Jasper-Troupsburg Schools: Jim Wright's RTI Workshops

On Tuesday 17 January 2017, Jim Wrigh presented RTI workshops to staff from the Jasper-Troupsburg Central School District. Here are resources from that training day:

Numbered Heads Together [4]: Cooperative Learning Activity

Classroom Instruction: How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [5]

Behavior Report Card Maker. [8]This free web app allows teachers to design and download Behavior Report Cards, brief rating scales that can be used to collect data daily on a student's classroom behaviors.

These websites are good sources for information about quality Tier 2/3 programs:

Tier 2/3 Intervention Website: What Works Clearinghouse [9]. 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 [10]. 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 2/3 Intervention Website: National Center on Intensive Intervention Academic Intervention Chart. [11] Sponsored by the National Center on Intensive Intervention, this page provides ratings to intervention programs in math, reading, and writing. Users can sort their search by subject and grade level.

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [12] This high-success flashcard intervention can be used to teach letter and number names, sight words, spelling words, and vocabulary definitions

Reading: Phonics/Alphabetics

Incremental Rehearsal: Letter Identification [13]
Letter Cube Blending [14]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [15]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [16]
Vocabulary: Classwide Tutoring. [17] 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. [18] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [19]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [20]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [21]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [22]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [23] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [24]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [25]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. [26]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [27]. 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. [28]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [29]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [30] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [31]
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 (and Spelling) Intervention: Cover-Copy-Compare [46]

Math Facts: Self-Administered Folding-In (SAFI) Technique [47]

Math Vocabulary: Classwide Vocabulary Tutoring [53]
Self-Management: Customized Math Self-Correction Checklists [54]

Self-Management

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

Academic Survival Skills. [62] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [63] This free app allows teachers to create and save customized checklists for use in classrooms.