1. Clear Target ▪I can determine which intervention to use for a specific skill deficit and implement with fidelity.

2. Mama called the Doctor and the doctor said…. Your doctor would declare one of the following … So now what? TIER 3-Intensive There is a major problem we have to take you to the hospital immediately and hook you up to IV’s to save your life. TIER 2-Strategic Something's not right, you’re going to need a remedy to get your health back TIER 1-Benchmark Healthy

3. We have drilled down…now what? The QPS, Blachowitcz, or BRI diagnosed a specific problem. Now what? Skills need to be explicitly taught and specific interventions need to be used. Quality instruction begins with the teacher modeling, explaining, or demonstrating. Tier 2 and Tier 3 are to provide intense intervention. Thus, there must be direct instruction before students ever begin to practice..

4. 5 Critical Compo nents of Readin g

5. Phonemic Awareness What is Phonemic Awareness? ▪the ability to hear, identify, and manipulate individual sounds- phonemes-in spoken words

6. Phonemic Awareness Counting Words, Syllables and Phonemes Phoneme Segmentation Phoneme Manipulation Phoneme Blending Rhyme (songs, chants, raps, nursery rhymes) Elkonin Boxes Tongue Twisters Rounding Up the Rhymes

7. Phonics What is Phonics? ▪The method of teaching children to associate sounds of spoken language with symbols (letters or a group of letters) and create links to word recognition and decoding skills necessary for reading.

8. Phonics Letter Sound Correspondence Word Sorts Making Words Phoneme- Grapheme mapping Brand Name Phonics Changing a Hen to a Fox Guess the Covered Word

9. If Phonics isn’t the problem, what is? Sight word Recognition Fluency Comprehension Vocabulary

10. Sight Words Sight word Recognition Concentration War Bingo Bean Bag toss Swat

11. Improving Fluency ▪Choral Read ▪Echo Read ▪Chunking ( FCRR ) ▪ Beat My Time ▪Signal Reading

12. Vocabulary Intervention ▪Error word Recognition: The teacher/tutor writes down word errors as a student reads and makes mistakes. ▪ Flashcards of those errors made and used to build reading vocabulary. ▪Vocabulary Pictures ▪Word Supply

13. Comprehension Interventions Students who struggle with comprehension must be systematically and explicitly taught to do the following: Monitor comprehension Use graphic organizers to illustrate concepts and relationships between concepts in a text Think about thinking- metacognition Answer as well as generate questions Recognize story structure Summarize

14. Written Expression ▪ 6 + 1 Traits: Ideas, Organization, Voice, Word Choice, sentence fluency, conventions, presentation ▪Write From the Beginning Lessons ▪Thinking maps (writing) ▪POW TIDE/ POW TREE/ POW C Space

15. Case Studies Read the case study assigned to your table. Visit the wikipage http://cmcssrti.wikispaces.com/http://cmcssrti.wikispaces.com/. Click on resources and then go to The RTI Menu by Dr. Sherri Dobbs SantoThe RTI Menu by Dr. Sherri Dobbs Santo. Find an intervention that would be appropriate for the student.

18. Closure I can determine which intervention to use for a specific skill deficit and implement with fidelity.