East Stroudsburg Area Schools: Jim Wright's Workshops

On Thursday, 27 August 2015, Jim Wright presented a keynote address Finding the Spark: Motivating the Struggling Student to staff from the East Stroudsburg Area School District..

Resources shared at this training appear below:

Workshop PowerPoint: Finding the Spark: Motivating the Struggling Student [1]
Workshop Handout: Identifying the Big Ideas That Guide Effective Behavior Management [2]

Assumption 1: Positive Thoughts to Positive Actions: Students can be motivated to apply their best effort when they believe in a 'growth mindset'.

Assumption 2: 'Nudges': Staff can use modest 'nudge' techniques at the classroom level to create a more motivating learning environment.

Cooperative Learning Activity: Numbered Heads Together [3]

Assumption 3: Independent Academic Skills: Students gain confidence when they have the independent skills required to complete academic work and to apply 'academic survival skills'.

Sample Student-Implemented Academic Interventions

Read-Ask-Paraphrase. [4] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [5]
Ask-Read-Tell. [6]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [7]

Ideas to Promote Self-Management/Self-Regulation Skills

Academic Survival Skills. [15] The student possesses strong work habits in global skills such as time management, study skills, and organization.

Assumption 4: Personal Connections: Students feel greater motivation when they believe that the teacher knows and values them.

How to Manage Behaviors in the Classroom: PRAISE [18]

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

On Thursday, 27 August 2015, Jim Wright presented a workshop The Teacher as Classroom 'First Responder': How to Find and Fix Academic Problems to elementary staff from the East Stroudsburg Area School District..

Resources shared at this training appear below:

Workshop PowerPoint: The Teacher as Classroom 'First Responder': How to Find and Fix Academic Problems [19]

Tier 1: Universal Instruction & Classroom Intervention

How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [20]

ACADEMIC INTERVENTION IDEAS

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [25]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [26]
Vocabulary: Classwide Tutoring. [27] 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. [28] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [29]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [30]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [31]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [32]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [33] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [34]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [35]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. [36]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [37]. 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. [38]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [39]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [4] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [5]
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. [6]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [7]
Phrase-Cued Text Lessons. [42]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 [43]

Spelling

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

Cover-Copy-Compare. [44]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 [45]
Self-Correction with Verbal Cues. [46] 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. [47] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [48] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [49]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [50]

Self-Management

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

Academic Survival Skills. [15] The student possesses strong work habits in global skills such as time management, study skills, and organization.

Methods of Data Collection

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 [56]	LNF/LSF: Directions & Norms [57]
CBM: Oral Reading Fluency	Reading Passage Generator [58] DIBELS Next: Free Reading Passages [59] (NOTE: You must create a free account to access these materials.)	Oral Reading Fluency: Directions & Norms [60]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [61] DIBELS Next: Free Maze ('Daze') Passages [59] (NOTE: You must create a free account to access these materials.)	Maze: Directions & Norms [62]
CBM: Early Math Fluency	Early Math Fluency Generator [63]	Early Math Fluency: Directions & Norms [64]
CBM: Math Computation	Math Worksheet Generator: Intervention Central [65] SuperKids.com Math Worksheet Generator [66]	Math Computation: Directions & Norms [67]
CBM: Written Expression	Writing Probe Generator [68]	Writing: Directions & Norms [69]

Cumulative Mastery Log

Rubrics

How To: Use Rubrics in Student Assessment [72]

Behavioral Checklists

Behavior Report Cards