RTI Conference: El Paso 2015: "Right Time Right Now": Jim Wright's Workshops

On Thursday, 1 October 2015, Jim Wright delivered a morning keynote address, Finding the Spark: Motivating the Struggling Student, at the First Annual RTI Conference: El Paso 2015: "Right Time Right Now", sponsored by the Education Service Center-Region 19.

Here are resources shared at the keynote:

Keynote PowerPoints

Keynote Handout [7]
Additional resources from this keynote: CLICK HERE [8]

On Thursday, 1 October 2015, Jim Wright presented an afternoon breakout session, The Teacher as Classroom 'First Responder': How to Find and Fix Academic Problems, at the ESC-Region 19 RTI Conference in El Paso, TX.

Here are resources shared at the workshop:

How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [11]

Additional resources from this training: CLICK HERE [14]

AM KEYNOTE: Finding the Spark: Motivating the Struggling Student: Additional Resources

Motivator 1: Growth Mindset: Teachers can combat 'learned helplessness‘ by structuring classroom statements to encourage optimism and motivation.

Mindsets: The Power to Help or Hinder Student Motivation [15]

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

Cooperative Learning Activity: Numbered Heads Together [16]

Motivator 3: Promoting Independent Academic Skills: Students gain motivation when they have the independent skills required to complete academic work—including 'academic survival skills'.

Read-Ask-Paraphrase. [17] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [18]
Ask-Read-Tell. [19]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [20]

Academic Survival Skills. [28] The student possesses strong work habits in global skills such as time management, study skills, and organization.

Motivator 4: The Teacher-Student Relationship: Student motivation can soar when that learner feels known and valued in the classroom.

Motivator 5: Changing Teacher Behaviors: Educators must be motivated to change their own behaviors in order to increase student motivation.

PM BREAKOUT SESSION: The Teacher as Classroom 'First Responder': How to Find and Fix Academic Problems

ACADEMIC INTERVENTION IDEAS: Elementary RTI Workshop

Reading: Phonics/Alphabetics

Incremental Rehearsal: Letter Identification [33]
Letter Cube Blending [34]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [35]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [36]
Vocabulary: Classwide Tutoring. [37] 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. [38] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [39]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [40]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [41]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [42]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [43] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [44]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [45]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. [46]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [47]. 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. [48]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [49]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [17] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [18]
Partner Retell. [50]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. [51]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. [19]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [20]
Phrase-Cued Text Lessons. [52]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 [53]

Spelling

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

Cover-Copy-Compare. [54]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 [55]
Self-Correction with Verbal Cues. [56] 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. [57] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [58] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [59]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [60]

Self-Management

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

METHODS OF CLASSROOM 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 [67]	LNF/LSF: Directions & Norms [68]
CBM: Oral Reading Fluency	Reading Passage Generator [69] DIBELS Next: Free Reading Passages [70] (NOTE: You must create a free account to access these materials.)	Oral Reading Fluency: Directions & Norms [71]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [72] DIBELS Next: Free Maze ('Daze') Passages [70] (NOTE: You must create a free account to access these materials.)	Maze: Directions & Norms [73]
CBM: Early Math Fluency	Early Math Fluency Generator [74]	Early Math Fluency: Directions & Norms [75]
CBM: Math Computation	Math Worksheet Generator: Intervention Central [76] SuperKids.com Math Worksheet Generator [77]	Math Computation: Directions & Norms [78]
CBM: Written Expression	Writing Probe Generator [79]	Writing: Directions & Norms [80]