RTI Workshop: Jim Wright

On Wednesday, 2 March 2016, Jim Wright presented a 90-minute workshop, Classroom Tools to Help the Struggling Learner, to faculty from the Bronxville (NY) Elementary School. Here are resources shared at that training:

Tier 1 & Tier 3 Forms [6]

Behavior Intervention Ideas:

Behavior Intervention Bank: Antecedents, Positive Consequences, and Extinction Procedures: The Secret Ingredients for Creating a Better Behavior Intervention Plan [7]
Growth Mindset: [8]Encouraging optimistic teacher statements in the classroom to encourage student motivation.

Tools to Promote Student Commitment to Positive Change

Communication Tools to Motivate and Engage the Reluctant Student [11]

Group Behavior Management Ideas:

ACADEMIC INTERVENTION IDEAS: Elementary RTI Workshop

Reading: Phonics/Alphabetics

Incremental Rehearsal: Letter Identification [21]
Letter Cube Blending [22]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [23]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [24]
Vocabulary: Classwide Tutoring. [25] 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. [26] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [27]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [28]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [29]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [30]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [31] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [32]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [33]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. [34]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [35]. 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. [36]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [37]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [38] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [39]
Partner Retell. [40]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. [41]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. [42]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [43]
Phrase-Cued Text Lessons. [44]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 [45]

Spelling

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

Cover-Copy-Compare. [46]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 [47]
Self-Correction with Verbal Cues. [48] 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. [49] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [50] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [51]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [52]

Self-Management

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

Academic Survival Skills. [64] The student possesses strong work habits in global skills such as time management, study skills, and organization.

Data Collection Ideas:

Classroom Progress-Monitoring Methods Checklist [65]

1. Academics: Acquisition of Basic Skills

Cumulative Mastery Log

2. Academics: Fluency in Basic Skills

Curriculum-Based Measurement

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 [68]	LNF/LSF: Directions & Norms [69]
CBM: Oral Reading Fluency	Reading Passage Generator [70] DIBELS NEXT [71]	Oral Reading Fluency: Directions & Norms [72]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [73] DIBELS NEXT [71]	Maze: Directions & Norms [74]
CBM: Early Math Fluency	Early Math Fluency Generator [75]	Early Math Fluency: Directions & Norms [76]
CBM: Math Computation	Math Worksheet Generator: Intervention Central [77] SuperKids.com Math Worksheet Generator [78]	Math Computation: Directions & Norms [79]
CBM: Written Expression	Writing Probe Generator [80]	Writing: Directions & Norms [81]

3. Academics: Complex Skills

Rubrics

4. Academics: Survival Skills

Self-Monitoring Checklists
Academic Survival Skills Checklists

5. Behaviors

Behavior Report Cards
Frequency Counts

Additional Data Collection Resources

Data Collection: How To...Match a Progress-Monitoring Tool to Every Classroom Problem [65]
How To: Structure Data Collection for Individual Students: Baseline, Goal, Progress-Monitoring [91]
Student Intervention: Progress-Monitoring Sheet [92] [in RTF/MS Word format]. This sheet allows electronic entry of student monitoring data.

On Monday, 10 Noember 2014, Jim Wright presented a 1-hour workshop RTI: Tools for Classroom Teachers to faculty at the Bronxville ,(NY) Elementary School. Here are resources shared at the training:

PowerPoint: RTI: Tools for Classroom Teachers [93]

Academic nterventionists demonstrated at the training:

Reading Racetrack (Description) [94]
Reading Racetrack (Interactive Form) [95]
Math Racetrack (Interactive Form) [96]

Group Reading Fluency Intervention: Repeated Reading [97]

Click or Clunk: Self-Monitoring Understanding of Text [98]

Math Facts: Reciprocal Peer Tutoring in Math Computation [56]

Data Collection in the Classroom
Cumulative Mastery Logs	How To: Use the Cumulative Mastery Log to Record Progress in the Acquisition Stage of Learning [103] FORM: Cumulative Mastery Log: Interactie Form [67]
Behavior Report Cards	ONLINE APP: Behavior Report Card Maker [90]

On Monday, 10 Noember 2014, Jim Wright provided a full-day training to members of the at the Bronxville ,(NY) Elementary School RTI Team. Here are resources shared at the training:

PowerPoint: RTI: Selected Topics. [104]

RTI: The Model

New York State Education Department Guidance Document on RTI. [105] 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 [106]. This site provides resources and guidance for NYS schools on implementation of RTI.
NYSED 2008 RTI Guidance Memo. [107] This memo presents the main points of the Regents Policy Framework on RTI for schools.
NYSED Part 100 Regulations on RTI. [108] This subsection of Part 100.2 (NYSED regulations) describes expectations for RTI for all schools.
RTI Readiness Checklist. [109] This checklist from the NYS RTI Technical Assistance Center allows schools to self-administer a quick 'RTI Readiness Check'.

RTI Tier 1 Classroom Intervention: Form

RTI Tier 3: Problem-Solving Team: Forms

Tier 3: RTI Team Roles [112]
Tier 3: RTI Team Case Manager Pre-Meeting Form [113]
Tier 3: RTI Team Meeting introductory Script [114]
Tier 3: RTI Team Meeting 'Facilitator's Guide' [115]
Tier 3: RTI Team Meeting Forms: Interactive. [116]
Tier 3: RTI Team 'Quality Indicators' Checklist [117]