Monroe 2-Orleans BOCES: Jim Wright's RTI/MTSS 5-Workshop Series 2021-22

This page posts resources from the 5-day RTI/MTSS training series sponsored by Monroe 2-Orleans BOCES. Below are resources shared at each session:

Day 1: MTSS for Academics: Supporting Students in the Age of Covid-19 (T 28 Sept 2021).

Day 2: Tier 1: Building a Classroom Intervention Toolkit (T 12 Oct 2021).

Classroom Support Plan Writer. [10] This free web-based app allows educators to create free Classroom Support Plans.

ONLINE APP: Academic Survival Skills Checklist Maker [11]

Day 3: Tier 1: Building a Classroom Data-Collection Toolkit (T 16 Nov 2021).

PowerPoint [12]
Handout [13]
Data-Collection Planning Exercise: 7 Steps. [14]

Link to Data-Collection Lookup Table [15]

Grade	Student Problem	Intervention	Progress-Monitoring
K	Andrew: Letter Names: Skill Deficit	[16]Letter Names: Flashcards with 3-Second Delay [17]	Letter Names Fluency Probes (CBM) [18]: easyCBM Materials are free: Teacher log-in required Letter Name Probe Generator: www.interventioncentral.org [19]
4	Lyla: Reading: Fluency Deficit	Reading Fluency: Passage Preview in Stages [20]	Passage Reading Fluency Probes (CBM) [18]: easyCBM Materials are free: Teacher log-in required
5	Jared: Comprehension: Generalization Deficit	Reading Comprehension: Read Actively [21]	Michigan’s Mission: Literacy Website: Examples of Retell Rubrics: http://www.missionliteracy.com/retelling.html [22] Story/Narrative Retell Rubric: Teachers College: http://usd450.net/files/A-Z_retell_rubric.pdf [23] Sample Retell Rubrics: Saddlespace: https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058 [24]

Day 4: Tier 2: Fixing Off-Grade-Level Gaps with Small-Group Interventions (W 1 Dec 2021).

PowerPoint [25]

Tier 2/3 Intervention Website: What Works Clearinghouse [30]. 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.

T [31]ier 2: Small-Group Intervention Plan (Interactive). [31]This PDF document allows the user to enter a multi-week Tier 2 intervention plan for a small group of up to 7 students. Check out this example of the form filled out [32]for a group based repeated-reading intervention [33].

List of Tier 2/3 Schoolwide Screeners: National Center on Intensive Intervention [34]

Day 5: Tier 3: Creating Individual Support Plans: MTSS Problem-Solving Team (W 5 Jan 2022).

TOP OF PAGE: ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [46] 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 [47]
Incremental Rehearsal: Letter Identification [48]
Letter Cube Blending [49]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [50]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [51]
Vocabulary: Classwide Tutoring. [52] 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. [53] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [54]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [55]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [56]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [57]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Passage Preview in Sections. [58]The tutor and student rehearse/read the passage in sections.
Paired Reading. [59] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [60]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [61]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [62]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. [63]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [64]. 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. [65]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [66]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [67] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer.
RAP Interactive Form [68]
Read Actively. [21]THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
Partner Retell. [69]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. [70] 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. [71]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. [72]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished.
ART Interactive Form. [73]
Phrase-Cued Text Lessons. [74]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 [75]

Spelling

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

Cover-Copy-Compare. [76]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 [77]
Self-Correction with Verbal Cues. [78] 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. [79] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [80] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [81]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [82]

Math Facts: Self-Administered Folding-In (SAFI) Technique [83]

Work Completion: Problem-Interspersal Technique [87]

Math Vocabulary: Classwide Vocabulary Tutoring [92]
Self-Management: Customized Math Self-Correction Checklists [93]
Math Anxiety: Managing Academic Anxiety Through an Antecedent Writing Activity [94]

Self-Management

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

Academic Survival Skills. [102] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [103] This free app allows teachers to create and save customized checklists for use in classrooms.

OTHER WEBSITES WITH RESEARCH-BASED INTERVENTIONS

What Works Clearinghouse 'Practice Guides'. The What Works Clearinghouse [104] 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 [118]

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.)

