Greene (NY) CSD: RTI at Tier 1: The Classroom Teacher as 'First Responder' to Help Struggling Students

 

https://www.interventioncentral.org/sites/default/files/workshop_files/a...

https://www.interventioncentral.org/sites/default/files/workshop_files/a...

Granville 1: Elem All

Granville 2: Elem MTSS Team

Granville 3: HS All

Granville 4: HS MTSS Team

Granville: Intvs Toolkit: 10 Nov 2021: PPT, Handout

 

Eastern Suffolk BOCES: 17 Nov 2021 MTSS Audit for Elem

PPT Slide: Tier 1 Intervention Roadblocks

Manual: Sample Classroom Interventions for Reading and Work Engagement

Slide: Tier 1: Creating a Teacher Intervention Bank

Motivation: Teacher Communication Strategies

PPT: Ardsley RTI Audit:22 Nov 2021

 

Grade Student Problem Intervention Progress-Monitoring
 K Andrew: Letter Names:
Skill Deficit		 Letter Names: Flashcards with 3-Second Delay

Letter Names Fluency Probes (CBM): easyCBM
Materials are free: Teacher log-in required 

Letter Name Probe Generator: www.interventioncentral.org

 
 4 Lyla: Reading:
Fluency Deficit		 Reading Fluency: Passage Preview in Stages  Passage Reading Fluency Probes (CBM): easyCBM
Materials are free: Teacher log-in required  
 5

Jared: Comprehension:
Generalization Deficit

 Reading Comprehension: Read Actively

Michigan’s Mission: Literacy Website: Examples of Retell Rubrics:
http://www.missionliteracy.com/retelling.html

 

Story/Narrative Retell Rubric: Teachers College:

http://usd450.net/files/A-Z_retell_rubric.pdf

 

Sample Retell Rubrics: Saddlespace:

https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058

 

 

 

Here are handouts and resources from Jim Wright's workshop,RTI: Quality Audit for School Leaders :

Here are handouts and resources from Jim Wright's workshop,RTI: Quality Audit for School Leaders :

 

 

***BEHAVIOR: Managing Classroom Behaviors Using an RTI/MTSS Framework***

 

 

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.
[24 April 2017] Class Pass; Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!
[24 April 2017] Anxiety Management: Brief Writing Activity. Students can reduce anxiety before tests and other high-stakes academic tasks by first completing a brief writing exercise in which they journal about their anxiety. Check it out.
[24 April 2017] Exercise: Behavior Management Strategy. Students show greater levels of behavior control and compliance after they have engaged in at least 30 minutes of sustained physical exercise. Click here for details.
[5 April 2017] Free Manuals on Effective Learning and Social-Skills. Schools can always use more intervention resources. Dr. John Seaman, a school psychologist in UT, has posted free manuals that educators can use to address learning and social-skills training. Click here to view Dr. Seaman’s resource page.
[7 Sept 2016] Growth Mindset. Students with 'learned helplessness' lack confidence in their abilities. Teachers can employ growth-mindset statements to promote optimism and academic engagement.
[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use ‘wise feedback’ to .ensure that their well-intentioned feedback is accepted and acted upon.
[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note. 
[7 Sept 2016] Flashcards with Constant Time Delay. Students can become discouraged when they commit academic errors. Teachers use flashcards with constant time delay as an 'errorless learning' approach to teach numbers, letters, math facts, spelling and sight words, and even vocabulary terms.
[7 Sept 2016] Repeated Reading and Retelling. Reading comprehension improves with repeated reading and retelling-an intervention that has students read the same passage several times and then write or tell about what they’ve read. 

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This page contains short training videos by Jim Wright on intervention and assessment topics.

 

 Academic Intervention Ideas
 How to Find & Fix Academic Survival Skills  Related Resources
 How to Build Sight-Word Vocabulary With Reading Racetracks Related Resources
 
 Behavior Intervention Ideas
 How to Use Active Response Beads to Promote Behavioral Self-Control  Related Resources
 
Data Collection & Assessment  
 How to Collect Data in the Classroom: Checklists  Related Resources
 
How to Collect Data in the Classroom: Rubrics Related Resources
 

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On Th 8 November 2012, Jim Wright presented on the topic RTI at Tier 1: The Classroom Teacher as 'First Responder' to Help Struggling Students for faculty of the Primary and Intermediate Schools of Greene CSD in Greene,, NY.

