Here is a list of interventions sorted by skill and grade level. These interventions, of course, do not take the place of a skilled teacher spending quality time teaching a student to read. This list is not all inclusive. It represents many of the interventions used by other school districts in the area and interventions recommended throughout the U.S.
http://blogs.canby.k12.or.us/uploads/kidwatch/Reading Interventions by skill:grade.pages
District KW Meeting Tuesday, November 17th Meridian Room 12:15-4:00
12:15-2:00 New Business:
District Wide Data Discussion
Focus: All 2nd Grade KW Students
Come prepared to discuss these students in detail
Bring DIBELS Grade List Report
2:15-3:45 Old Business:
Review how to use Google templates
Format for ELL data to discuss at Dec. meeting
Discuss K-1-2 Reading Skills needed in English for ELL discussion at Dec. meeting
3:45-4:00 Q and A:
Add Questions to google.doc and they will be addressed at the meeting
New Kid Watch Forms For 2009/10 School Year
Thanks to the tremendous effort of many people, we have new Kid Watch forms that will better include the necessary information needed to see all aspects of the students referred to Special Education.
Click on the link below to open the google.doc's templates that includes the new Kid Watch Forms and the New ELL Addendum
Scroll down to the Kid Watch Template and click on Use This Template. Once this page is open, go to File and save it as a new copy. Enter a new name by clicking on the title of the document which is Copy of Kid Watch Form Template. This will open a window for you to rename the template then click OK. Now you are ready to enter your information. If you would like to share this document with others, click on share and invite others by using their email addresses. If you don't invite others, nobody will be able to edit or view your document.
If you run into any trouble, contact your principal or Cherie Switzer at extension 3214.
Welcome! We hope you find this website helpful in learning more about the RtI process in the Canby Elementary Schools. If, after you check out the information, you have more burning questions, feel free to contact one of the District Kid Watch representatives or click on 'Help! I Have A Question' on the right side of the page. Enjoy and happy learning!
Staff Development Opportunities
We are currently working on planning staff development sessions for the spring. These sessions would focus on core reading strategies, specific reading interventions, and/or collecting and graphing data for progress monitoring. Watch more more information to come!
Kid Watch Building Meeting Schedule
Below are the times that the different Canby Elementary Schools are having their Kid Watch meetings. If you would like to attend a meeting, please contact the school to set up the details.
Trost Elementary meets every Thursday morning.
Knight Elementary meets every Thursday morning.
Lee Elementary meets Tuesday afternoons at 3:00.
Eccles Elementary meets every Tuesday morning.
91 Elementary meets with all grade levels in one week. Call to see when the next round of meetings begin.
Carus Elementary meets every Tuesday morning and afternoon.
Help! I have a question...
Please email your questions to Cherie Switzer or Maureen Callahan and they will be answered to the best of our ability and then posted on this blog page. Thank you!
Kid Watch Contacts
Building Representatives Can Be Reached At Their Schools:
Kathy Owen at Knight Elementary School
Vonnie Oyer at 91 Elementary School
Kathy Lambeth at Carus Elementary School
Sara Minson at Lee Elementary School
Kathy Raygosa at Trost Elementary School
Melissa Reid at Trost Elementary School
Angie Navarro at Trost Elementary School
Cherie Switzer at Eccles Elementary School
Administration Representatives Can Be Reached At The District Office:
RtI For Teachers
Need a refresher on the basics of RtI?
RtI is the model of intervention that Canby School District follows when responding to students who are below grade level in their core reading abilities. There are three tiers of students. Tier 1 represents the majority of students who are at or above grade level and are on track. Tier 2 students may be only slightly behind but are at risk of falling further behind. These students receive additional reading support in a small group setting. Tier 3 students are very far behind and require immediate and intensive instruction.
As a teacher, what do I need to know about the process?
Three times a year, students are given a universal screening assessments to determine which students are on target and which students are “at risk” for not meeting grade level standards.