Grades K-1 Student Center Activities [119]
Grades 2-3 Student Center Activities [120]
Grades 4-5 Student Center Activities [121]

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 [122]

Source URL: https://www.interventioncentral.org/monroe2

Links:
[1] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_28_Sept_2021_RTI_Acad_Audit_PPT.pdf
[2] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/MTSS_Acad_Audit_Handout_1.pdf
[3] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/MTSS_Acad_Audit_Handout_2.pdf
[4] http://www.interventioncentral.org/rtiaudit
[5] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_12_Oct_2021_Tier_1_Intv_PPT.pdf
[6] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_12_Oct_2021_Classroom_Intv_Handout.pdf
[7] https://docs.google.com/document/d/1Afn6tv5dxYzYsnPMkuapxLKmO-BjYoRpQs9VHP5t30I/edit
[8] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/MS_HS_Sample_Classroom_Academic_Intvs_Handout.pdf
[9] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Tier_1_Consulting_w_Classroom_Tchrs_Recommendations_13_Aug_2021.pdf
[10] https://interventioncentral-vue.firebaseapp.com/
[11] http://www.interventioncentral.org/tools/student-academic-success-strategies-checklist-maker
[12] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_16_Nov_2021_Data_Collection_PPT.pdf
[13] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_16_Nov_2021_MTSS_Data_Collection_Handout_1.pdf
[14] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_16_Nov_2021_MTSS_Data_Collection_Handout_2.pdf
[15] https://www.interventioncentral.org/data#data
[16] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/west_babylon/3_5_Sight_Word_Flashcards.pdf
[17] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/west_babylon/K_2_Letter_Names_Flashcards.pdf
[18] https://app.easycbm.com/
[19] https://www.interventioncentral.org/teacher-resources/letter-name-fluency-generator
[20] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/west_babylon/3_5_Passage_Preview_in_Stages.pdf
[21] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/west_babylon/3_5_Comprehension_Read_Actively.pdf
[22] http://www.missionliteracy.com/retelling.html
[23] http://usd450.net/files/A-Z_retell_rubric.pdf
[24] https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058
[25] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_Tier_2_1_Dec_2021_PPT.pdf
[26] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_1_Dec_2021_MTSS_Tier_2_Handout_1.pdf
[27] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_1_Dec_2021_MTSS_Tier_2_Handout_2.pdf
[28] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_1_Dec_2021_MTSS_Tier_2_Handout_3.pdf
[29] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe2/Monroe_2_1_Dec_2021_MTSS_Tier_2_Handout_4.pdf
[30] http://ies.ed.gov/ncee/wwc/
[31] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Tier_2_Intervention_Documentation_Form_Sample.pdf
[32] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Tier_2_Intervention_Documentation_Form_Group_Repeated_Reading.pdf
[33] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/instruction_group_repeated_reading.pdf
[34] https://charts.intensiveintervention.org/ascreening
[35] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_Tier_3_MTSS_Team_5_Jan_2022.pdf
[36] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_5_Jan_2022_MTSS_Tier_3_Handout_1.pdf
[37] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_5_Jan_2022_MTSS_Tier_3_Handout_2.pdf
[38] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_5_Jan_2022_MTSS_Tier_3_Handout_3.pdf
[39] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Monroe_2_5_Jan_2022_MTSS_Tier_3_Handout_4.pdf
[40] http://www.jimwrightonline.com/mixed_files/southcountry/RTI_Teams_Roles_Responsibilities.pdf
[41] http://www.jimwrightonline.com/mixed_files/southcountry/RTI_Team_Case_Mgr_Meeting_Form.pdf
[42] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/script_intro_Tier_3_RTI_Team_Mtng.pdf
[43] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Companion_Guide_Tier_3_RTI_Team_Revised.pdf
[44] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/form_Tier_3_RTI_Team_Minutes_PDF.pdf
[45] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/wright_Tier_3_RTI_Team_Quality_Indicators_revised_15_Jan_2016.pdf
[46] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/Instruction_constant_time_delay.pdf
[47] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/instruction_reading_phonics_word_boxes_word_sort.pdf
[48] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/incremental_rehearsal_letter_knowledge.pdf
[49] http://www.interventioncentral.org/academic-interventions/reading-phonics/letter-cube-blending
[50] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack.pdf
[51] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack_form_only.pdf
[52] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_classwide_tutoring.pdf
[53] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_assisted_cloze.pdf
[54] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_choral_reading.pdf
[55] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_duet_reading.pdf
