Milford School District: Jim Wright's Workshop

On 4 December 2018, Jim Wright presented a workshop, Support for the Struggling Student: Building the Classroom Toolkit, for staff of the Milford (NY) School District. Here are resources shared at the workshop:

Ricky & Pivot Points. Ricky presents a unique profile of strengths and challenges. ‘Pivot points’ can reveal this profile to his teachers.

Ricky & Core Instruction. Students with Ricky’s learning profile benefit from whole-group instruction that includes ‘direct-instruction’ elements.

Ricky & Academic Interventions. Ricky’s instructor selects intervention ideas that can help him find success in classroom instruction.

Ricky & Individualized Supports. Ricky’s teacher finds that there are simple accommodation strategies she can use to help him to be more successful in academic tasks—while still holding him accountable for grade-level work.

  • Accommodations Finder. This app allows teachers to browse and select accommodations to use with individuls and groups.

Ricky & Data Collection. Teachers will want to collect classroom data (e.g., Behavior Report Cards) to judge if their interventions are effective.

  • Behavior Report Card Maker. This app allows the teacher to format and print off customized daily behavior report cards for classroom data collection.

Ricky & Documentation. Ricky’s teacher wants to put her classroom intervention plan in writing so that she can share it with other people in her school.

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.
  • 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
  • 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.

 

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.

 

Ricky & Core Instruction. Students with Ricky’s learning profile benefit from whole-group instruction that includes ‘direct-instruction’ elements.