 

Here is the PowerPoint and handout shared at the workshop:

Below are additional web links and resources discussed at the workshop--organized according to teacher goal.

 

GOAL 1: Comparisons of Student Skills to Standard Requirements – Analyze the academic requirements of a particular Common Core Standards and then compare those requirements to a struggling student’s current skills. Participants learn how to collect information via informal teacher-made assessments and other methods to verify whether a student possesses the prerequisite skills to demonstrate mastery of a specific Standard.
GOAL 2: Guidance in Making Instructional Adjustments – Make simple classroom “instructional adjustments” that can help any learner to gain greater success. Participants review a full range of such adjustments and receive guidelines for implementing them efficiently, for deciding when they should be used, and for ensuring that such adjustments still hold the student to the same academic expectations as those of typical peers.
 

 

The Accommodations Finder offers teachers more than 60 ideas to promote the success of students in general education settings by accommodating their different classroom needs. For a quick start in using this application, review the user manual.

 
GOAL 3:  Use of Work Maps – Develop “work maps” to teach students how to structure and sequence academic tasks. Participants receive a starter collection of “work maps” in Google Docs format that they can rapidly edit and use to train students to complete complex academic tasks and assignments more efficiently. Where appropriate, these work maps contain graphic-organizer elements to guide the student toward reading for understanding, writing, problem set-up/problem-solution, and intellectual exploration as outlined in specific “keystone” Standards.

 

The Academic Survival Skills Checklist Maker allows teachers, students, and parents to assemble 'how to' checklists to train students in essential academic-support skills. These checklists are a great way to promote student independence and accountability! Review the manual or download suggestions for using Academic Survival Skills Checklists in your classroom.

 
GOAL 4:  Format and Ideas for Intervention Planning – Create intervention plans to address deficits in foundation academic skills. Participants review a collection of evidence-based intervention ideas to support reading, writing, and math skills and also learn about additional free intervention resources available on the Internet.
 

Here are several interventions discussed during the training:

Here are websites that feature information about Tier 2/3 Intervention Programs:

  • Tier 2/3 Intervention Website: What Works Clearinghouse. 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. 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: Doing What Works. This website is sponsored by the U.S. Department of Education and offers specific guidelines for how to teach effectively across disciplines.

Here are websites that feature instruction/intervention ideas for the classroom:

 

 What Works Clearinghouse Practice Guides. These short (60-100 page) manuals give research-based ideas for teachers and schools for interventions.

 

 Cognitive Strategy Instruction . This website presents a series of interventions in which students are taught thinking strategies that they can use to perform better in reading, mathematics, writing, studying, and other areas. The site was created by Dr. Bob Reid and Torri Lienemann at the University of Nebraska-Lincoln.

 

 Reading, Math, & Writing Interventions from MSU . Find pages featuring intervention ideas to improve reading comprehension, writing, and math skills on this site. It is sponsored by the School Psychology Program at Michigan State University.

 

 Intervention Central . The site has a range of academic and behavioral intervention ideas suitable for middle and high schools.

 

 Evidence-Based Intervention Network. Created by Dr. Chris Riley-Tillman at the University of Missouri, this site has research-based intervention scripts for academics and behavior.

 

 Behavior Advisor . Dr. Tom McIntyre of Hunter College offers research-based behavioral strategies for whole groups and individual students..NOTE: You must create a log-in account before you can access the free intervention ideas on this site.

 

 Writing Next . Writing Next report on promoting adolescent writing skills (2007) from the Carnegie Corporation of NY.

 

Here are additional past postings from Intervention Central:

 

[13 April 2012] Manual for ChartDog GraphMaker. Users of the free ChartDog GraphMaker application now have a great user manual to guide them.  Written and generously shared by Florida school psychologist Priscilla Jones, this manual describes how to create, save, and make changes to student progress-monitoring graphs. Check it out!

Jim Wright: Future Long Island Workshops

Here are dates and topics for Jim Wright's upcoming trainings at Nassau BOCES:

Here are dates and topics for Jim Wright's upcoming trainings at Eastern Suffolk BOCES:

 

[1 Nov 2011] Increased IC Account Capacity.  Visitors to Intervention Central who have created free personal accounts will notice that they can now save up to 40 unique 'documents' (ChartDog graphs and/or Behavior Report Cards) on their accounts. For guidelines on how to get started with an Intervention Central account, click here.

