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:

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


On W 14 April 2021, 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:

On W 3 March/W 17 March 2021, 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:



General Academic Skills
Acquisition of Academic Item-Set
Reading: Phonics/Alphabetics
Reading: Sight-Word Vocabulary

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

Reading Fluency

 Fluency. The student reads with adequate fluency to comprehend the text.

  • Assisted Cloze. The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
  • Choral Reading. The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
  • Duet Reading. The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
  • Echo Reading. Student and tutor alternate in reading short sections of the practice passage.
  • Listening Passage Preview. The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
  • Passage Preview in Sections. The tutor and student rehearse/read the passage in sections.
  • Paired Reading. The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
  • Repeated Reading. The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
  • Repeated Reading: Group. This version of repeated reading is delivered to a group of 3 students.
  • HELPS Program. 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. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. 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. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. 
    RAP Interactive Form
  • Read Actively. THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
  • Partner Retell. 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. 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.

Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
  • Cover-Copy-Compare.  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
  • Self-Correction with Verbal Cues. 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

 Sentence Complexity. The student writes sentences of appropriate variety and complexity for the subject and/or grade level.


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



Data Tool

Related Resources

Archival Data


Behavior Frequency Count
Behavior Log/Scatterplot

Behavior Report Cards


Cumulative Mastery Records

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


 LNF/LSF: Directions & Norms

CBM: Oral Reading Fluency

Reading Passage Generator


Oral Reading Fluency: Directions & Norms

CBM: Maze Passages (Comprehension)

Maze Passage Generator


Maze: Directions & Norms

CBM: Early Math Fluency
Early Math Fluency Generator Early Math Fluency: Directions & Norms

CBM: Math Computation Math Worksheet Generator

Math Computation: Directions & Norms

CBM: Written Expression

Writing Probe Generator

Writing: Directions & Norms






Work Products