Each school has its own culture shaped by many external factors. It came from Mr. Straitread’s room. Institute for Scaling Evidence Based Education, Webinar: Promoting Equity Through Culturally Responsive Teaching Practices, Wednesday, January 27, 2021 | 12:00pm EST (60 Minutes), Intentional crafting of stories and questions that promote a growth-mindset in learners, Emphasis on student interactions with the text, Grammar taught in context to improve metacognition about how language works, Built-in supports for hard-to-diagnose yet common learning challenges, Differentiated lessons that improve metacognition and encourage active manipulation of content, Participate in close reading of literary and informational texts, Practice writing responses to text-based questions, Close read literary and informational texts, Comprehension questions designed to emphasize text-based or evidence-based answers, Teacher “think-alouds” to demonstrate how comprehension and writing skills are applied to complex texts and ideas. interventions for students who are struggling in learning to read. Our curriculum includes: AchieveReading provides skill-based instruction in phonics, comprehension, vocabulary, and fluency. If your intervention strategies are working, continue to use them. This would penalize students who continuously fail to complete work. Introduce new readers to concepts of print, strengthening essential reading skills and teaching strategies. English Learners (EL) ... -to-use educator management system that provides quick access to a complete suite of reports that show growth at the student, class, school, and district levels. Related Resources on the LD@school Website. This is not intended as student discipline but as an academic aid to success. After they have served a Saturday School, it would reset, and they would have 3 more incomplete/zeros before they are required to serve another Saturday School. Students who have two or more classes in which they have below a 70% would be required to stay until the normal dismissal time, during which they will receive extra assistance in each class they are struggling. Whether or not your school is presently implementing RTI, you will want to be prepared to ask and answer key questions regarding the opportunities RTI presents in high school settings. It was late afternoon at Werebored High School. Still, some secondary institutes don’t have the luxury of employing specialists. During class, students: AchieveReading Flex develops student vocabulary, phonics, fluency, writing, and reading comprehension. Computer-Assisted Instruction (CAI), such as Jostens/Compass Learning, and Accelerated Reader. Achieve Literacy lessons are delivered in a small-group setting and have been developed to meet the diverse needs of learners. Catapult Learning’s reading and literacy intervention programs include: Explicit instruction in phonemic awareness, phonics, reading fluency, vocabulary development, and reading comprehension, A diagnostic and prescriptive approach that creates a personalized learning plan to guide instruction and differentiation, Shared reading, guided reading, and text analysis, Literacy-focused instruction in reading, writing, speaking, and listening, Formative assessment and on-going growth monitoring. We provide continuous professional development to integrate research-based instructional practices into our teaching. (2010) SEDL. Our Reading Intervention programs provide intensive, small-group instruction for students struggling with grade level content and concepts. If your school has a reading or literacy specialist or an RTI team, fill them in on your observations. Even though instructional interventions are formalized, they can be flexible, too. Response to Intervention Resources for High School Provides resources useful in implementing the key components of RtI at the high school level: universal screening, high-quality instruction and intervention, progress monitoring, and the use of data to make instructional decisions. Reading First legislation (targeting Grades K–3) requires funded schools to choose a core program, analyze the program for areas of weakness, and choose supplements that address those weaknesses; at the same time, schools are cautioned not to use several programs that all address the same elements. students with severe reading deficits (Lovett, Barron, & Frijters, 2013; Lovett et al., 2012). For example, if a program isn’t helping a student, the school might change it. Students could also participate in this intervention by serving a Saturday School. Intervention has become an important tool for servicing students who struggle academically particularly in reading and/or math. This program is aimed at two primary groups of students: This intervention program has been designed with several strategies to help these students. It is important to understand that what works for one school may not work in another. I opened the door. Any student who turns in an incomplete or a zero would be required to serve an 8th hour the day that assignment was due. ... High School. Always plan to address students at risk in your learning tasks, instructions, and directions. Sixth grade students who struggle with fluency and word structure make gains across all subject areas as they become confident and successful readers by using the REWARDS intervention program. Students work on grade-level reading skills. The Fast Friday intervention has been designed to motivate students to keep their grades above a 70% and to provide extra assistance for those students who have grades below a 70%. The intervention program should be run by a reading specialist or certified teacher and could be held during an "8th hour," or an immediate extension of the school day running every day. This privilege would be extended only to students maintaining grades of 70% or above. Principals and teachers need to work together to figure out what aspects of a program are applicable to their school’s unique situation. Premise: Most students do not want to spend extra time at school. Instead, teachers should recommend students who struggle with fluency for intervention services. The focus in kindergarten and first grade is on word recognition and fluency. Aligned to local, state, and national standards using the most up-to-date research and our scientifically-based instructional model. I investigated. Computer-Assisted Instruction (CAI), such as Jostens/Compass Learning, and Accelerated Reader. That doesn’t mean that schools shouldn’t have intervention programs in place for their middle school and high school students. Our curriculum is designed to develop students’ skills across the 5 pillars of reading: This field is for validation purposes and should be left unchanged. Motivating students will lead to improvement and growth in all areas of academics. Using Technology to Enhance RtI Implementation A Powerful Reading Program That Works The truth is that the older the student is, the more difficult it becomes to get a student who is behind back on grade level. To provide free, high quality educational resources for students in the United States, Canada and around the world through online learning. Click here to access the article WIST Program: A strategy to improve orthographic memory in students with reading disabilities. This could mean increasing the amount of time a student gets reading support each week. Reading PALS is a whole-class peer-tutoring program that can be used with students from kindergarten through sixth grade and in high school. Students who have only one class in which they are below a 70% would be required to stay after lunch only for a short time, during which they will receive extra assistance in the class which they are struggling. Our reading intervention programs, Achieve Literacy (for grades K-5) and AchieveReading (for grades 6-8) accelerate literacy growth and improve oral language. If a student turns in a combination of 3 incomplete and/or zeros during a half-term period, then the student would be required to serve a Saturday School. The student would be required to collect their assignments the morning they return. With that in mind, we explore two different middle school/high school intervention programs.