Jim Wright's RTI/MTSS Workshop

On Th 7 December 2017, Jim Wright presented the workshop RTI for Academics: An Overview for Educators for staff from Stamford (NY) Central School District. Here are resources from that training:

PowerPoint: [1]RTI for Academics: An Overview for Educators [1] [2]
Workshop Handout: How to Implement Strong Core Instruction: Direct Instruction Checklist (Interactive Form) [3]

Numbered Heads Together [4]: Cooperative Learning Activity

The Struggling Student in a General-Education Setting: Pivot Points [5]

Behavior Report Card Maker. [8]This app allows the teacher to format and print off customized daily behavior report cards for classroom data collection.

ACADEMIC INTERVENTION IDEAS

General Academic Skills

Acquisition of Academic Item-Set

Flash Cards with Constant Time Delay. [9] 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 [10]
Incremental Rehearsal: Letter Identification [11]
Letter Cube Blending [12]

Reading: Sight-Word Vocabulary

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

Reading Racetracks. [13]The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form [14]
Vocabulary: Classwide Tutoring. [15] 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. [16] The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
Choral Reading. [17]The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
Duet Reading. [18]The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
Echo Reading. [19]Student and tutor alternate in reading short sections of the practice passage.
Listening Passage Preview. [20]The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
Paired Reading. [21] The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
Repeated Reading. [22]The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
Repeated Reading: Group. [23]This version of repeated reading is delivered to a group of 3 students.

HELPS Program. [24]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. [25]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
Reading Reflection Pauses [26]. 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. [27]The student uses a graphic organizer to record main idea and supporting details of a passage.
Question Generation. [28]The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
Read-Ask-Paraphrase. [29] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [30]
Partner Retell. [31]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. [32] 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. [33]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. [34]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [35]
Phrase-Cued Text Lessons. [36]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 [37]

Spelling

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

Cover-Copy-Compare. [38]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 [39]
Self-Correction with Verbal Cues. [40] 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. [41] The student receives writing instruction that contains some or all of these 9 'best writing practices'.
Sentence Combining. [42] The student is given examples of 2 clauses to be combined into a single sentence.

Math

Number Sense Intervention: Counting Board Game [43]

Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards [44]

Math Facts (and Spelling) Intervention: Cover-Copy-Compare [45]

Math Facts: Self-Administered Folding-In (SAFI) Technique [46]

Math Vocabulary: Classwide Vocabulary Tutoring [54]
Self-Management: Customized Math Self-Correction Checklists [55]

Self-Management

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

Academic Survival Skills. [63] The student possesses strong work habits in global skills such as time management, study skills, and organization.
ONLINE APP: Academic Survival Skills Checklist Generator. [64] This free app allows teachers to create and save customized checklists for use in classrooms.

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

Links:
[1] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/STAMFORD_NY_RTI_Intro_All_Staff_PPT.pdf
[2] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/Parsippany_NJ_20_Mar_2017_Tchr_Acad_Intvs_K_5_PPT.pdf
[3] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/elements_of_core_instruction_interactive_form.pdf
[4] http://www.jimwrightonline.com/mixed_files/es_boces_2014_2015/numbered_heads_together.pdf
[5] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/gen_ed_student_PIVOT_POINTS.pdf
[6] http://www.jimwrightonline.com/mixed_files/pei/2_classroom_intv_documentation_form.pdf
[7] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/classroom_intv_form_interactive.pdf
[8] http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker
[9] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/Instruction_constant_time_delay.pdf
[10] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/instruction_reading_phonics_word_boxes_word_sort.pdf
[11] http://ebi.missouri.edu/wp-content/uploads/2011/03/Incremental-Rehearsal-Intervention-Brief-2.pdf
[12] http://www.interventioncentral.org/academic-interventions/reading-phonics/letter-cube-blending
[13] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack.pdf
[14] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_reading_racetrack_form_only.pdf
[15] http://www.jimwrightonline.com/academicinterventions/sight_word_vocabulary/reading_sight_word_vocab_classwide_tutoring.pdf
[16] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_assisted_cloze.pdf
[17] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_choral_reading.pdf
[18] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_duet_reading.pdf
[19] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_echo_reading.pdf
[20] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_listening_passage_preview.pdf
[21] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_paired_reading.pdf
[22] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_repeated_reading.pdf
[23] http://www.jimwrightonline.com/academicinterventions/reading_fluency/reading_fluency_group_repeated_reading.pdf
[24] http://www.helpsprogram.org/
[25] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_self_monitoring_click_or_clunk.pdf
[26] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_self_monitoring_reading_reflection_pause.pdf
[27] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_maps.pdf
[28] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_question_generation.pdf
[29] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase.pdf
[30] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_Read_Ask_Paraphrase_form_only.pdf
[31] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_main_idea_partner_retell.pdf
[32] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/instruction_reading_comprehension_repeated_reading_retell.pdf
[33] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_informational_text_pronoun_referent.pdf
[34] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell.pdf
[35] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_comprehension_reader_plan_Ask_Read_Tell_form_only.pdf
[36] http://www.jimwrightonline.com/academicinterventions/reading_comprehension/reading_idea_units_phrase_cued_text_lessons.pdf
[37] http://www.interventioncentral.org/rti2/phrase_cues
[38] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC.pdf
[39] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_CCC_form_only.pdf
[40] http://www.jimwrightonline.com/academicinterventions/spelling/spelling_acquisition_self_correction_student_cues.pdf
[41] http://www.jimwrightonline.com/academicinterventions/writing/writing_skills_writing_instruction_elements.pdf
[42] http://www.jimwrightonline.com/academicinterventions/writing/writing_sentence_combining.pdf
[43] http://www.jimwrightonline.com/mixed_files/hawaii/counting_board_game.pdf
[44] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_increm_rehearsal.pdf
[45] http://www.jimwrightonline.com/mixed_files/hawaii/wright_cover_copy_compare_spelling_math_facts.pdf
[46] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_math_SAFI.pdf
[47] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/wright_cover_copy_compare_spelling_sight_words_math_facts.pdf
[48] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/wright_cover_copy_compare_math_vertical.pdf
[49] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_interspersal.pdf
[50] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/MATH_STAR_mnemonic.pdf
[51] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/MATH_geometry_tracing.pdf
[52] http://www.jimwrightonline.com/mixed_files/southcountry/peer_tutor_math.pdf
[53] https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/math_graphics_QARs.pdf
[54] http://www.jimwrightonline.com/mixed_files/WI_ED_2013/wright_classwide_vocab_intv.pdf
[55] http://www.interventioncentral.org/academic-interventions/math/self-monitoring-customized-math-self-correction-checklists
[56] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract.pdf
[57] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1.pdf
[58] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_1_static.pdf
[59] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2.pdf
[60] https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/student_motivation_learning_contract_2_static.pdf
[61] http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_student_work_plan.pdf
[62] http://www.jimwrightonline.com/mixed_files/WI_ED_2014/work_planning_form_interactive_revised.pdf
[63] http://www.jimwrightonline.com/academicinterventions/self_management/academic_survival_skills_checklists_uses_in_classroom.pdf
[64] https://www.interventioncentral.org/tools/student-academic-success-strategies-checklist-maker