White Plains Public Schools: Jim Wright's Workshops

Th 17 September 2015: RTI: Overview for Middle & High Schools

On Thursday 17 September 2015, Jim Wright presented a workshop, RTI: An Introduction for Secondary Schools, for staff from White Plains Public Schools in White Plains, NY. Here are resources shared at that training:

• Workshop PowerPoint: RTI: An Introduction for Secondary Schools
• Workshop Handout
• See middle/high school sample interventions from workshop HERE

T 22 September 2015: RTI Overview for Elementary Schools

On Tuesday 22 September 2015, Jim Wright presented a workshop, RTI: An Introduction for Elementary Schools, for staff from White Plains Public Schools in White Plains, NY. Here are resources shared at that training:

• Workshop PowerPoint: RTI: An Introduction for Elementary Schools
• Workshop Handout
• See elementary sample interventions from workshop HERE

• 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.

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.

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 (and Spelling) Intervention: Cover-Copy-Compare

• Cover-Copy-Compare Interactive Worksheet: Horizontal Math Facts
• Cover-Copy-Compare Interactive Worksheet: Vertical Math Facts

• Math Facts: Self-Administered Folding-In (SAFI) Technique
• Reciprocal Peer Tutoring in Math Computation With Constant Time Delay
• 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.