 

[1 Nov 2011] Phrase-Cued Text Generator. This application allows educators to annotate passages to prompt students to observe phrase-breaks, a reading comprehension strategy.

 


Schools can now find these 4 essential Classroom Intervention Kit components needed to support a struggling learner right here on Intervention Central:
The Intervention Planner for Academics contains over 60 ideas for academic intervention in such areas as reading fluency, reading comprehension, and math word problems.
The Intervention Planner for Behavior provides 30+ feasible classroom ideas that teachers can browse to put together custom intervention plans for specific students or groups.
The Accommodations Finder offers teachers more than 60 ideas to promote the success of students in general education settings by accommodating their different classroom needs.
The Academic Survival Skills Checklist Maker allows teachers, students, and parents to assemble 'how to' checklists to train students in essential academic-support skills. These checklists are a great way to promote student independence and accountability.
  • Review the Academic Survival Skills Checklist Maker Manual.
  • View a sample homework-skills checklist created with this application.
  • Download suggestions for using Academic Survival Skills Checklists in your classroom.

Workshops in Behavior Management & Math Interventions. In October 2013, Jim Wright will present workshops in the Mid-West on managing challenging student behaviors and delivering effective classroom math interventions. Interested? Click here for registration information!

 

 

 

 

Tier 1: Class-Wide Management. Well-managed classrooms are built on a foundation that includes teaching behavioral expectations to students and using proactive strategies to manage group behaviors.

Tier 1: Class-Wide: High Expectations for Behavior. Students receive explicit training and guidance in expected classroom behaviors.

 

Tier 1: Class-Wide: Managing the Classroom. The teacher uses active, positive techniques to manage the classroom.

 

Tier 1: Classroom Interventions. Because the teacher is the Tier 1 (classroom) RTI ‘first responder’ who can potentially assist any struggling student, schools should prepare necessary resources and define clear guidelines for how to implement Tier 1 behavioral interventions.

Tier 1: Intervention: 'First Responder'.  As the Tier 1 interventionist, the teacher follows an RTI problem-solving approach to creating intervention plans for individual students.

 

Tier 2: Strategic Interventions. Tier 2 interventions occur above and beyond core instruction--and can take the form of small group programs, mentoring support, or individual counseling.Tier 2 RTI-B interventions are often ‘standard-protocol’ programs that match common student intervention needs in a school.

 

Tier 2: Entrance & Exit Criteria. Students move into and out of services based on objective data.

 

Tier 2: 'High-Quality' Services. All Tier 2 services are validated as effective based on research.

 

Tiers 2/3: Data Collection. Tier 2/3 intervention plans are tracked to measure the quality of implementation and rate of student progress.

 

Tier 3: Intensive: RTI Problem-Solving Team. General-education students needing Tier 3 academic or behavioral services take up the greatest amount of RTI resources and are at risk for referral to special education if they fail to improve. So these high-stakes cases require the RTI Problem-Solving Team, which follows a customized, team-based ‘problem-solving’ approach.

Tier 3: Problem-Solving Focus. The RTI Problem-Solving Team follows an investigative format to understand the unique needs of students requiring intensive intervention plans.

 

Tier 3: Capacity for Mental-Health Interventions. The RTI Problem-Solving Team has resources to assemble interventions with strong behavioral/mental-health components.

 

RTI-Behavior: School-Wide Screenings. Schools use an array of building-wide data and screening tools proactively to identify students with behavioral or social/emotional problems. These students can then be placed on appropriate classroom (Tier 1), early-intervention (Tier 2), or intensive-intervention (Tier 3) support plans.  

Screening: Analysis of Archival Data. The school uses existing data as a screener to identify students with emerging attendance and/or behavior problems.

 

Screening: Teacher Nomination.  Up to 3 times per year, instructors use a 'multi-gating' structured process to identify students in their classrooms with significant behavioral or socio-emotional concerns.

 

 

 

 

 

 

 

 

On Monday, 29 June 2015, Jim Wright presented the workshop Response to Intervention: An Overview for Elementary Schools for staff from the Marcus Whitman School District. Here are resources from that training.

