Port Chester (NY) Schools: RTI/MTSS Workshops

In the Fall and Winter of 2019-20, Jim Wright presented a workshop, RTI/MTSS First Responder: How K-6 Teachers Can Provide Effective Tier 1 Reading Interventions, to MTSS staff of Port Chester elementary schools. Here are resources from that workshop:

PowerPoint: RTI/MTSS First Responder: How K-6 Teachers Can Provide Effective Tier 1 Reading Interventions [1]
PowerPoint: RTI/MTSS First Responder (Edison School: Short Version) [2]

Here are tools for determining/adjusting level of text difficulty:

Lexile Analyzer. [5]This free site allows teachers to calculate Lexile (readability) levels for text samples of up to 1000 words.
Newsela. [6]This free site contains current news stories. Each story is written to match multiple Lexile levels.
Smithsonian Tween Tribune. [7]Articles from this site are written at 4 Lexile levels. https://www.tweentribune.com/ [7]

Grade	Student Problem	Intervention	Progress-Monitoring
K	Andrew: Letter Names: Skill Deficit	Letter Names: Flashcards with 3-Second Delay [8]	Letter Names Fluency Probes (CBM) [9]: easyCBM Materials are free: Teacher log-in required Letter Name Probe Generator: www.interventioncentral.org [10]
1	Miranda: CVC Words: Skill Deficit	Phonics: Word Boxes/Word Sort [11]	Nonsense Word Fluency Probes (CBM) [12]: Dibels Next/ Acadience Learning: Materials are free: Teacher log-in required Dolch Word List Builder: [13] Free app to create random lists of Dolch Words for instruction and assessment
4	Lyla: Reading: Fluency Deficit	Reading Fluency: Passage Preview in Stages [14]	Passage Reading Fluency Probes (CBM) [9]: easyCBM Materials are free: Teacher log-in required
5	Jared: Comprehension: Generalization Deficit	Reading Comprehension: Read Actively [15] [14]	Michigan’s Mission: Literacy Website: Examples of Retell Rubrics: http://www.missionliteracy.com/retelling.html [16] Story/Narrative Retell Rubric: Teachers College: http://usd450.net/files/A-Z_retell_rubric.pdf [17] Sample Retell Rubrics: Saddlespace: https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058 [18] [9]

In the Fall of 2019, Jim Wright presented a workshop, Developing Effective MTSS Tier 2 Reading Interventions, to MTSS staff of Port Chester elementary schools. Here are resources from that workshop:

How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [23]

Tier 1/Classroom Intervention Planning Sheet (Google Docs) [4]

Retell Rubric Examples

Michigan’s Mission: Literacy Website: Examples of Retell Rubrics:
http://www.missionliteracy.com/retelling.html [16]
Story/Narrative Retell Rubric: Teachers College:
http://usd450.net/files/A-Z_retell_rubric.pdf [17]
Sample Retell Rubrics: Saddlespace:
https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058 [18]

Tier 2: Small-Group Intervention Plan (Interactive). [24]This PDF document allows the user to enter a multi-week Tier 2 intervention plan for a small group of up to 7 students. Check out this example of the form filled out [25]for a group based repeated-reading intervention [26].

Tier 2/3 Intervention Website: What Works Clearinghouse [27]. This website reviews core instruction and intervention programs in reading & mathematics, as well as other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.

Tier 2/3 Intervention Website: Best Evidence Encyclopedia [28]. This site provides reviews of evidence-based math and reading programs. The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .

Tier 2/3 Intervention Website: National Center on Intensive Intervention Academic Intervention Chart. [29] Sponsored by the National Center on Intensive Intervention, this page provides ratings to intervention programs in math, reading, and writing. Users can sort their search by subject and grade level.

