RTI for Academics: 3-Day Summer Academy

On 11-13 August 2015, Jim Wright returned to South Country Schools for a 3-day follow-up training on RTI for academics. Here are resources shared at that training:

PowerPoint: [1]RTI: Quality Audit [1]

TIER 1 CLASSROOM INTERVENTIONS: DOCUMENTATION FORM

METHODS OF CLASSROOM DATA COLLECTION

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 [4]	LNF/LSF: Directions & Norms [5]
CBM: Oral Reading Fluency	Reading Passage Generator [6] DIBELS Next: Free Reading Passages [7] (NOTE: You must create a free account to access these materials.)	Oral Reading Fluency: Directions & Norms [8]
CBM: Maze Passages (Comprehension)	Maze Passage Generator [9] DIBELS Next: Free Maze ('Daze') Passages [7] (NOTE: You must create a free account to access these materials.)	Maze: Directions & Norms [10]
CBM: Early Math Fluency	Early Math Fluency Generator [11]	Early Math Fluency: Directions & Norms [12]
CBM: Math Computation	Math Worksheet Generator: Intervention Central [13] SuperKids.com Math Worksheet Generator [14]	Math Computation: Directions & Norms [15]
CBM: Written Expression	Writing Probe Generator [16]	Writing: Directions & Norms [17]

Cumulative Mastery Log

Rubrics

How To: Use Rubrics in Student Assessment [20]

Behavioral Checklists

Behavior Report Cards

ACADEMIC INTERVENTION IDEAS

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [27]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [28]
Vocabulary: Classwide Tutoring. [29] 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. [30] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [31]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [32]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [33]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [34]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [35] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [36]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [37]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. [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]
Partner Retell. [44]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. [45]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. [46]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [47]
Phrase-Cued Text Lessons. [48]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 [49]

Spelling

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

Cover-Copy-Compare. [50]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 [51]
Self-Correction with Verbal Cues. [52] 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. [53] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [54] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [55]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [56]

Self-Management

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

Academic Survival Skills. [69] The student possesses strong work habits in global skills such as time management, study skills, and organization.

On 29-31 July 2014, Jim Wright presented a series of workshops on Response to Intervention to building teams in the South Country School District in East Patchogue, NY.

Here are resources shared at the workshop:

Day 1: Morning: RTI: An Introduction

PowerPoint\ [70]
New York State Education Department Guidance Document on RTI. [71] Released in October 2010, this NYSED guidance document provides a guide to schools at any grade level in how to structure their RTI model and services.
NYS RTI Technical Assistance Center [72]. This site provides resources and guidance for NYS schools on implementation of RTI.
NYSED 2008 RTI Guidance Memo. [73] This memo presents the main points of the Regents Policy Framework on RTI for schools.
NYSED Part 100 Regulations on RTI. [74] This subsection of Part 100.2 (NYSED regulations) describes expectations for RTI for all schools.
RTI Readiness Checklist. [75] This checklist from the NYS RTI Technical Assistance Center allows schools to self-administer a quick 'RTI Readiness Check'.

Day 1: Afternoon: Tier 1: Universal Instruction & Classroom Intervention

PowerPoint [76]
How To: Improve Academic Interventions: 7 Big Ideas [77]
Checklist: Elements of Direct Instruction [78]
Classroom Intervention Planning Sheet [79] [in RTF/MS Word format]. This 1-page form is an organizer to help teachers to easily document Tier 1 (classroom) interventions.

Definitions: Intervention, Accommodation, Modification [80]

Student Self-Regulation: Plan-Work-Adjust [67]

Video: [81] How to Find & Fix Problems With Academic Survival Skills [82]
[83]

Handout: How To: Use Checklists to Measure Academic Survival Skills [84]

Online Tool: Academic Survival Skills Checklist Maker [23]

Day 2: Morning: Tier 2: Supplemental Intervention: Standard -Treatment Protocol

PowerPoint [85]

Building & District RTI Resource Inventory Form. [ [86]RTF/MS Word format]
[86]
Tier 2: Data Analysis Team Process Script (Kovaleski & Pederson, 2008): [87][RTF/MS Word format]

Tier 2/3 Form: Intervention Programs at a Glance Organizer [88] [RTF/MS Word format]

Tier 2/3 Intervention Website: What Works Clearinghouse [89]. 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 [90]. 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. [91] 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.

Day 2: Afternoon: Tier 3: Intensive Intervention: Problem-Solving Protocol

PowerPoint [95]

Day 3: Morning: Part 1: Schoolwide Screeners

How To: Struture Data Collection for Individual Students: Baseline, Goal, Progress-Monitoring [105]

Student Intervention: Progress-Monitoring Sheet [106] [in RTF/MS Word format]. This sheet allows electronic entry of student monitoring data.

Screening resources for secondary schools:

Existing Data: Creating a Screening Plan for Your Middle or High School [107]
Student Engagement Instrument ( [108]screener suitable for middle/high school)
Scholastic Reading Inventory [109] (example of adaptive reading screener that can be used by secondary schools)

Links for Sites for Tier 2 Behavior Progress Monitoring:

Day 3: Morning: Part 2: Academic Interventions

Here are 3 websites with good research-based intervention ideas:

Intervention Central [114]
Evidence-Based Intervention Network [115]
Cognitive Strategy Instruction [116]

Here are links to some interventionists discussed at the training:

[117]Incremental Rehearsal: Letter Identification [118]
[117]Sample Reading Fluency Interventions: 7 Ideas [117]
HELPS Reading Fluency Program [119]
Text Lookback [120]
Question Generation [121]
Reading Comprehension Fix-Up Strategies [122]
Group Reading Fluency Intervention: Repeated Reading [123]
RAP (Read-Ask-Paraphrase): Reading Comprehension [124]
Ask-Read-Tell Cognitive Strategy: Reading Comprehension [125]

Phrase-Cued Text Lessons [126]
Phrase-Cued Text Passage Generator [49]

Effective Elements of Writing Instruction [127]
Sentence-Combining [128]

Day 3: Afternoon: RTI Systems-Change

PowerPoint [129]

Tier 1: Core Instruction: Best Practices

Here are practice guides from the What Works Clearinghouse [89] that outline research-based instructional approaches that are most effective for struggling learners:

Reading

Writing

Teaching Elementary School Students to Be Effective Writers [133]

Mathematics

Study Skills

Organizing Instruction and Study to Improve Student Learning [140]

English Language Learners