Rye City Schools: Jim Wright's Workshops

On T 4 June 2019, Jim Wright presented an overview of RTI/MTSS for academics and behavior to the elementary school RTI/MTSS implementation teams. Here are resources shared at that workshop:

PowerPoint: RTI/MTSS for Academics and Behavior: A School Wide Audit (Milton School: 4 June 2019) [1]
PowerPoint: RTI/MTSS for Academics: A School Wide Audit (Osborn School; Midland School): 20 June 2019) [2]

On Tuesday 11 October 2016, Jim Wright presented 3 workshops for Rye (NY) City Schools during their district-wide Superintendent's Conference Day. Here are resources from that training day:

SESSION 1: PowerPoint: Finding the Spark: How to Engage Unmotivated Students [11]

SESSION 2: PowerPoint: Teaching the Tornado: How to Organize the Disorganized Student [21]

Behavior Intervention Ideas: Antecedents, Positive Consequences, and Extinction Procedures: The Secret Ingredients for Creating a Better Behavior Intervention Plan [22]
ONLINE APP: Behavior Report Card Maker [23]: Tool to collect data on Tier 3 student behaviors

ONLINE APP: Self-Check Behavior Checklist Mak [24]er. Create custom checklists to guide student self-monitoring, tracking of behaviors by adults.

School-Home Note [27]

SESSION 3: PowerPoint: Practical: Ideas to Boost Reading Fluency and Comprehension [28]

ACADEMIC INTERVENTION IDEAS

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [31]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [32]
Vocabulary: Classwide Tutoring. [33] 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. [34] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [35]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [36]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [37]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [38]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [39] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [40]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [41]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. [42]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [43]. 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. [44]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [45]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [46] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [47]
Partner Retell. [48]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. [49]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. [50]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [51]
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.

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

Links:
[1] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_RTI_Acad_Beh_Audit_4_June_2019_PPT.pdf
[2] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_20_June_2019_MTSS_Half_Day_Acad_Audit_PPT.pdf
[3] https://docs.google.com/document/d/1CjV2Ydw6h2jixY5FePEnYD9hJe2wer_VbhOFh5bYTaY/edit
[4] http://www.interventioncentral.org/rtiaudit
[5] http://www.interventioncentral.org/academic#academic
[6] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/elements_of_core_instruction_interactive_form.pdf
[7] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_RTI_Beh_District_Planning_Tool_4_June_2019.pdf
[8] https://www.interventioncentral.org/MTSS_behavior
[9] https://docs.google.com/document/d/1qG_rxZajRWCNeAp9e1hfFf_Dv42OzOi7edZdiOVt_QU/edit?usp=sharing
[10] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/GRAND_RAPIDS_beh_mgt_38_ideas.pdf
[11] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_motivation_11_Oct_2016_PPT.pdf
[12] https://www.interventioncentral.org/sites/default/files/workshop_files/NASP_2016/growth_mindset.pdf
[13] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/wise_feedback_how_to.pdf
[14] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract.pdf
[15] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1.pdf
[16] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1_static.pdf
[17] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2.pdf
[18] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2_static.pdf
[19] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_student_work_plan.pdf
[20] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/work_planning_form_interactive_revised.pdf
[21] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_Teaching_Tornado_11_Oct_2016_PPT.pdf
[22] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/handout_Antecedent_Consequences_Extinction_Package_revised_ADHD_ODD_GAD_0.pdf
[23] http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker
[24] http://www.interventioncentral.org/tools/self-check-behavior-checklist-maker
[25] http://www.interventioncentral.org/tools/student-academic-success-strategies-checklist-maker
[26] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/wright_Common_Core_acad_survival_skills_checklist_overview.pdf
[27] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_school_home_note.pdf
[28] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/RYE_reading_intvs_11_Oct_2016_PPT.pdf
[29] http://www.jimwrightonline.com/mixed_files/pei/2_classroom_intv_documentation_form.pdf
[30] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/classroom_intv_form_interactive.pdf
[31] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack.pdf
[32] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack_form_only.pdf
[33] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_classwide_tutoring.pdf
[34] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_assisted_cloze.pdf
[35] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_choral_reading.pdf
[36] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_duet_reading.pdf
[37] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_echo_reading.pdf
[38] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_listening_passage_preview.pdf
[39] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_paired_reading.pdf
[40] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_repeated_reading.pdf
[41] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_group_repeated_reading.pdf
[42] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_self_monitoring_click_or_clunk.pdf
[43] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_self_monitoring_reading_reflection_pause.pdf
[44] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_maps.pdf
[45] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_question_generation.pdf
[46] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase.pdf
[47] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase_form_only.pdf
[48] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_partner_retell.pdf
[49] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_informational_text_pronoun_referent.pdf
[50] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell.pdf
[51] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell_form_only.pdf
[52] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_idea_units_phrase_cued_text_lessons.pdf
[53] http://www.interventioncentral.org/rti2/phrase_cues
[54] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC.pdf
[55] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC_form_only.pdf
[56] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_self_correction_student_cues.pdf
[57] http://www.jimwrightonline.com/academicinterventions/writing/writing_skills_writing_instruction_elements.pdf
[58] http://www.jimwrightonline.com/academicinterventions/writing/writing_sentence_combining.pdf