Response to Intervention: Jim Wright's SEISD Workshops

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On 16-19 June 2015, Jim Wright presented a seried of workshops for elementary and secondary staff from the San Elizario Independent School District in San Elizario, TX. Here are resources shared at those trainings:

Day 1: Making Response to Intervention Work at the Middle and High School Level: An Overview

Day 2: Building an RTI Intervention Toolkit for Secondary Classrooms

PowerPoint [4]
Handout [5]

Day 3: How Elementary Classroom Teachers Can Serve as Effective RTI First-Responders

PowerPoint [6]
Handout [7]

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 [8]	LNF/LSF: Directions & Norms [9]
CBM: Oral Reading Fluency	Reading Passage Generator [10] DIBELS Next: Free Reading Passages [11] (NOTE: You must create a free account to access these materials.)	Oral Reading Fluency: Directions & Norms [12]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [13] DIBELS Next: Free Maze ('Daze') Passages [11] (NOTE: You must create a free account to access these materials.)	Maze: Directions & Norms [14]
CBM: Early Math Fluency	Early Math Fluency Generator [15]	Early Math Fluency: Directions & Norms [16]
CBM: Math Computation	Math Worksheet Generator: Intervention Central [17] SuperKids.com Math Worksheet Generator [18]	Math Computation: Directions & Norms [19]
CBM: Written Expression	Writing Probe Generator [20]	Writing: Directions & Norms [21]

Cumulative Mastery Log

Rubrics

How To: Use Rubrics in Student Assessment [24]

Behavioral Checklists

Behavior Report Cards

Sample (Tier 1) Classroom Interventions

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.

Self-Management

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

Academic Survival Skills. [66] The student possesses strong work habits in global skills such as time management, study skills, and organization.

Tier 1: Universal Instruction & Classroom Intervention

How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [67]

Tier 2: Supplemental Intervention: Standard -Treatment Protocol

Building & District RTI Resource Inventory Form. [ [72]RTF/MS Word format]
[72]
Tier 2: Data Analysis Team Process Script (Kovaleski & Pederson, 2008): [73][RTF/MS Word format]

Tier 2/3 Form: Intervention Programs at a Glance Organizer [74] [RTF/MS Word format]

Methods for Measuring Treatment Integrity [75]

Tier 2/3 Intervention Website: What Works Clearinghouse [76]. 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 [77]. 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. [78] 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.

Tier 3: Intensive Intervention: Problem-Solving Protocol

Schoolwide Screeners

List of Schoolwide Screeners: National Center on Intensive Intervention [86]

How To: Struture Data Collection for Individual Students: Baseline, Goal, Progress-Monitoring [87]

Student Intervention: Progress-Monitoring Sheet [88] [in RTF/MS Word format]. This sheet allows electronic entry of student monitoring data.

List of Approved Student Assessments for Use by School Districts and BOCES in Teacher and Principal Evaluations – Assessments for Teachers of All Content Areas Except CTE Areas [89]

These sample interventions were presented at the workshop:

Repeated Reading: Group. [41]This version of repeated reading is delivered to a group of 3 students.
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]
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]

Sentence-Combining [90]

Work Planning. [91]The student creates a plan for carrying out complex academic tasks, evaluates actual performance, and makes appropriate adjustments as needed.

Measuring Intervention Integrity: Resources