Tier 1: What are resources to help to organize Tier 1 core instruction & intervention?

Tier 2: Supplemental Intervention: Standard -Treatment Protocol

  • Tier 2/3 Intervention Website: What Works Clearinghouse.                 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.                 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. 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.

Tier 3: Intensive Intervention: Problem-Solving Protocol

Schoolwide Screeners

Sample (Tier 1) Classroom Interventions
Reading: Sight-Word Vocabulary

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

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

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

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

  • Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. 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. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form
  • Partner Retell. The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.

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

  • Linking Pronouns to Referents. 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. The   student creates a reading plan and sets reading goals, monitors   understanding while reading, and reflects on the reading once finished. ART Interactive Form.
  • Phrase-Cued Text Lessons. 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
Spelling
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.                
  • Cover-Copy-Compare.  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
  • Self-Correction with Verbal Cues. 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.
Self-Management

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

  • Work Planning. The   student creates a plan for carrying out complex academic tasks,   evaluates actual performance, and makes appropriate adjustments as   needed.
  • Academic Survival Skills. The student possesses strong work habits in global skills such as time management, study skills, and organization.

===============================================================================================

On Monday, 29 June 2015, Jim Wright presented the workshop Managing Student Behaviors: Classroom Strategies for staff from the Marcus Whitman School District. Here are resources from that training.

1. Behavioral ‘Big Ideas’. What are big ideas that can help teachers to more effectively manage challenging student behaviors?

2. Proactive Classroom Management Tools. What behavior-management tools can help the teacher to proactively maintain positive classroom behaviors?

 

3. Classroom Management: Intervention Pathways. How can  teachers set up behavior management in their classrooms to get the  greatest benefit for the least effort?

4. Group Behavior Management. What are examples of  behavior management that can improve on-task behavior for a group or  entire class?

Group Behavior Management Ideas:

5. Behavior Statement. How can the description of a student’s problem behavior be formatted to help the teacher to find effective strategies to fix that behavior?

6. Discipline: Building a Classroom Continuum. How can  teachers increase their capacity to manage ‘low-level’ challenging  behaviors within the classroom?

================================================================================================

On Friday, 8 August 2014, Jim Wright presented to staff from the Marcus Whitman (NY) Central School District on topics related to Response to Intervention and behavior management. Below are resources and links shared at the training.

Morning Session 1: RTI: An Introduction for High Schools

Morning Session 2: RTI: Practical Tools and Strategies for Secondary Teachers

Sample Academic Interventions

Here are links to some  interventionists discussed at the training:

Here are 3 websites with good research-based intervention ideas:

Video:  How to Find & Fix Problems With Academic Survival Skills 
 Handout: How To:  Use Checklists to Measure Academic Survival Skills Online Tool: Academic Survival Skills Checklist Maker

Afternoon Session: How to Manage Classroom Behaviors...So the Learning Can Happen

Classroom Behavior Management: Ideas

Group Behavior Management Intervention 'Packages':

Here are links to free online tools to help teachers to measure and collect data on student behaviors:

 

 

IMPORTANT!! The final session of the RTI-B workshop series has been rescheduled for Tuesday March 1st!!! Please update your calendars! Thanks. JW

 

Session 1: RTI and Behavior: The Big Picture/ Tier 1: Teaching Schoolwide Behavioral Expectations/ Tier 1: Best Practices in Classwide Behavior Management

 

Here are resources shared by Jim at session 1 (M 28 Sept 2015) of the RTI:Social-Emotional/Behavior workshop series.

PowerPoints (to be shared within your school or district only)

  1. RTI-B Introduction
  2. RTI-B: Needs Assessment
  3. RTI-B: ‘Classwide Management’ Checklist
  4. Motivating Through Classwide 'Nudges'
  5. Big Ideas in Behavior Management
  6. Building Staff Buy-In for RTI-B
  7. Homework

Group Behavior Management Ideas:

Session 2: RTI: Tier 1: Classroom Interventions/ How to Define and Analyze a Student Behavior Problem/ How to Measure 'Intervention Integrity

 

PowerPoints from the training:

