The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners

On W 28 April 2021, Jim Wright presented a training for elementary faculty on How to Monitor Student Behaviors. Here are resources from that training:

PowerPoint: How to Monitor Student Behaviors [1]
Handout [2]
ONLINE APP: Self-Check Behavior Checklist Maker [3]
FORM: Behavior Log/Scatterplot [4]
ONLINE APP: Behavior Report Card Maker [5]
Table: Methods of Classroom Data Collection

On W 28 April 2021, Jim Wright presented a training for MS/HS faculty on Classroom Academic Interventions. Here are resources from that training:

PowerPoint: Classroom Academic Interventions for MS/HS [6]
Handout [7]
Classroom Support Plan Writer. [8] This free web-based app allows educators to create and print customized classroom intervention plans for individuals and groups!
ONLINE APP: Academic Survival Skills Checklist Maker [9]

On W 14 April 2021, [10] Jim Wright presented a training for RCS CSD middle and high school staff on the topic The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners. Here are resources from that training:

PowerPoint: The Middle/High School Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners: PART 1 [11]

On W 3 March/W 17 March 2021, [10] Jim Wright presented a 2-hour training for RCS CSD elementary staff on the topic The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners. Here are resources from that training:

PowerPoint: The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners: PART 1 [12]

PowerPoint: The Teacher as ‘First Responder’: RTI/MTSS & Struggling Learners: PART 2 [13]

Handout [14]

Supplemental Handout: Manual of teacher interventions [15] (included Read Actively, Reading-Reflection Pause, Linking Pronouns to Referents, Mark It/Jot It, Double-Entry Reading Journal, Anticipation Guides, Partner Retell).

Interventions:

***Coming Attraction: Classroom Support Plan Writer. [8] This free web-based app allows educators to create and print customized classroom intervention plans for individuals and groups!***

Numbered Heads Together [17]: Class-wide cooperative Learning Activity

Incremental Rehearsal: Letter Identification [18]

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [22] 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 [23]
Incremental Rehearsal: Letter Identification [18]
Letter Cube Blending [24]

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.
Passage Preview in Sections. [33]The tutor and student rehearse/read the passage in sections.
Paired Reading. [34] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [35]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [36]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [37]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. [38]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [39]. 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. [40]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [41]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [42] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer.
RAP Interactive Form [43]
Read Actively. [44]THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
Partner Retell. [45]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. [46] 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. [47]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. [48]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished.
ART Interactive Form. [49]
Phrase-Cued Text Lessons. [50]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 [51]

Spelling

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

Cover-Copy-Compare. [52]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 [53]
Self-Correction with Verbal Cues. [54] 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. [55] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [56] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [57]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [58]

Math Facts: Self-Administered Folding-In (SAFI) Technique [59]

Work Completion: Problem-Interspersal Technique [60]

Math Vocabulary: Classwide Vocabulary Tutoring [65]
Self-Management: Customized Math Self-Correction Checklists [66]
Math Anxiety: Managing Academic Anxiety Through an Antecedent Writing Activity [67]

Self-Management

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

Academic Survival Skills. [75] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [76] This free app allows teachers to create and save customized checklists for use in classrooms.

Data Tool

Related Resources

Archival Data

Behavior Frequency Count

FORM: Behavior Frequency Count [77]

Behavior Log/Scatterplot

FORM: Behavior Log/Scatterplot [4]

Behavior Report Cards

Checklists

Cumulative Mastery Records

Cumulative Mastery Record Form (Interactive) [81]

Curriculum-Based Measures/ Assessment

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 [82] DIBELS NEXT [83] easyCBM.com [84]	LNF/LSF: Directions & Norms [85]
CBM: Oral Reading Fluency	Reading Passage Generator [86] DIBELS NEXT [83] easyCBM.com [84]	Oral Reading Fluency: Directions & Norms [87]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [88] DIBELS NEXT [83]	Maze: Directions & Norms [89]
CBM: Early Math Fluency	Early Math Fluency Generator [90]	Early Math Fluency: Directions & Norms [91]
CBM: Math Computation	SuperKids.com Math Worksheet Generator [92]	Math Computation: Directions & Norms [93]
CBM: Written Expression	Writing Probe Generator [94]	Writing: Directions & Norms [95]