Jim Wright: RTI/MTSS Workshop: Edgemont Schools

On Th 2 September 2021, Jim Wright presented trainings on RTI/MTSS for academics to staff of the Edgemont (NY) UFSD. . Here are resources from the training:

Keynote Session: PowerPoint: RTI/MTSS: A 'Recalibration' for Educators [1]
Handout [2]
Breakout Session 1: PowerPoint: The Elementary Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners [3]
Breakout Session 2: PowerPoint: The Middle/High School Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners [4]

These 3 web-based apps were demonstrated during the training:

Tier 1: Classroom Support Plan Writer. [5] This app allows educators to create and print customized classroom intervention plans for individuals and groups!
Daily Behavior Report Card Maker. [6]Use this app to design and print off a student behavior report, suitable for collecting daily behavioral data.
'Academic Survival SKills' Checklist Maker. [7]Teachers can use this app to create and print off self-monitoring checklists for students to track their own use of efficient 'academic survival skill' routines in study skills, organization, time management, and more.

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [8] 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 [9]
Incremental Rehearsal: Letter Identification [10]
Letter Cube Blending [11]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [12]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [13]
Vocabulary: Classwide Tutoring. [14] 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. [15] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [16]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [17]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [18]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [19]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Passage Preview in Sections. [20]The tutor and student rehearse/read the passage in sections.
Paired Reading. [21] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [22]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [23]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [24]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. [25]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [26]. 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. [27]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [28]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [29] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer.
RAP Interactive Form [30]
Read Actively. [31]THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
Partner Retell. [32]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. [33] 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. [34]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. [35]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished.
ART Interactive Form. [36]
Phrase-Cued Text Lessons. [37]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 [38]

Spelling

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

Cover-Copy-Compare. [39]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 [40]
Self-Correction with Verbal Cues. [41] 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. [42] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [43] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [44]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [45]

Math Facts: Self-Administered Folding-In (SAFI) Technique [46]

Work Completion: Problem-Interspersal Technique [50]

Math Vocabulary: Classwide Vocabulary Tutoring [55]
Self-Management: Customized Math Self-Correction Checklists [56]
Math Anxiety: Managing Academic Anxiety Through an Antecedent Writing Activity [57]

Self-Management

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

Academic Survival Skills. [65] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [7] This free app allows teachers to create and save customized checklists for use in classrooms.

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.

Academic Interventions [69]

What Works Clearinghouse 'Practice Guides'. The What Works Clearinghouse [70] 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 [84]