Grade
Grade
1
Grade
Realistic Growth Rate/Week
Ambitious Growth Rate/Week
1.80
3
1.66
2
1.18
1.5
1.01
1.1
0.58
0.8
Realistic Growth Rate/Week
Ambitious Growth Rate/Week
0.30
0.50
0.30
0.50
0.30
0.50
0.70
1.15
0.75
1.20
RealisticGrowth Rate/Week
Ambitious Growth Rate/Week
1
1.5
0.65
1
0.45
0.85
0.30
0.65
Response to Intervention
Articulation: SLP
If three or more errors
are identified, pull out
speech intervention will
begin with parent
permission (e.g., 30 min.
2xs per week).
Student has articulation
problems documented on
green sheet. SLP screens
articulation with parent
permission.
If one or two errors are identified,
the student will be given a probe in
two weeks to determine consistency
of errors.
If accuracy is below 75% and the
student is not stimulable, then small
group speech intervention begins
(e.g., 30 mins, 2xs per week).
Progress monitored biweekly by
SLP.
At the building data days
(held every 6-8 weeks), the
student'S progress will be
reviewed. If the student is
making progress, he/she
will either remain in Tier 2
or move back to Tier 1.
If student is NOT making
adequate progress, articulation
intervention will continue.
At the building data days (held every
6-8 weeks), the student's progress
will be reviewed. If the student is
making progress, he/she will either
remain in Tier 2 or move back to
Tier 1.
If student is NOT making
adequate progress, articulation
intervention will continue.
At the building data days (held every
6-8 weeks), the student's progress
will be reviewed. [fthe student is
making progress, he/she will either
remain in Tier 2 or move back to
Tier 1.
lfaccuracy is 75% or greater and
the student is stimulable, the SLP
will consult with the teacher for Tier
2A interventions. Progress
monitored biweekly by the SLP.
RTI Teacher Intervention
1. Tier 2 Progress Monitoring/Probing
(2A): Language
by SLP (Pre/Post)
a.
1.
Reading Comprehension
a.
Highlight important
b.
Develop prior knowledge
i.
2.
information
Pre-teach/prior
exposure to vocabulary
c.
Story Elements using visual supports/graphic
d.
Data chart: date, comments & work samples
e.
Tier 2 Progress Monitoring
organizers
by Teacher comprehension
assessments pre and post
Oral Comprehension
a.
Get student's attention
prior to giving direction
i.
Hand on shoulder/desk
ii.
Waiting for eye contact
iii.
Standing in front of/next to them
b.
Have student repeat/paraphrase
c.
Give directions in a variety of ways
i. Verbal, written,
ii.
d.
direction
picture, demonstration
Vary vocabulary
Teach the student skills for following verbal directions
i.
Listen carefully (Teach SLANT behavior)
ii.
Write down important
iii.
Use environmental
iv.
Wait until all directions are received before beginning
v.
Visual prompt to attend
points
cues
e.
Seat in an optimum
f.
Data chart: date, on-task, off-task, comments
g.
Tier 2 Progress Monitoring/Probing
i.
3.
within the text
position in room free of distractions
Log on-task/off-task
by SLP(Pre/Post Observation)
behavior every 2 minutes for 20-30 minutes
Grammar
a.
Model specific structure across multiple contexts
i.
Data chart: date, AM, PM with notations of teacher model and teacher model
with student correction
b.
Provide specific oral and written practice in meaningful contexts
i.
c.
Data chart: date, comments, work samples
Websites
i.
Date chart: date, time log, comments
d. Tier 2 Progress Monitoring/Probing
4.
Vocabulary
by SLP(Pre/Post Language Sample)
a.
Teach a limited number of key vocabulary words
i.
b.
c.
Integrating interesting words
into the classroom
i.
Dictionary, bulletin board, word wizards, definition
ii.
Data chart: date, words used/found,
of "what it's not"
comments
Scenarios
i.
Data chart: date, work samples
d.
Word Familiarity Chart
e.
Teach definition features (category, function, comparison, association)
i.
i.
f.
5.
Data chart: date, comments, work samples
Data chart: date, work samples
Data chart: date, work samples
Tier 2 Progress Monitoring:
by Teacher (Pre/Post
Chapter Vocabulary
assessments)
Writing
a.
Provide a list of words that can connect sentences to each other (and, therefore,
although)
b.
Have student read work aloud to help identify complete sentences
c.
Teacher conference to edit writing
d.
Brainstorm words on the topic to use during writing
e.
Expanding Expressions Tool
f.
Tier 2 Progress Monitoring:
Work Samples Analysis with Rubric
RTI Articulation
1.
Teacher Intervention
Use the sound cue to model correct production
a.
(2A)
following a student mispronunciation
Data Chart: date, AM, PM with notations of teacher model and teacher model with
student correction
2.
Student notebook to record words in class/home with target sound: Practice with teacher,
parent, peer
a.
3.
Data chart: date, # productions, teacher and student rating
During oral reading, underline targeted sounds and reinforce the student for correct
productions or model correct productions
a.
Data chart: date, # words, teacher and student rating
RTI Articulation
1.
Intervention
Guidelines
a.
2.
(with cues) after the oral reading
20 hours to remediate sound
b.
150 correct productions per sessions
c.
Randomize practice
d.
Students grouped by target sound
Parent/volunteer
practice
a.
5 minutes/5
days per week-7parent
b.
5 minutes/3
days per week-7volunteer
(2B)
RTI Articulation
Screening/Referral
1.
Goldman Fristoe 2 (sound analysis) & Articulation
2.
See RTI Articulation
3.
Tier 2 Progress Monitoring/Probing
Flowchart-7Determines
Eligibility Profile (male/female)
Tier Placement
by SLP (every 2 weeks)
i.