On 24/26 April 2019, [30] Jim Wright presented brief workshops for elementary teachers from the Port Chester School District on the topic The Elementary Teacher as ‘First Responder’: Building the Classroom Intervention Toolkit. Here are resources from that training: [31]

PowerPoint: The Elementary Teacher as ‘First Responder’: Building the Classroom Intervention Toolkit [32]

Handout [33]

Tier 1/Classroom Intervention Planning Sheet (Google Docs) [4]

Classroom Data Collection [34]

1. Behavior Report Cards

2. Checklists

ONLINE APP: Self-Check Behavior Checklist Maker [37]

3. Cumulative Mastery Records

Cumulative Mastery Record Form (Interactive) [38]

4. Curriculum-Based Measurement

CBM Writing Probe Generator [43]
CBM Writing Directions & Norms [44]

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [45] This high-success flashcard intervention can be used to teach letter and number names, sight words, spelling words, and vocabulary definitions

Reading: Phonics/Alphabetics

Word Boxes/Word Sort [11]
Incremental Rehearsal: Letter Identification [46]
Letter Cube Blending [47]

Reading: Sight-Word Vocabulary

Sight-Word Vocabulary. The student has rapid recognition of sight-words.

Reading Racetracks. [48]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [49]
Vocabulary: Classwide Tutoring. [50] Students are paired off to tutor each other in sight-word vocabulary.

Reading Fluency

Fluency. The student reads with adequate fluency to comprehend the text.

Assisted Cloze. [51] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [52]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [53]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [54]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [55]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Passage Preview in Sections. [14]The tutor and student rehearse/read the passage in sections.
Paired Reading. [56] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [57]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [58]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [59]This free program provides 15-minute 1:1 tutoring sessions to work on reading fluency. NOTE: Teachers create a free account on the HELPS site and then can access the free materials.

Reading Comprehension

Self-Monitoring:The student monitors understanding of the text while reading.

Click or Clunk. [60]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [61]. The student monitors understanding periodically and applies fix-up skills.

Main Idea:The student locates the main idea of a paragraph or passage in informational text.

Main Idea Maps. [62]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [63]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [64] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer.
RAP Interactive Form [65]
Read Actively. [15]THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
Partner Retell. [66]The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.
Repeated Reading With Oral/Written Retell. [67] The student reads a passage several times and is asked to write or recite the key information from the passage.

Linking Ideas:The student makes connections between ideas in the text.

Linking Pronouns to Referents. [68]When reading advanced texts, the student circles pronouns, writes their referents above them, and then rereads the text, inserting the referent for each pronoun.
Ask-Read-Tell. [69]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished.
ART Interactive Form. [70]
Phrase-Cued Text Lessons. [71]The student reads aloud from annotated text and is coached to observe all pauses/phrase breaks, which correspond to groupings of ideas within the text. ONLINE APP: Phrase-Cued Text Generator [72]

Spelling

Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.

Cover-Copy-Compare. [73]The student studies spelling-word (or sight-word) models, covers them, copies them from memory, and compares copied words to the originals. CCC Interactive Form [74]
Self-Correction with Verbal Cues. [75] The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test

Writing

Sentence Complexity. The student writes sentences of appropriate variety and complexity for the subject and/or grade level.

Elements of Effective Writing Instruction. [76] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [77] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [78]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [79]

Math Facts: Self-Administered Folding-In (SAFI) Technique [80]

Work Completion: Problem-Interspersal Technique [84]

Math Vocabulary: Classwide Vocabulary Tutoring [89]
Self-Management: Customized Math Self-Correction Checklists [90]
Math Anxiety: Managing Academic Anxiety Through an Antecedent Writing Activity [91]

Self-Management

Self-Management in Academic Skills. The student uses appropriate skills and strategies to manage their own learning.

Academic Survival Skills. [99] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [100] This free app allows teachers to create and save customized checklists for use in classrooms.

What Works Clearinghouse 'Practice Guides'. The What Works Clearinghouse [101] is sponsored by the US Department of Education. One of the free resources that the site offers are 'practice guides': summaries of research into effective instruction that any teacher can read and apply to the classroom. Here are a range of practice guides to address reading, writing, and mathematics:

Reading/Writing

Mathematics

Encouraging Girls in Math and Science [115]

Florida Center for Reading Research. This website is a product of a research center at Florida State University.The site includes free lesson plans for reading across grades K-5. (Many of the grade 4-5 resources are appropriate for secondary students with reading delays.)

Grades K-1 Student Center Activities [116]
Grades 2-3 Student Center Activities [117]
Grades 4-5 Student Center Activities [118]

Evidence-Based Intervention Network. This site is co-sponsored by school psychology programs at East Carolina University and University of Missouri.It contains research-based ideas for reading, math, and behavior interventions.

Reading interventions [119]
Math interventions [120]