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Running head: FIELD
1
FIELD
3
Field Experience A
Tyesa Wilson
SPD 530: Assessment and Eligibility in Special Education
March 13, 2019
Field Experience A
I really enjoyed this interview. It gave me insight on how it is
working with the response to intervention (RTI) process. She
went into details explaining each level of the RTI. I learned that
during each level, a service is added. They are going more in-
depth to understand the student’s performance and what needs
to be done to help the child reach his/her potential in the
classroom. Each level of testing is administered differently.
They are each administered by qualified personnel, but as the
student progresses to another level the setting is different. Level
one can be done while engaging instruction within the
classroom. Level two is administered in a small-group setting. It
can be given in the classroom or in another setting. Level three
is administered on a more personal level. The student is
observed doing different tasks to measure there are of need and
they are normally given psychological testing. It is important as
classroom teachers to do progress monitoring. This helps us
understand of the students are making gains or if they need
extra help. Progress monitoring is important because this helps
determine if a students needs to move to the next level of RTI. I
learned that results are sent to various stakeholders through
emails. This is something I did not know. I would have thought
there would be a more secure way of sending the results. I
thought that was interesting. Results are also posted on the
State Education websites. The information provided to me
during this interview would be helpful throughout my career. I
learned strategies and more information on my role as a
classroom teacher working with RTI. I will apply the
information gathered to my work.
Multidisciplinary Evaluation Team (MET) Case Study
Student: ScottGrade: 1stAge: 6
Background Information
· Very small for his age, constantly in motion.
· Usually looks very serious. When he is unhappy with
something, he will scowl and make a high-pitched and long-
lasting shriek; this happens 8-10 times every hour.
· Asks many questions, such as “Why?” “Where did that come
from?” “What does this mean?”
· When engaged in something in which he has an interest, he
becomes lively and animated and asks relevant questions as he
is trying to figure out what is happening (lasts up to 7 minutes
at a time).
· Enjoys trains and collecting coins; likes to build things with
Legos or Lincoln Logs.
· Knows everything about local public buildings (city hall,
library, schools) - number of windows and doors, when built,
building materials, number of bricks each contains.
· Developed very particular likes and dislikes with food, e.g., he
will only eat white or light colored foods, and nothing can be
mixed together; he refuses to eat meat and many vegetables and
fruits.
· Behavior problems surfaced about 15 months ago - easily
frustrated, which resulted in throwing things, hitting, kicking,
biting, and disrespect shown to parents, especially his mother.
· Mother has used timeout chair – can take from 5 minutes to 2
hours for him to regain control.
· Parents report that they do not take him out into the
community, e.g., grocery store because of behavior. One parent
stays home while the other goes out to do errands.
· Scott is extremely active. He stopped taking naps at the age
of about 2½ and he cannot fall asleep until three or four hours
after he is put to bed. He spends the time looking at books and
playing with the toys in his room. As long as he stays in his
room and is quiet, his parents leave a dim light on.
· Scott lives with his parents and older sister. The family goes
on recreational outings together, including summer camping
trips and weekend trips to visit family in another area of
Wisconsin.
· Scott’s parents describe Scott as “interesting.” They have
worked through many issues with their daughter (diagnosed
with ADHD and bipolar disorder, she is not in special
education) and feel that Scott will develop appropriate
behaviors as time goes by.
· Defiance is an issue – incidents 10-15 times per day of
yelling, stomping his feet, throwing things if he does not get his
way.
· Scott will wander away from the yard – has gone up to six
blocks away, crossing busy streets. This happens 3-4 times per
month.
School History
· Mother requested district screening when Scott turned 3 years
old because he refused to follow rules, and would tantrum when
he could not get his way. Scott also showed a lack of interest in
activities like coloring or drawing with markers or crayons,
cutting paper, and repeating nursery rhymes. He would refuse
to do these activities.
· Parents did not want to consider district early childhood
programming and enrolled him at a structured preschool at age
4. His day was subsequently shortened to 2 hours and his
parents had to pick him up early 1-3 times per week because of
behavior (yelling, screaming, and refusing to follow directions;
would not participate in any activities that involved drawing,
coloring, or writing).
· Community summer programs were tried, but he was asked to
leave because of behavior (ran out of the room, yelled,
screamed, threw things).
· During the summer before he started kindergarten, his parents
did not enroll him in summer school. They planned many family
activities, but Scott was not in any kind of a structured
program. They report that the number of tantrums decreased to
1-2 per day. However, the tantrums were more severe with
longer recovery time.
· Placed in a blended kindergarten (5 special education and 11
regular education students with Kindergarten. and special
education teacher team)
Concerns/Reasons for Referral
· Aggressive and disruptive behavior. Scott kicks and hits staff
along with outright refusal to follow directives with yelling and
screaming and throwing himself on the floor. Scott throws
books and chairs and narrowly missed hitting a peer with a
chair. These behaviors occur 4-6 times daily within a two-hour
period.
· Unwillingness to follow directions for social or play activities.
Scott says, “No,” or “I won’t” or refuses to speak and sits with
arms crossed and head down with no movement toward doing
what was asked, or runs and hides under a table.
· Refuses to do any activities involving scissors, paper, pencil,
crayons, or markers.
· Isolates self in a corner or under a table.
Adapted from:
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP
goals and objectives to address behavior. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=w
eb&cd=9&ved=0CGoQFjAI&url=http%3A%2F%2Fsped.dpi.wi.
gov%2Ffiles%2Fsped%2Fdoc%2Fiepbehavor.doc&ei=wzABU4z
XDo3lyAGAt4CIBw&usg=AFQjCNFkQRpBQ7eq2scNElizNwN
MGsz7HQ&sig2=SfVFdT898qthkKe4XggGTw&bvm=bv.615352
80,d.aWc&cad=rjt
© 2014. Grand Canyon University. All Rights Reserved.