  1. Session Introduction/Analyzing Student Behavior: A Step-by-Step Guide
  2. The ABC Timeline: Changing Behaviors Through Antecedents, Positive Consequences, and Extinction Techniques
  3. Monitoring Intervention Integrity. Checking the Quality of Behavior Plans
  4. Homework for 13 Nov 2013 Session

Additional resources from the training:

Session 3: Behavior Intervention Plan/Tier 2: Supplemental Interventions/Self-monitoring Techniques

 

PowerPoints from the training:

  1. Session Introduction/Assembling a Behavior Intervention Plan: A Step-by-Step Guide
  2. Tier 2 Services in the RTI-B Model: An Overview
  3. How to...Conduct a Task Analysis & Create a Behavior Checklist

Additional resources from this training:

Here are websites that present information about RTI-B Tier 2/3 programs:

Session 4: Tier 2: Schoolwide Screening/Intervention Progress-Monitoring/Tier 3: RTI Problem-Solving Team

 

PowerPoints from the training:

Additional resources from the workshop:

Session 5: RTI for Behavior: Critical Elements: Tiers 1 through 3/Student-Centered Change Conference

 

PowerPoints from the training:

Additional resources from the workshop:

Tools to Promote Student Commitment to Positive Change

KEN_TON_SCHOOLS_BEGINNING

On T 6 June 2017, Jim Wright consulted with the RTI District Leadership Team and presented on the topic RTI for Academics: Ken-Ton School: Year 1 Check-In.

 

On Thursday15 September 2016, Jim Wright presented the full-day workshop Tier 3: Developing an RTI Problem-Solving Team for Intensive Intervention Planning for staff of Ken-Ton Schools. Here are resources from that training:

 

On Wednesday 14 September 2016, Jim Wright presented the full-day workshop Tier 2: Creating a Building-Wide System of Supplemental (Tier 2) RTI Academic Supportf for staff of Ken-Ton Schools. Here are resources from that training:

 

  • Tier 2/3 Intervention Website: What Works Clearinghouse. 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. 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) .

On Friday 9 September 2016, Jim Wright presented the full-day workshop Tier 1: Building a Toolkit for Classroom Teachers as Intervention ‘First Responders’ for staff of Ken-Ton Schools. Here are resources from that training:

 

Data Tool: Classroom Progress-Monitoring

Related Resources

Archival Data

 

Behavior Report Cards

Checklists

Cumulative Mastery Records

Curriculum-Based Measures/ Assessment

Curriculum-Based Measurement: Sample Measures and Norms

CBM Type

Online CBM Application

CBM Directions & Norms
CBM: Letter Name Fluency & Letter Sound Fluency
  Letter Name Fluency Generator  LNF/LSF: Directions & Norms

CBM: Oral Reading Fluency

Reading Passage Generator

DIBELS NEXT

Oral Reading Fluency: Directions & Norms

CBM: Maze Passages (Comprehension)

Maze Passage Generator

DIBELS NEXT

Maze: Directions & Norms
CBM: Early Math Fluency
 Early Math Fluency Generator Early Math Fluency: Directions & Norms

CBM: Math Computation

Math Worksheet Generator: Intervention Central

SuperKids.com Math Worksheet Generator

Math Computation: Directions & Norms

CBM: Written Expression

Writing Probe Generator

Writing: Directions & Norms

 

Grades

Interviews

 

 

Logs

 

Observation

 

Rubrics

Self-Monitoring

 

Work Products

 

 

 

ACADEMIC INTERVENTION IDEAS
Reading: Sight-Word Vocabulary

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

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

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

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

  • Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. 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. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form
  • Partner Retell. The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.

Linking Ideas:The student makes connections between ideas in the text.
 Spelling
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
  • Cover-Copy-Compare.  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
  • Self-Correction with Verbal Cues. 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.
Math
 Self-Management

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

  • Academic Survival Skills. The student possesses strong work habits in global skills such as time management, study skills, and organization.

 

KEN_TON_SCHOOLS_END
SEAFORD BEGINNING

On M 15 November 2021, Jim Wright presented/consulted with the Seaford UFSD MTSS District Team on the topic RTI/MTSS at Tier 1: Defining and Building the Teacher First-Responder Toolkit. Here are resources from the session:

INTERVENTION RESOURCE SITES

What Works Clearinghouse 'Practice Guides'. The What Works Clearinghouse 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

 

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.)