[56] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_echo_reading.pdf
[57] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_listening_passage_preview.pdf
[58] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/west_babylon/K_2_Passage_Preview_in_Stages.pdf
[59] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_paired_reading.pdf
[60] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_repeated_reading.pdf
[61] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_group_repeated_reading.pdf
[62] http://www.helpsprogram.org/
[63] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_self_monitoring_click_or_clunk.pdf
[64] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_self_monitoring_reading_reflection_pause.pdf
[65] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_maps.pdf
[66] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_question_generation.pdf
[67] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase.pdf
[68] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase_form_only.pdf
[69] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_partner_retell.pdf
[70] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/instruction_reading_comprehension_repeated_reading_retell.pdf
[71] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_informational_text_pronoun_referent.pdf
[72] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell.pdf
[73] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell_form_only.pdf
[74] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_idea_units_phrase_cued_text_lessons.pdf
[75] http://www.interventioncentral.org/rti2/phrase_cues
[76] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC.pdf
[77] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC_form_only.pdf
[78] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_self_correction_student_cues.pdf
[79] http://www.jimwrightonline.com/academicinterventions/writing/writing_skills_writing_instruction_elements.pdf
[80] http://www.jimwrightonline.com/academicinterventions/writing/writing_sentence_combining.pdf
[81] http://www.jimwrightonline.com/mixed_files/hawaii/counting_board_game.pdf
[82] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_increm_rehearsal.pdf
[83] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_math_SAFI.pdf
[84] http://www.jimwrightonline.com/mixed_files/hawaii/wright_cover_copy_compare_spelling_math_facts.pdf
[85] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/wright_cover_copy_compare_spelling_sight_words_math_facts.pdf
[86] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/wright_cover_copy_compare_math_vertical.pdf
[87] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_interspersal.pdf
[88] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/MATH_STAR_mnemonic.pdf
[89] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/MATH_geometry_tracing.pdf
[90] http://www.jimwrightonline.com/mixed_files/southcountry/peer_tutor_math.pdf
[91] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_graphics_QARs.pdf
[92] http://www.jimwrightonline.com/mixed_files/WI_ED_2013/wright_classwide_vocab_intv.pdf
[93] http://www.interventioncentral.org/academic-interventions/math/self-monitoring-customized-math-self-correction-checklists
[94] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/how_to_reduce_academic_anxiety_via_written_expression.pdf
[95] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract.pdf
[96] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1.pdf
[97] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1_static.pdf
[98] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2.pdf
[99] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2_static.pdf
[100] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_student_work_plan.pdf
[101] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/work_planning_form_interactive_revised.pdf
[102] http://www.jimwrightonline.com/academicinterventions/self_management/academic_survival_skills_checklists_uses_in_classroom.pdf
[103] https://www.interventioncentral.org/tools/student-academic-success-strategies-checklist-maker
[104] https://ies.ed.gov/ncee/wwc/
[105] https://ies.ed.gov/ncee/wwc/PracticeGuide/3
[106] https://ies.ed.gov/ncee/wwc/PracticeGuide/21
[107] https://ies.ed.gov/ncee/wwc/PracticeGuide/14
[108] https://ies.ed.gov/ncee/wwc/PracticeGuide/8
[109] https://ies.ed.gov/ncee/wwc/PracticeGuide/19
[110] https://ies.ed.gov/ncee/wwc/PracticeGuide/6
[111] https://ies.ed.gov/ncee/wwc/PracticeGuide/17
[112] https://ies.ed.gov/ncee/wwc/PracticeGuide/22
[113] https://ies.ed.gov/ncee/wwc/PracticeGuide/18
[114] https://ies.ed.gov/ncee/wwc/PracticeGuide/2
[115] https://ies.ed.gov/ncee/wwc/PracticeGuide/16
[116] https://ies.ed.gov/ncee/wwc/PracticeGuide/15
[117] https://ies.ed.gov/ncee/wwc/PracticeGuide/20
[118] https://ies.ed.gov/ncee/wwc/PracticeGuide/5
[119] https://fcrr.org/student-center-activities/kindergarten-and-first-grade
[120] https://fcrr.org/student-center-activities/second-and-third-grade
[121] https://fcrr.org/student-center-activities/fourth-and-fifth-grade
[122] https://education.missouri.edu/ebi/interventions/