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RTI interview insights and MET case study of student with behavioral challenges

  • 1. Running head: FIELD 1 FIELD 3 Field Experience A Tyesa Wilson SPD 530: Assessment and Eligibility in Special Education March 13, 2019 Field Experience A I really enjoyed this interview. It gave me insight on how it is working with the response to intervention (RTI) process. She went into details explaining each level of the RTI. I learned that during each level, a service is added. They are going more in- depth to understand the student’s performance and what needs to be done to help the child reach his/her potential in the classroom. Each level of testing is administered differently. They are each administered by qualified personnel, but as the student progresses to another level the setting is different. Level
  • 2. one can be done while engaging instruction within the classroom. Level two is administered in a small-group setting. It can be given in the classroom or in another setting. Level three is administered on a more personal level. The student is observed doing different tasks to measure there are of need and they are normally given psychological testing. It is important as classroom teachers to do progress monitoring. This helps us understand of the students are making gains or if they need extra help. Progress monitoring is important because this helps determine if a students needs to move to the next level of RTI. I learned that results are sent to various stakeholders through emails. This is something I did not know. I would have thought there would be a more secure way of sending the results. I thought that was interesting. Results are also posted on the State Education websites. The information provided to me during this interview would be helpful throughout my career. I learned strategies and more information on my role as a classroom teacher working with RTI. I will apply the information gathered to my work. Multidisciplinary Evaluation Team (MET) Case Study Student: ScottGrade: 1stAge: 6 Background Information · Very small for his age, constantly in motion. · Usually looks very serious. When he is unhappy with something, he will scowl and make a high-pitched and long- lasting shriek; this happens 8-10 times every hour. · Asks many questions, such as “Why?” “Where did that come from?” “What does this mean?” · When engaged in something in which he has an interest, he becomes lively and animated and asks relevant questions as he is trying to figure out what is happening (lasts up to 7 minutes at a time).
  • 3. · Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs. · Knows everything about local public buildings (city hall, library, schools) - number of windows and doors, when built, building materials, number of bricks each contains. · Developed very particular likes and dislikes with food, e.g., he will only eat white or light colored foods, and nothing can be mixed together; he refuses to eat meat and many vegetables and fruits. · Behavior problems surfaced about 15 months ago - easily frustrated, which resulted in throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his mother. · Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain control. · Parents report that they do not take him out into the community, e.g., grocery store because of behavior. One parent stays home while the other goes out to do errands. · Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot fall asleep until three or four hours after he is put to bed. He spends the time looking at books and playing with the toys in his room. As long as he stays in his room and is quiet, his parents leave a dim light on. · Scott lives with his parents and older sister. The family goes on recreational outings together, including summer camping trips and weekend trips to visit family in another area of Wisconsin. · Scott’s parents describe Scott as “interesting.” They have worked through many issues with their daughter (diagnosed with ADHD and bipolar disorder, she is not in special education) and feel that Scott will develop appropriate behaviors as time goes by. · Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet, throwing things if he does not get his way. · Scott will wander away from the yard – has gone up to six blocks away, crossing busy streets. This happens 3-4 times per
  • 4. month. School History · Mother requested district screening when Scott turned 3 years old because he refused to follow rules, and would tantrum when he could not get his way. Scott also showed a lack of interest in activities like coloring or drawing with markers or crayons, cutting paper, and repeating nursery rhymes. He would refuse to do these activities. · Parents did not want to consider district early childhood programming and enrolled him at a structured preschool at age 4. His day was subsequently shortened to 2 hours and his parents had to pick him up early 1-3 times per week because of behavior (yelling, screaming, and refusing to follow directions; would not participate in any activities that involved drawing, coloring, or writing). · Community summer programs were tried, but he was asked to leave because of behavior (ran out of the room, yelled, screamed, threw things). · During the summer before he started kindergarten, his parents did not enroll him in summer school. They planned many family activities, but Scott was not in any kind of a structured program. They report that the number of tantrums decreased to 1-2 per day. However, the tantrums were more severe with longer recovery time. · Placed in a blended kindergarten (5 special education and 11 regular education students with Kindergarten. and special education teacher team) Concerns/Reasons for Referral · Aggressive and disruptive behavior. Scott kicks and hits staff along with outright refusal to follow directives with yelling and screaming and throwing himself on the floor. Scott throws books and chairs and narrowly missed hitting a peer with a
  • 5. chair. These behaviors occur 4-6 times daily within a two-hour period. · Unwillingness to follow directions for social or play activities. Scott says, “No,” or “I won’t” or refuses to speak and sits with arms crossed and head down with no movement toward doing what was asked, or runs and hides under a table. · Refuses to do any activities involving scissors, paper, pencil, crayons, or markers. · Isolates self in a corner or under a table. Adapted from: Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address behavior. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=w eb&cd=9&ved=0CGoQFjAI&url=http%3A%2F%2Fsped.dpi.wi. gov%2Ffiles%2Fsped%2Fdoc%2Fiepbehavor.doc&ei=wzABU4z XDo3lyAGAt4CIBw&usg=AFQjCNFkQRpBQ7eq2scNElizNwN MGsz7HQ&sig2=SfVFdT898qthkKe4XggGTw&bvm=bv.615352 80,d.aWc&cad=rjt © 2014. Grand Canyon University. All Rights Reserved.