 

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.

 

 

On W 24 March 2021, Jim Wright presented an workshop on  the topic The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners to faculty of Seaford Harbor and Seaford Manor Elementary Schools. Here are resources from that training:

 

Interventions/Strategies:

On W 24 March 2021, Jim Wright presented a workshop on  the topic RTI/MTSS at Tier 1: Defining and Building the Teacher First-Responder Toolkit. Here are resources from that training:

 

Interventions:

ACADEMIC INTERVENTION IDEAS
General Academic Skills
Acquisition of Academic Item-Set
Reading: Phonics/Alphabetics
Reading: Sight-Word Vocabulary

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

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

  • Assisted Cloze. The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
  • Choral Reading. The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
  • Duet Reading. The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
  • Echo Reading. Student and tutor alternate in reading short sections of the practice passage.
  • Listening Passage Preview. The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
  • Passage Preview in Sections. The tutor and student rehearse/read the passage in sections.
  • Paired Reading. The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
  • Repeated Reading. The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
  • Repeated Reading: Group. This version of repeated reading is delivered to a group of 3 students.
  • HELPS Program. 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. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. 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. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. 
    RAP Interactive Form
  • Read Actively. THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
  • Partner Retell. 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. 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.
 Spelling
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
  • Cover-Copy-Compare.  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
  • Self-Correction with Verbal Cues. 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.
Math
 Self-Management

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

 

 

Data Tool

Related Resources

Archival Data

 
Behavior Frequency Count
Behavior Log/Scatterplot

Behavior Report Cards

Checklists

Cumulative Mastery Records

Curriculum-Based Measures/ Assessment

Curriculum-Based Measurement: Sample Measures and Norms

CBM Type

Online CBM Application

CBM Directions & Norms
CBM: Letter Name Fluency & Letter Sound Fluency

 Letter Name Fluency Generator

DIBELS NEXT

easyCBM.com

  LNF/LSF: Directions & Norms

CBM: Oral Reading Fluency

Reading Passage Generator

DIBELS NEXT

easyCBM.com

Oral Reading Fluency: Directions & Norms

CBM: Maze Passages (Comprehension)

Maze Passage Generator

DIBELS NEXT

Maze: Directions & Norms
CBM: Early Math Fluency
 Early Math Fluency Generator Early Math Fluency: Directions & Norms

CBM: Math Computation

 

SuperKids.com Math Worksheet Generator

Math Computation: Directions & Norms

CBM: Written Expression

Writing Probe Generator

Writing: Directions & Norms

 

Grades

Observation

 

Rubrics

Work Products

 

 

SEAFORD END
RTI: The Teacher as 'First Responder
Jim Wright, Presenter

On 21 February 2013, Jim Wright presented to new teachers at Pinnacle Charter School on RTI and the teacher's classroom role as interventionist.

PowerPoint from Workshop: Teacher as RTI First Responder: in PDF Format

Here are links to interventionists discussed at the training:

Cover-Copy-Compare: Spelling

Cover-Copy-Compare: Math

Text Lookback

Question Generation

Incremental Rehearsal: Letter Identification

Sentence-Combining

Counting Board Game

Reciprocal Peer Tutoring in Math Computation With Constant Time Delay

Below are links to online tools discussed at the workshop:

Behavior Report Card

Intervention Planner for Behavior

Intervention Planner for Academics

Accommodations Finder

RTI: Using Screening Tools to Match Students to Tiers 1, 2, 3
Jim Wright, Presenter

On 23-24 January 2012, Jim Wright met with teams of teachers from Pinnacle Charter to review screening tools and cut-scores for each grade level and to discuss how to provide interventions to students at each Tier.

Below are miscellaneous resources that were discussed or reviewed during this visit. NOTE: To download and save these files to your computer, right-click and choose 'Save Target As...':

Making Full Use of Instructional & Non-Instructional Personnel to Deliver Student Interventions/RTI: Math: PPT in pdf format

National Center on RTI: Screening Tools Rating Page

National Center on RTI: Progress-Monitoring Tools Rating Page

National Center on RTI: Math, Reading, Writing Programs Rating Page

Assisting Students Struggling With Mathematics: What Works Clearinghouse Practice Guide

National Mathematics Advisory Panel Report. Curriculum and instructional recommendations from the 2008 National Math Panel.

