Approved Interventions
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. Interventions by skill:grade.pages

    Agenda for 11/17 MeetingDistrict 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

    2:00-2:15 Break

    2:15-3:45 Old Business:
    ELL Addendum
    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 Forms

    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

    Google.doc's Templates

    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.

    Kid Watch Forms

    Kid Watch Forms 08-09

    Front page: form front.pdf

    Profile page: form profile.pdf

    Parent Letter page: form parent letter.pdf

    Back of letter: form back letter.pdf

    DIBELS page: form DIBELS.pdf

    Marie Clay/EDL page: form MC:EDL.pdf

    Hypothesis page: form hypoth.pdf

    Problem ID page: form prob ID.pdf

    RtI flowchart: Flow Chart.isf

    TTSD Response To Intervention Newsletter-March

    TTSD Response to Intervention Newsletter-March

    Newsletter page 2

    Newsletter page 3

    Newletter page 4

      Kid Watch Website/Blog is Up and Running!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!
      RtI Links

      Helpful RtI Links

      Below are several links we think you will find helpful in learning more about Response To Intervention (RtI).

      For Parents:
      RtI: A Primer for Parents
      What Does Progress Monitoring Mean To Families?
      RtI: Parent page
      A Parents Guide to RtI
      How Do I Help My Child Learn To Read-English
      Consejos prácticos para los padres sobre la lectura

      For Teachers:
      ODE RtI Website
      Understanding RtI
      National Center On Tools For Progress Monitoring
      RtI: General Education Classroom
      National Center On Response To Intervention
      RtI Webinars
      RtI: Cultural and Linguistic Diversity

      training opportunities

      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!

      meeting schedules

      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!

      Maureen Callahan

      Cherie Switzer


      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:
      Jeff Rose
      Maureen Callahan
      Cindy Bauer
      Building Principals

      RtI Basics For Teachers

      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
      Transact Link

      RtI Basics For Parents

      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.

      RtI Basics
      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.

        Welcome!!Hello! Thanks for visiting the Kid Watch blog...we are a work in progress...come back later!