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
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.
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