Type of Measure

Manual/Directions for Use

Norms

Early Math Fluency (from www.interventioncentral.org):

Quantity Discrimination

Missing Number

Number Identification

AIMSweb Test of Early Numeracy Manual (Click on the 'Scoring Guidelines' tab)

Guidelines for administering and scoring Quantity Discrimination, Missing Number, and Number Identification can also be found as downloadable pdfs on the NumberFly application

AIMSweb Norms (2006-2007) See pp. 6,7,8 for Early Math Fluency Norms.

Math Computation Fluency:

Addition

Subtraction

Multiplication

Division

Mixed Skills

SuperKids.com: Create more advanced computation worksheets (e.g., fractions, percentages)

CBM: A Manual for Teachers (Jim Wright) See pp. 2-9 through 2-14 in the manual.

Using CBM for Progress-Monitoring in Math (National Center on RTI)

Math Computation Norms: Deno & Mirkin (1977); Fuch & Fuchs, n.d.)

Math Concepts & Applications:

EasyCBM (must create a log-in account before user can access free materials)

EasyCBM free online teacher training (must create a log-in account before user can access free training modules)

EasyCBM Teacher's Manual (provides guidance on use of easyCBM measures and website)

EasyCBM.com norms for concepts & applications (and their other measures)

Creating an RTI Plan
Jim Wright, Presenter

On 24 June 2011, Jim Wright presented on the topic Creating an RTI Plan to educators from the Pinnacle Charter School, Buffalo, NY.

Here are resources from that day. NOTE: To download and save these files to your computer, right-click and choose 'Save Target As...':

RTI: Essential Elements: PPT in pdf format

Tier 1 Classroom Intervention Meeting Agenda/Form

New York State Education Department Guidance Document on RTI. Released in October 2010, this NYSED guidance document provides a guide to schools at any grade level in how to structure their RTI model and services.

NYS RTI Technical Assistance Center. This site provides resources and guidance for NYS schools on implementation of RTI.

NYSED 2008 RTI Guidance Memo. This memo presents the main points of the Regents Policy Framework on RTI for schools.

NYSED Part 100 Regulations on RTI. This subsection of Part 100.2 (NYSED regulations) describes expectations for RTI for all schools.

RTI Readiness Checklist. This checklist from the NYS RTI Technical Assistance Center allows schools to self-administer a quick 'RTI Readiness Check'.

Tier 2: Data Analysis Team Script in MS Word Format (J. Kovaleski, et al., 2005)

Tier 2: Screening and Information Recording Form (J. Kovaleski, et al., 2005)

Dr. Beth Harn (2000): Approaches and Considerations of Collecting Schoolwide Early Literacy and Reading Performance Data

Sample Academic Screening Norms

Growth Norms for Reading Fluency from Hasbrouck & Tindal (2005). These longitudinal reading fluency norms appear in a table with growth norms included.

EasyCBM: Phonemic Awareness, Reading, Math Applications Norms. Here are research norms from August 2010 with CBM norms from EasyCBM.

AIMWseb (2006-2007) Norms in Phonemic Awareness, Reading, Math, Writing, Spelling . You can review a set of AIMSweb norms from several years ago at this link.

8-Step Process to Create Tier 1 Intervention Capacity

RTI:Using Data to Understand and Fix Student Academic and Behavior Problems
Jim Wright, Presenter

On 26 April 2011, Jim Wright presented on the topic RTI:Using Data to Understand and Fix Student Academic and Behavior Problems to educators from the Pinnacle Charter School, Buffalo, NY.

Here are PowerPointsfrom the workshops, as well as the handouts and other links. NOTE: To download and save these files to your computer, right-click and choose 'Save Target As...':

RTI: Using Data: PPT in pdf format

Workshop Handout

Student 'Academic Enabler' Skills Checklists: In MS Word Format

Teacher Tier 1 (Classroom) Intervention Plan Documentation Form

Planning Form: RTI Schoolwide Screening Tools for Middle and High Schools

Guidelines for RTI Schoolwide Screening Tools: Elementary School

Ways to Track Intervention Integrity

Academic Screening Norms

Growth Norms for Reading Fluency from Hasbrouck & Tindal (2005). These longitudinal reading fluency norms appear in a table with growth norms included.

