The student had to move to China to Myanmar due to her parents’ work and so she has had difficulties adjusting to the new curriculum and environment where she showed relative weaknesses in reading and writing abilities in comparison to her peers in class. Hence the 3-tiered RTI approach was to set up a long-term plan where she would be attending ELL classes and she would be assigned extra work like grammar book exercises and relevant lessons for each class to review concepts she require to catch up to the standards expected of her class level. For the first semester, we would be measuring her progress, and constantly be in feedback loop with her parents in order to report back progress she is making in class. And constant feedback would be also provided to the student, in order to boost her confidence in English as well as her motivation to learn extra lessons. She will be provided activities requiring use of technology such as iPad, google classroom, laptops in order to activate her interest and level of participation with the subject matter. Though not a requirement, if the parent feels necessary to hire an extra tutor who could be helping her with her assignments and homework in boosting up her skills and knowledge to meet the expectations of the class level, the recommendation would be suggested at the third tier where extra help and assistance would greatly advance the skills of the student. Parent teacher collaboration with be of utmost importance, and scores of the standardized exam that the school provides each year would serve the cursor for student progress and student evaluation, and also relevant reading materials and comprehension assessments would be regularly provided as part of the ELL curriculum in order to bring the students’ skill set at a level where collaboration and participation with rest of her peers during the English class would be considered plausible.
EduContents 