Name: Viktor Age: 12 Grade Level: 6th

Start Date: January 16, 2032 Language: Russian/English

Teachers: Mackenzie Curry & Grace Ku
School: Swift Middle School District: North Hudson
Student Background: Viktor moved to Swift Middle School in January after attending
a school in Russia for four years. He is currently at second grade reading level. He has
difficulty in communication, specifically in conversations. He is unable to work
independently when performing mathematics. He is failing all of his core subjects. In the
fifth grade, he was exempt from all state testing. When performing in Russian, Viktor performs at a fifth-grade
level in writing and reading. Viktor has no known medical issues that would affect his learning.
Analysis: Viktor has difficulty comprehending core subjects due to the fact that English is his second language.
It is also possible that Viktor is not used to the American school system which could be different from his
school in Russia.
Plan: A Tier 2 RTI plan will be created for Viktor. This intervention will last six weeks, afterwards, Viktor will
be reassessed to see if a second round of Tier 2 is needed or if he can go back into Tier 1. General education
teacher will begin to incorporate visuals with instruction. This will include: math manipulatives, providing
picture books related to content, pointing to word/sound cards during instruction/independent or group work,
and providing definitions on a piece of paper or on the board. The general education teacher will begin pairing
Viktor with considerate students who will help him with math and reading. Viktor will be put into a small group
of similar ability level peers that will receive extra instruction from the general education teacher while the rest
of the class is doing independent or small group work. The ELL specialist and general education teacher will
propose to the district to accommodate Viktor with a Russian and English-speaking instructor or technological
support.
Implementation: In the general education classroom, Viktor will receive a student partner, or multiple student
partners, to help him read and practice math. When Viktor is reading, the student partner will listen to him and
assist him with words that he does not know. In math, the student partner will assist Viktor in understanding the
problem, not give him the answer. After whole class instruction in reading and math, Viktor will be put in a
small group of similar ability peers that will receive additional instruction from the general education teacher.
This instruction will vary on what Viktor’s group needs at that time (i.e. extra practice, content taught in a
different way, differentiated work, etc.). Viktor will be pulled out for thirty minutes every afternoon during
writing time for ELL. When Viktor goes to ELL, he will receive bilingual instruction with a focus in
conversational English and work his way towards more academic language. The general education teacher will
begin incorporating visuals with instruction. This includes: providing definitions for spelling words, providing
pictures with the content that is being taught, and give options for manipulatives in math, science, reading, and
writing.
Conclusion: Should these methods not work, dependent upon where the RTI team gauges Viktor’s needs,
Viktor will either do a second round of Tier 2 or be put into Tier 3. Tier 3 will involve Viktor being pulled out
for math and reading intervention for twenty minutes a day for both subjects. The ELL teacher will work with
both specialists to help form a plan between the three specialists. If the intervention is successful, then the RTI
team will determine if Viktor will go through a second round of Tier 2 or if he will go back to Tier 1.