RTI Institute July 30, 2007
«GreetingLine»
Sample Report
Example of MDT report for a student who has been verified using NO additional
assessments.
MULTIDISCIPLINARY TEAM MEETING SUMMARY
Name: Sample RTI Student Gender:____ Date of Birth:_____________
DISABILITY CATEGORIES
Autism
Behavior Disorder
Deaf Blindness
Hearing Impairment
Deaf
Partial Hearing Loss
Mental Handicap
Mild
Moderate
Severe/Profound
Multiple Impairments
Orthopedic Impairments
Other Health Impairment
Specific Learning Disability
Speech-Language Impairment
Traumatic Brain Injury
Visual Impairment
Blind
Legally Blind
Partially Sighted
NOT VERIFIABLE
X
Briefly summarize the information leading to the above conclusion.
Based on Student’s response to intervention, it is the team consensus that he is eligible
for special education services with a Specific Learning Disability in the area of reading.
Student’s rate of progress (.83 words per week) and current level of discrepancy (below
the 10th percentile) are both significantly discrepant from peers. Student’s needs are
currently greater than what can be provided in the general education setting.
Parent Comments and Concerns: Student’s parents are concerned about his ability to
keep up with his peers in the area of reading.
Educational Strengths: Student is currently performing at grade level in math. In
addition, his writing skills are strong.
________________________________________________________________________
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE
Health/Vision/Hearing
Health: There are no health related needs identified in Student’s health file.
Vision: Student passed the vision screening in second grade.
RTI Institute July 30, 2007
«GreetingLine»
Sample Report
Hearing: Student passed the hearing screening in second grade.
Cognitive
Cognitive assessments were not necessary for this evaluation.
Academic
What is Student’s rate of progress compared to typical peers?
Student received supplemental reading services in both Kindergarten and first grade. In
addition, he was identified by both fall and winter benchmark scores to receive intensive
reading instruction through the RTI process. This instruction has been in place since
September of 2006. This has included 30 minutes of daily instruction focusing on
decoding, fluency, and comprehension. Student’s progress has been monitored
periodically using second grade AIMSweb Oral Reading Fluency Passages. In
September, Student was able to read 16 words per minute while peers at the 50th
percentile were reading 59 words per minute (using local district norms). In February, a
significant change was made to his instruction, when his group size went from four
students to two students. Currently, Student is reading 31 words per minute while peers
are reading 94 words per minute. Student gained .83 words per week while typical peers
at the 50th percentile gained 1.9 words per week. Student’s progress compared to peers
can be viewed on the attached graph.
Student’s progress can also be measured using Rigby Reading Levels. In September,
Student was reading at Level 10, while peers at the 50th percentile were reading at the
Level 17. Currently, Student is reading at Level 15 while peers at the 50th percentile are
reading at Level 23. Student gained 5 levels while peers gained 6 levels in the same
period of time.
Even with intensive instruction in the area of reading, Student has not been able to make
progress at a rate similar to peers. At his current rate of performance, he is not on track
to close the gap with typical peers.
What is Student’s current level of performance compared to typical peers?
Student’s performance compared to grade level peers is reported in the table below.
Parents and teachers are reminded that whenever scores are reported, they are but one
piece of information about a student.
Assessment
AIMSweb 2nd grade
Oral Reading
Fluency Passages
Rigby Reading
Level
Student
Performance
Percentile rank
based on
comparison to
peers
th
30 words per minute 69 words per minute <10 percentile
at the 50th percentile
Level 15
Performance of
Typical Peers
Level 23 at the 50th
percentile
12th percentile
RTI Institute July 30, 2007
«GreetingLine»
Sample Report
Student is not currently performing near the level expected compared to typical peers.
What are Student’s needs in the identified area?
Student currently receives reading instruction in a small group setting of two students at
his level. In addition, he has a guided reading group in his classroom that also has only
one other student and is presented at his level. According to his classroom teacher,
Student requires a significant amount of review and re-teaching on a regular basis as he
has difficulty retaining and generalizing previously learned skills. In addition, the
classroom teacher reports that Student needs one on one assistance for any classroom
activity that requires reading. Student was observed in his general education classroom
on 3/19/07. Students were expected to work independently on a reading task. Student
required a great deal of adult assistance in order to complete the activity required. His
teacher reports that he is able to successfully complete tasks independently in subject
areas not requiring reading. According to the Reading Coordinator, Student’s reading is
so slow and labored that it is impacting his ability to comprehend what he has read.
Communication
There are not concerns in the area of communication at this time.
Motor
There are no motor concerns at this time.
Social/Emotional/Behavioral
Formal social/emotional/behavioral assessments were not necessary for this evaluation.
Student’s classroom teacher did indicate that he is more on-task in other subject areas
than he is in reading.
Life Skills/Career/Transitional
NA. Student is under age 14.
Educational Needs
Student needs to improve his reading skills, specifically decoding and fluency skills.
ACCOMMODATIONS/MODIFICATIONS:
Presentation of Subject Matter
Assignments
Directions presented orally
Environment
Social Interaction Supports
Pacing
Reinforcement and Follow Through
Grading
Other
RTI Institute July 30, 2007
«GreetingLine»
Sample Report
Tests read aloud in content areas
PARTICIPATION IN GENERAL CURRICULUM
___not applicable
___physical danger to students/staff/self
_X_different curriculum/instruction/strategies___disruption of instruction by student
_X_smaller student/teacher ratio
___reduction of distractions
___other
__X_This document is inclusive.
____Supporting documentation includes the following reports:
___psychological
___occupational therapy
___academic achievement
___speech-language
___physical therapy
___functional assessment
___other
MDT MEMBERS/OTHER SOURCES
Name
Position
Agree
Disagree
I certify that the MDT process documented above has met the requirements of 92 NAC
51 006.30
__________________________________________________________ ___________
(MDT Chair’s Signature)
MDT Chair
Date