EasyCBM: Phonemic Awareness, Reading, Math Applications Norms. Here are research norms from August 2010 with CBM norms from EasyCBM.

AIMWseb (2006-2007) Norms in Phonemic Awareness, Reading, Math, Writing, Spelling . You can review a set of AIMSweb norms from several years ago at this link.

Excel Spreadsheet for Calculating Slope from Student Screening Data

Teacher Tier 1 (Classroom) Intervention Plan Documentation Form

Interventions: These academic intervention ideas may also be helpful:

Math Interventions

Incremental Rehearsal . The strategy provides the student with a virtually error-free to review math facts and other items that can be presented via flashcards.

Self-Administered Arithmetic Combination Drills With Performance Self-Monitoring & Incentives. This self-administered intervention encourages the student to increase computation fluency.

Cover-Copy-Compare. Thestudent self-administersintervention to promote acquisition of math facts, spelling words, etc.

Problem-Interspersal Technique. The student is given a math computation worksheet that has difficult and easy problems intermixed.

Math Worksheet Generator. Use this free application from Intervention Central to design and print worksheets to use in math computation interventions.

Writing Interventions

Sentence Combining . The student is given pairs of clauses and follows simple to combine them to create more advanced sentences.

Reading Interventions

Paired Reading. The student has the choice to read aloud in tandem with a tutor or to read independently while the tutor follows along.

Reading Comprehension Fix-Up Skills. This handout contains sample ideas that a middle or high school teacher could use to promote reading comprehension among students.

Click or Clunk. This intervention teaches the student to monitor understanding of reading at the sentence, paragraph, and page level.

HELPS Reading Program. HELPS (Helping Early Literacy with Practice Strategies) is a free program that targets student reading fluency skills. HELPS was developed by Dr. John Begeny of North Carolina State University. The program is an evidence-based intervention package that includes the following effective treatment components: adult modeling of fluent reading, repeated reading of passages by the student, phrase-drill error correction, verbal cueing and retell check to encourage student reading comprehension, and reward procedures to engage and encourage the student reader. HELPS can be used as an RTI intervention for reading fluency at Tiers 1 through 3.

Web Resources: These web sites offer additional intervention resources that schools may find helpful:

Guide Notes Maker. Guided Notes can help struggling readers to better understand course content and remain academically engaged during class. Teachers can use this free application to create guided notes for their students.

What Works Clearinghouse Practice Guides. These short (60-100 page) manuals give research-based ideas for teachers and schools for interventions.

Reading Interventions Manual from Jim Wright. This manual uses intervention ideas taken from the National Reading Panel Report of 2000. It contains 4 reading fluency interventions, and 10 interventions for reading comprehension.

Cognitive Strategy Instruction . This website presents a series of interventions in which students are taught thinking strategies that they can use to perform better in reading, mathematics, writing, studying, and other areas. The site was created by Dr. Bob Reid and Torri Lienemann at the University of Nebraska-Lincoln.

Ideas to Boost Basic Academic Skills . This site, 'Scientifically Based Research', contains interventions that target reading, math, and writing. The strategies were written by Dr. Amanda VanDerHeyden of the University of Southern California at Santa Barbara and Dr. Joe Witt of Louisiana State University.

HELPS Program . The HELPS program is free, research-based, and addresses reading fluency delays.

Reading, Math, & Writing Interventions from MSU . Find pages featuring intervention ideas to improve reading comprehension, writing, and math skills on this site. It is sponsored by the School Psychology Program at Michigan State University.

Intervention Central . The site has a range of academic and behavioral intervention ideas suitable for middle and high schools.

Florida Center for Reading Research. Explore reading interventions and lesson plans for elementary students.

FreeReading. This site has reading intervention ideas taken from the National Reading Panel study of 2000.

Evidence-Based Intervention Network. Created by the school psychology program at North Carolina State University, this site has research-based intervention scripts for academics and behavior.

Behavior Advisor . Dr. Tom McIntyre of Hunter College offers research-based behavioral strategies for whole groups and individual students..NOTE: You must create a log-in account before you can access the free intervention ideas on this site.

Writing Next . Writing Next report on promoting adolescent writing skills (2007) from the Carnegie Corporation of NY.