West Babylon Schools: Workshops by Jim Wright

Letter Names Fluency Probes (CBM): easyCBM
Materials are free: Teacher log-in required 

Letter Name Probe Generator: www.interventioncentral.org

Nonsense Word Fluency Probes (CBM): Dibels Next/
Acadience Learning: Materials are free: Teacher log-in required 

Dolch Word List Builder: Free app to create random lists of 
Dolch Words for instruction and assessment

Cumulative Mastery Record Form (Interactive). Use this convenient form to log mastered student items (letter names, sight words, math facts, etc.) 

Dolch Word List Builder: Free app to create random lists of
Dolch Words for instruction and assessment

Jared: Comprehension:
Generalization Deficit

Michigan’s Mission: Literacy Website: Examples of Retell Rubrics:
http://www.missionliteracy.com/retelling.html

Story/Narrative Retell Rubric: Teachers College:

http://usd450.net/files/A-Z_retell_rubric.pdf

Sample Retell Rubrics: Saddlespace:

https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058

• Flash Cards with Constant Time Delay. This high-success flashcard intervention can be used to teach letter and number names, sight words, spelling words, and vocabulary definitions

• Word Boxes/Word Sort
• Incremental Rehearsal: Letter Identification
• Letter Cube Blending

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

• Reading Racetracks.The student engages in repeated reading of a wordlist packaged in a 'racetrack' format. Reading Racetrack Interactive Form 
• Vocabulary: Classwide Tutoring. Students are paired off to tutor each other in sight-word vocabulary.

 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.
• 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.

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
• 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.

• Linking Pronouns to Referents. 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. The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form.
• Phrase-Cued Text Lessons. 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

• 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.

• Elements of Effective Writing Instruction. The student receives writing instruction that contains some or all of these 9 'best writing practices'.
• Sentence Combining. The student is given examples of 2 clauses to be combined into a single sentence.

• Number Sense Intervention: Counting Board Game

• Math Facts: Incremental Rehearsal (Constant Time Delay): Flash Cards

• Math Facts (and Spelling) Intervention: Cover-Copy-Compare

• Math Facts: Self-Administered Folding-In (SAFI) Technique

• Cover-Copy-Compare Interactive Worksheet: Horizontal Math Facts
• Cover-Copy-Compare Interactive Worksheet: Vertical Math Facts
• Work Completion: Problem-Interspersal Technique

• STAR: Mnemonic for Completing Word Problems
• Geometry: Tracing Problems to Enhance Understanding

• Reciprocal Peer Tutoring in Math Computation With Constant Time Delay
• Math Graphics: Question-Answer Relationships (QARs)

• Math Vocabulary: Classwide Vocabulary Tutoring
• Self-Management: Customized Math Self-Correction Checklists 

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

• Learning Contracts 
• Version 1: Interactive Learning Contract|Example of a Completed Learning Contract
• Version 2: Interactive Learning Contract|Example of a Completed Learning Contract

• Student Self-Regulation: Work-Planning Conference: Description
• Student Independent Work: Planning Tool: Interactive Form

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

Data Tool

Related Resources

Archival Data

• FORM: Behavior Frequency Count

• FORM: Behavior Log/Scatterplot

Behavior Report Cards

• RTI Daily Behavior Report: Guidelines for Use
• ONLINE APP: Behavior Report Card Maker

Checklists

• VIDEO: How to Collect Data in the Classroom: Checklists
• ONLINE APP: Self-Check Behavior Checklist Maker
• VIDEO: Academic Survival Skills Checklists
• ONLINE APP: Academic Survival Skills Checklist Maker
• HANDOUT: Academic Survival Skills Checklists: 5 Ways to Help Students to Become Effective Self-Managing Learners

Cumulative Mastery Records

• Cumulative Mastery Record Form (Interactive)

Curriculum-Based Measures/ Assessment

Grades

• Grades: Measuring Academic Targets with Frequency
• Readiness Assessment Test: Pre-test students' understanding of independent reading assignments.

Observation

• Direct Observation: Tally Sheet

Rubrics

• VIDEO: How to Collect Data in the Classroom: Rubrics
• HANDOUT: How to Use Rubrics in Student Assessment

• Michigan’s Mission: Literacy Website: Examples of Retell Rubrics:: http://www.missionliteracy.com/retelling.html
• Story/Narrative Retell Rubric: Teachers College:: http://usd450.net/files/A-Z_retell_rubric.pdf
• Sample Retell Rubrics: Saddlespace::https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058

Work Products

• Work Products: Moving from Artifact to Data Source