping.
- Ms. Jenna set's up a meeting with Tyler's mom and explains that further steps will need to be taken to support Tyler. She is concerned but understand it is best for her child. Ms, Jenna makes a referral to evaluation for Tyler with his mom's consent.
- Tyler begins individualized learning in the SpEd classroom and begins to improve. He attends IEP meetings with his mom and his progress is being monitored. The collaboration and communication to create the best learing environment for him is paying off and Tyler is improving greatly.
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