MRESC: Jim Wright's RTI Workshops

• 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

• 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

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

Interviews

Logs

Observation

• Direct Observation: Tally Sheet

Rubrics

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

Self-Monitoring

Work Products

• Excel Spreadsheet: Student Progress-Monitoring Graph: Single Intervention Phase. This graph has no macros (custom computer code). It allows you to enter data for baseline and one intervention phase. The graph also will compute a trendline to plot the average rate of student progress during the intervention phase. There is no limit on the number of intervention data points that you can plot.
• Excel Spreadsheet: Student Progress-Monitoring Graph: Three Intervention Phases. This graph allows you to enter data for baseline and up to 3 intervention phases. It also will compute an aimline/goal line and trendline for each intervention phase. Note: Because this file contains macros (custom computer code), your computer may not allow you to run it or may require that you change your security settings before it will run properly.
• ChartDog Online Graphmaker. This free online application allows the user to enter student data for an unlimited number of intervention phases, to plot aimlines and trendlines for each data series, and to save charts for later updating. This application does require more effort to learn than the excel files above, so you may also want to check out the ChartDog Manual.

Behavior Managment Resources

• Behavior Intervention Bank: Antecedents, Positive Consequences, and Extinction Procedures: The Secret Ingredients for Creating a Better Behavior Intervention Plan

• Measuring Positive Classroom Learning Behaviors in Kindergarten: A Predictor of School Success. This simple scale presents 7 behaviors that predict acdaemic success.

Ideas for behavior management in the classroom:

• How To: Use the Power of Personal Connection to Motivate Students
• How to Reduce TIme-Outs With Active Response Beads
• Reducing Disruptive Behavior Through Antecedent Physical Exercise
• Anxiety: Managing Academic Anxiety Through an Antecedent Writing Activity

Three behavior management packages:

• Good Behavior Game
• Teacher-Student Learning Game
• The Color Wheel: Group-Wide Classroom Management

These apps were also reviewed at the training:

• Behavior Report Card Maker. This app allows the teacher to format and print off customized daily behavior report cards for classroom data collection.
• Self-Check Behavior Checklist Maker. Using this tool, educators can create customized behavior checklists for a variety of uses.

• How To: Use the Cumulative Mastery Log to Record Progress in the Acquisition Stage of Learning
• FORM: Cumulative Mastery Log: Interactie Form

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

• VIDEO: How to Collect Data in the Classroom: Checklists
• ONLINE APP: Self-Check Behavior Checklist Maker

• ONLINE APP: Behavior Report Card Maker

• Data Collection: How To...Match a Progress-Monitoring Tool to Every Classroom Problem
• How To: Struture Data Collection for Individual Students: Baseline, Goal, Progress-Monitoring
• Student Intervention: Progress-Monitoring Sheet [in RTF/MS Word format]. This sheet allows electronic entry of student monitoring data.