Goldman Fristoe 2 words with sound error
ii.
Total of 10 words with sound error in initial, medial, and final positions
1.
2 alternating
a.
lists during monitoring
Data collection: date & list of words (transcribe for multiple
sound errors in the word)
b.
4.
Target Sound/Phonological
a.
Progress monitoring
chart: initial, medial, final, and as a whole
Process Selection
Target one sound/process
i.
Latest developing age-appropriate
ii.
Non-stimulable
iii.
Clinical judgment
sound/process
sound
based on impact of intelligibility
nnn®
CAMELOT LEARNING
August 6, 2010
Michael Silvert, RTI Coordinator
Beloit Elementary School
14409 Beloit Snodes Road
Beloit, OH 44609
Dear Michael Silvert,
Math intervention for grades pre-K through 8 has never been easier! Camelot Learning's five
40 lesson themes provide everything from scripted lessons, correlations to NCTM standards, all
manipulatives, including a pencil, ruler and workbook for each child, to formative and standard
based assessments. Explore the details of each theme on our website at Camelot Learning.com
to see the skills taught in Number Friends, Number Sense, Computation, Fractions and Decimals,
and Geometry and Measurement. Based on Gardner's Multiple Intelligences model ofleaming,
Camelot reaches reluctant learners and is currently in use in 44 states.
This year Camelot Learning developed and produced a training DVD, making it easy for school
systems to train teachers and teacher aides in delivery of this effective math intervention
program. A manipulative rich curriculum with all materials included, Camelot is already easy
for teachers, and the game format is motivational for students. This DVD provides the
background information for why Camelot works, and walks teachers through the format and
lesson delivery. Many systems have expressed interest in training themselves, and this DVD is
the answer. For all orders over $5000, the DVD is provided gratis. Otherwise, the cost of the
DVD is only $75.00.
If you prefer, our staff can train your teachers. We recommend scheduling training in advance,
to ensure you secure the date that works best for you and your teaching staff. Training can be
condensed to two hours, or presented in four hours, depending on the professional development
schedule of your school system.
Camelot Learning Math Intervention is based on third party, independent research, and continues
to increase student math scores on standardized tests by 30%.
Strategic work often happens while students are not in the classroom, and this is a great time to
select a Math Intervention curriculum for grades K - 8. Our website provides detailed
information, and you may call 800-214-2404 to request a sample.
I wish you a renewing experience, and an energetic and productive school year. I hope to hear
from you soon, and look forward to working with you in the 2010- 2011 school year.
Warm wishes,
RoS a..
~irJ1..ba..L.Lht
Rosa Birnbaum
Director
Jackpot! Ideas for Classroom Rewards
Academic Activities
I
•
Go to the library to select a book
•
Help a classmate with an academic assignment
•
Help the teacher to present a lesson (e.g., by completing sample math problem on
blackboard, reading a section of text aloud, assisting cooperative learning groups on an
activity)
•
Invite an adult "reading buddy" of student's choice to classroom to read with student
•
Listen to books-an-tape
•
Play academic computer games
•
Read a book of his/her choice
•
Read a story aloud to younger children
•
Read aloud to the class
•
Select a class learning activity from a list of choices
•
Select a friend as a "study buddy" on an in-class work assignment
•
Select friends to sit with to complete a cooperative learning activity
•
Spend time (with appropriate supervision) on the Internet at academic sites
Helping Roles
•
'Adopt' a younger student and earn (through good behavior) daily visits to check in with
that student as an older mentor
•
Be appointed timekeeper for an activity: announce a 5-minute warning near end of activity
and announce when activity is over
•
Be given responsibility for assigning other students in the class to helping roles, chores,
or tasks
•
Complete chores or helpful activities around the classroom
•
Deliver school-wide announcements
•
Help the custodian
•
Help the library media specialist
•
Help a specials teacher (e.g., art, music, gym)
•
Take a note to the main office
•
Work at the school store
Praise/Recognition
•
Be awarded a trophy, medal, or other honor for good behavior/caring attitude
•
Be praised on school-wide announcements for good behavior or caring attitude
•
Be praised privately by the teacher or other adult
•
Design--or post work on--a class or hall bulletin board
•
Get a silent "thumbs up" or other sign from teacher indicating praise and approval
•
Have the teacher call the student's parent/guardian to give positive feedback about the
student
•
Have the teacher write a positive note to the student's parent/guardian
•
Post drawings or other artwork in a public place
•
Post writings in a public place
•
Receive a "good job" note from the teacher
,
I
Prizes/Privileges/Rewards
•
Allow student to call parent(s)
•
Be allowed to sit, stand, or lie down anywhere in the classroom (short of distracting other
I
children) during story time or independent seat work
•
Be dismissed from school 2 minutes early
•
Be given a 'raffle ticket' that the student writes name on and throws into a fishbowl for
prize drawings
•
Be permitted to sit in a reserved section of the lunchroom
•
Be sent to recess 2 minutes earlier than the rest of the class
•
Draw a prize from the class 'prize box'
•
Earn behavior-points or -tokens to be redeemed for prizes or privileges
•
Have first choice in selecting work materials (e.g., scissors, crayons, paper) and/or
seating assignments
•
Have lunch in the classroom with the teacher
•
IOU redeemable for credit on one wrong item on a future in-class quiz or homework
assignment
•
Receive a coupon to be redeemed at a later time for a preferred activity
•
Receive a sticker
•
Receive candy, gum, or other edible treats
•
Receive pass to "Get out of one homework assignment of your choice"
•
Select a class fun activity from a list of choices
•
Select the pizza toppings for a class pizza party
•
Sit near the teacher