Sarah Shurm

Special Education 420

15 October 2018
Pre-Referral Assignment

Description of the Problem:

Catherine is a 17-year-old sophomore who has earned enough credits to classify her as a
sophomore. The high school that she is currently attending is her third high school since the start
of her freshman year. Catherine was retained in the sixth grade and continues to fail her ELA,
science and social studies courses. Catherine has also been unable to pass any state tests. In fifth
grade, a pre-referral was begun for Catherine, but not completed or every followed up on. Aside
from having no completed pre-referral, Catherine’s teachers know very little about her, but do
say that she is cooperative and quiet.

Analysis of the Problem:

Living with her father, Catherine may not be getting the support and attention she needs
at home. Her father could lack the time needed from Catherine for support in school or on
homework. Catherine could also struggle with the fact that this is her third high school since
starting her freshman year. Moving around could be discouraging and could establish a mindset
that keeps Catherine from trying hard in school. Also, since Catherine’s teachers know very little
about her they may not be equipped with the information they need to connect with her on a
personal level and make those connections that could help Catherine feel more of a desire to
learn.

Development of the Plan:

Since a pre-referral was started, but not completed, and due to Catherine’s low grades, a
benchmark test would need to be taken. For Catherine, I would recommend progress monitoring
in a whole class setting for approximately 6-8 weeks. As Catherine is in high school, this
progress monitoring would need to be done by each of her teachers. Since I believe Catherine
needs more support than a normal Tier 1 in the RTI model, I would recommend a Tier 2
development plan for this student. I would suggest that Catherine participates in small group
interventions with content focused on ELA, science, and social studies for 6-8 weeks. During
these 6-8 weeks, data would be collected from both whole-class work as well as from small
group exercise.

Implementation of the Plan:

Catherine will receive small group instructions with general education teacher during her
English period. During this small group time, Catherine will be in a group with the other lower
level and struggling students from her class. Catherine will receive support in English Language
Arts (ELA) during this time. While other students in the class are completing work
independently or reading, the teacher will pull aside Catherine and the other students for 30
minute periods four days per week (Monday-Thursday) for a period of 6-8 weeks. In these small
groups, the teacher will be working with students on various reading and writing skills which the
students are struggling with. During Catherine’s science and social studies periods, she will be
pulled out of the classroom by a paraeducator or specialist to work on homework assignments,
complete individualized worksheets, flashcards with relevant vocabulary terms, as well as small
group experiments pertaining to what is being taught in the general education science classroom.
Catherine will be pulled out of her science and social studies classrooms for 30 minute periods
four days per week (Monday-Thursday) for a period of 6-8 weeks. All work completed by
Catherine in both the general education classrooms as well as in the small group environment
will be kept in a portfolio to use for analysis after the 6-8 week intervention period has been
completed.

Conclusion and Steps Forwards:

My response to Catherine’s academic struggles was to put her on a Tier 2 intervention
plan where she would receive small group instruction for ELA during her English period during
the classes individual work and reading time. In these groups, the general education teacher
would work with Catherine and other low level students on assignments which they are
struggling to complete, vocabulary, comprehension strategies and other various reading and
writing skills. These small groups would take place 4 days per week (Monday-Thursday) for 30
minutes for a period of 6-8 weeks. Catherine would also be pulled out of her science and social
studies classes Monday through Thursday for 30 minute periods for a duration of 6-8 weeks.
After the 6-8 week period was completed, if Catherine was showing little to no progress, I would
recommend continuing for another 6-8 weeks in Tier 2 intervention. If, after the second period of
6-8 weeks was completed and still no progress had been made, I would recommend Catherine for
a Tier 3 developmental plan which will focus on very individualized skills and strategies for 6-8
weeks. After her time in Tier 3, Catherine would be evaluated and, as a team, would decide if it
would be in Catherine’s best interest to continue with another round of 6-8 weeks in Tier 2
intervention, or if she is ready to go back to Tier 1 instruction solely.