Tier 1 of an RTI model is typically referred to as classroom instruction. This is where students receive their core reading instruction. This program should include the five components of effective early reading instruction Phonemic awareness (the understanding that the sounds of spoken language work together to make words), Phonics (the relationship between the letters of written language and individual sounds of spoken language), Fluency (the ability to read text accurately and quickly), Vocabulary (the words one must know to communicate effectively) and Comprehension (understanding what one is reading).
Those students whose universal screening scores fall below a certain cut-off are identified as needing more specialized academic interventions and are provided Tier 2 support. Academic concerns and information should be shared with parents at this time.
Tier 2 support: Small group instruction with targeted interventions. Children in this tier will receive supplemental instruction for 20 to 30 minutes each day. Students progress will be monitored every other week and graphed to measure progress. If a students progress falls below the aimline three times, a change in the intervention is necessary. If after 3 additional scores, the child continues to make little to no progress and remains under the aimline, the team may decide the child needs additional support and move him/her to Tier 3. Parents should be aware of the support their child is receiving. Once the team decides to move towards a more individualized support, it is essential to communication the teams concerns and intervention plans.
Tier 3: Intense, more individualized interventions. Students will continue to receive Tier 1 and Tier 2 support and, in addition, will be provided another 20-30 minutes of instruction. Their progress will be monitored and graphed weekly to assess their progress. If a child struggles to make significant progress towards their grade level benchmark for three data points (or three weeks), interventionists must make an adjustment in the intervention. If, after the initial adjustment, the child's progress continues below the aimline with little to no progress towards benchmark for three more weeks, the team may decide to discuss a possible learning disability.
Approved RtI Materials
Approved materials for the core curriculum, interventions and progress monitoring
Link To Transact
Need a form? Here is a link to the forms in Transact
RtI Basics For Parents
The Response to Intervention (RtI) process is a fairly new venture in Canby. In an effort to provide the best possible support for children and parents, this resource page may help to provide a more clear picture of the RtI process.
What is RtI?
Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
What Should I Know If My Child Is Receiving Reading Support Through The RtI Process?
Tips for parents
Parent involvement is a huge key to student success. Parents should expect consistent, organized, and meaningful two-way communication between school staff with regard to student progress and related school activities. Through this communication, parents are enabled to play an important role in their child's education by assisting in the learning and by being involved in decision making as it affects tier-level instruction to increase their child's achievement. In an RTI setting, parents should expect to receive information about their children's needs, the interventions that are being used, who is delivering the instruction, and the academic progress expected for their child. Frequent communication with the school, receipt of regular progress (or lack of progress) information, and participation in decision making should provide parents the information needed to determine whether their child should be referred for a special education evaluation.
What Can I Do To Help?
Additional ways to support your child in their reading development
1. It's the most important thing you can do to help you child succeed. Research evidence shows that your involvement in your child's reading and learning is more important than anything else in helping them to fulfil their potential.
2. Books contain new words that will help build your child's language and understanding. Children who are familiar with books and stories before they start school are better prepared to cope with the demands of formal literacy teaching.
3. Reading together is fun and helps build relationships.
4. The impact lasts a lifetime. Readers are more confident and have greater job opportunities. 5. Children learn by example, so if they see you reading, they are likely to want to join in. Reading with children, or talking about what they have read, is a wonderful way to show that it is an important and valued way to spend free time.
More tips for reading with your child:
1.Encourage your child to read to you. Follow the words with your finger and sound out the words (c-a-t: cat).
2.Be positive. Praise your child for trying hard at their reading. It's all right to make mistakes.
3.It's not just books. Point out all the words around you: labels on food, street signs, etc. 4.Keep in touch with your child's school and ask their teacher for suggestions on how you can help with reading and writing.
5.Read yourself. Set a good example by reading for pleasure and talking about the reading you do at work and home. Find your family's top five reads. Ask everyone in your family to name their favorite reads - it could be a book, magazine, comic or newspaper. Involve grandparents, cousins etc.
If you have additional questions, please contact the Reading Specialist at your child's school.
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