DQ 5
Create your initial post in response to the following:
1. Review the I&RS Training PowerPoint from last week, as well as the Lesson 1 Resources listed in the Week 5& 6 Overview.
2. Familiarize yourself with this I&RS Action Plan .
3. Review the case below for student “Jason Rodriguez” and create an I&RS Action Plan, including Response to Intervention (RTI) and Positive Behavior Intervention Strategies (PBIS), for the student using the I&RS Action Plan. Save and upload (post in discussion board) as pdf.
After posting your I&RS plan, respond to at least one classmates plan by:
- Providing Constructive Feedback Identify one strength of their plan and suggest an additional strategy or improvement they could consider. – OR-
- Asking a Thoughtful Question Encourage deeper thinking by asking a question related to their intervention choices. -OR-
- Making Connections Relate their ideas to something from your own experience, research, or class discussions.
Your response should be respectful, insightful, and add value to the discussion. A good response should go beyond simply stating Great plan! or I agree by engaging in meaningful dialogue.
Initial posts are due by this Thursday, February 19th, with responses to at least one classmate’s post due next Sunday, February 22.
Sample Student Case Study I&RS Action Plan
Student Name: Jason Rodriguez
Grade: 5th Grade (Age 10)
School: Maplewood Elementary School
Background and Family Situation:
Jason Rodriguez is a 10-year-old fifth-grade student at Maplewood Elementary. He lives with his mother, Maria Rodriguez (35), and his younger sister, Sofia (7), in a small apartment. His father, Edwin, left the family when Jason was five, and while he occasionally calls, he is not actively involved in Jasons life. His mother works long hours as a home health aide, and finances are tight. Jason often takes on a caretaker role for his younger sister while his mother is at work.
At home, Jason’s mother primarily speaks Spanish and is deeply supportive of his education. She communicates regularly with the school and encourages his learning, though language differences make it challenging for her to assist directly with English reading assignments. The family qualifies for free and reduced lunch, and Jason has shared that food insecurity is sometimes a concern toward the end of the month.
Academic Progress and Concerns:
Jason has been struggling with reading since the early grades, but his difficulties have become more apparent in fifth grade, where reading comprehension is critical. He is reading at an early third-grade level and has difficulty decoding words, understanding complex texts, and writing responses. He avoids reading aloud in class and rushes through assignments to mask his struggles.
His teachers have noticed that when reading tasks are assigned, Jason often acts out, talking back to teachers, distracting peers, or refusing to complete work. He is particularly disruptive during small-group reading time, often making jokes or becoming argumentative to divert attention from his struggles. He has developed a defensive attitude, frequently saying, I dont care or This is dumb, when confronted about his behavior.
Standardized Test Scores:
- Reading (ELA) State Standardized Test: Below Basic (Scores in the 25th percentile)
- Math State Standardized Test: Basic (Scores in the 40th percentile)
- Classroom Reading Assessments: Reading at a 2.8 level (early third grade)
- Writing Samples: Struggles with sentence structure and organizing thoughts in writing; avoids written responses
- Math Classroom Performance: On grade level, but struggles with word problems due to reading comprehension issues
Health History:
Jason has a history of chronic ear infections as a toddler, which may have impacted his early language development. His mother reports that he had speech therapy in kindergarten but was discharged from services in first grade. There is no formal diagnosis of a learning disability.
Jason also frequently complains of stomachaches, especially on test days or when he is asked to read aloud. The school nurse suspects these could be anxiety-related. He does not wear glasses but has never had a full vision screening. He has trouble sleeping, often staying up late watching TV or playing video games, and sometimes falls asleep in class.
Peer Relations and Behavior:
Jason is highly social but often gets into conflicts with peers. He is well-liked by some students but has a tendency to tease others, especially those who do well academically. Teachers have noted that he often gets frustrated when working in groups, especially in activities that involve reading.
He has a few close friends, primarily students who also struggle academically. He is very interested in sports, particularly basketball, and performs well in physical education. However, he has been involved in several minor conflicts during recess and lunch, particularly when he feels others are “talking down” to him.
Teacher Observations and Concerns:
- Avoids reading-related tasks and exhibits disruptive behavior when asked to read
- Low self-confidence, often calls himself dumb or bad at school
- Demonstrates strong verbal communication skills but struggles with written expression
- Performs better in hands-on, interactive learning settings
- Shows motivation in areas of personal interest (sports, video games) but lacks academic engagement
- Possibly experiencing anxiety related to school performance