Peru CSD: Jim Wright's RTI Workshops

Here are links to Jim Wright's workshops on RTI presented for Peru Schools:

Elementary Workshop. On Wednesday, 15 June 2016, Jim Wright presented the training RTI: The Teacher as Classroom  ‘First Responder’ to staff of Peru (NY) Elementary School. Here are resources from that training:

 

Middle/High School Workshop. On Tuesday, 14 June 2016, Jim Wright presented a workshop, Grades 7-12: How Teachers Can Support Struggling Learners as RTI ‘First Responders’, to middle and high school educators from Peru (NY) Schools. Here are resources from that training:

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Strategy 1: Teach students ‘efficient learning strategies’.

  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • 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.

Strategy 2: Break long-term or global academic objectives into manageable, short-term goals.

 

 

Strategy 3: Help the student to make the correct connection (‘attribution’) between process, effort, and success.

  • Growth Mindset: Encouraging optimistic teacher statements in the classroom to encourage student motivation.

Strategy 4: Connect with all students and manage behaviors class-wide to ensure a safe and orderly learning environment.

 

 

ACADEMIC INTERVENTION IDEAS: Elementary RTI Workshop
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.
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.

 

SBIT Team. On T 14 June and W 15 June 2016, Jim Wright met with the Peru Schools Elementary SBIT Team to conduct an RTI audit and provide consultation support. Here are RTI resources shared at that training:

 

 

 

RTI: The Model

Tier 1: Universal Instruction & Classroom 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 3: Intensive Intervention: Problem-Solving Protocol

Schoolwide Screeners