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RTI Module 2 Fish Bowl Activity Facilitator You are the facilitator at your school’s first RTI meeting. You have had several practice sessions to establish a series of steps to follow at the meeting, based on the problem solving model (see attached sheet) You want to introduce the purpose of the meeting through the script provided ( see attached) and follow the steps in the problem solving sequence to attain an intervention plan agreed by the group for the referred child. You have established personnel in the team who will take notes (recorder) and who will work as timekeeper within the meeting (timekeeper). The recorder will also guide the group during te goal setting process with specific processes to follow at this time. Your reading interventionist and other RTI team personnel are present for this meeting. Specific Goal suggestion for Mark: Within 6 weeks time, Mark will: * use all sources of information to identify unknown words * reread when meaning is lost * self correct when meaning is lost by asking does it make sense?, does it sound right, does it look right * learn all words in sight vocab blue level Some of the suggestions you will make for Mark in his intervention plan include: * Continue specific Reading Workshop inclusive of Read-Aloud, Shared text, Guided Reading etc. * Plan specifically for Mark’s needs during Shared Text, small group strategy lesson, Guided Reading inclusive of: * Focus on specifically developing cueing systems- meaning, structure as well as visual cues to make out unknown words * Specifically teach reading on to trouble shoot (meaning) * Predict and check predictions * Make specific the reading strategies being used to attack unknown words * Model “stop and think”-talk about ideas in text as they read * Strategy of rereading to build fluency and increase comprehension * Try to focus on using “prompts to support strategy use”- (see attached sheet)

RTI Module 2 Fish Bowl Activity


Recorder (Teacher/Case Manager) You are the recorder at your school’s first RTI meeting. You have had several practice sessions to establish a series of steps to follow at the meeting, based on the problem solving model (see attached sheet). Your responsibility is to take specific notes during the meeting and when the goals are being set, you are familiar with following the attached guidelines As Case Manager you have met with the referring teacher prior to the meeting and recommended she gather her assessment data as well as background information about the student from cumulative folder. Specific Goal suggestion for Mark: Within 6 weeks time, Mark will: * use all sources of information to identify unknown words-meaning, structure * reread when meaning is lost * self correct when meaning is lost by asking does it make sense?, does it sound right, does it look right * increase sight vocabulary- blue level Some of the suggestions you will make for Mark in his intervention plan include: * Continue specific Reading Workshop inclusive of Read-Aloud, Shared text, Guided Reading etc. * Plan specifically for Mark’s needs during Shared Text, small group strategy lesson, Guided Reading inclusive of: * Focus on specifically developing cueing systems- meaning, structure as well as visual cues to make out unknown words * Specifically teach reading on to trouble shoot (meaning) * Predict and check predictions * Make specific the reading strategies being used to attack unknown words * Model “stop and think”-talk about ideas in text as they read * Strategy of rereading to build fluency and increase comprehension * Try to focus on using “prompts to support strategy use”- (see attached sheet)


RTI Module 2 Fish Bowl Activity Timekeeper (Guidance Officer) You are the timekeeper at your school’s first RTI meeting. You have had several practice sessions to establish a series of steps to follow at the meeting, based on the problem solving model (see attached sheet). In the development of the plan, you will remind everyone in Step 8 about the need for monitoring the progress of this intervention plan and set a date for progress monitoring in 5-6 weeks time. You will also volunteer to check in with teacher During the discussion of the intervention plan for Mark you also suggest that it may be useful to increase the amount of reading Mark is doing and that you are presently organizing a “peer tutor” program at breakfast and will organize to train a Grade 5 “buddy tutor” who can hear his reading in the morning before school. Specific Goal suggestion for Mark: Within 6 weeks time, Mark will: * use all sources of information to identify unknown words * reread when meaning is lost * self correct when meaning is lost by asking does it make sense?, does it sound right, does it look right * increase sight vocabulary- blue level Some of the suggestions you will make for Mark in his intervention plan include: * Continue specific Reading Workshop inclusive of Read-Aloud, Shared text, Guided Reading etc. * Plan specifically for Mark’s needs during Shared Text, small group strategy lesson, Guided Reading inclusive of: * Focus on specifically developing cueing systems- meaning, structure as well as visual cues to make out unknown words * Specifically teach reading on to trouble shoot (meaning) * Predict and check predictions * Make specific the reading strategies being used to attack unknown words * Model “stop and think”-talk about ideas in text as they read * Strategy of rereading to build fluency and increase comprehension * Try to focus on using “prompts to support strategy use”- (see attached sheet)

RTI Module 2 Fish Bowl Activity


Referring Teacher You are the referring Grade 2 teacher at your school’s first RTI meeting. It is the first month of school and you are referring a child, Mark, who you have been exceptionally worried about in terms of reading. Before this meeting, you have gathered his background information and accessed his cumulative folder for all background data. He is from an English as a Second Language background, with Spanish spoken at home but Mum and Dad also speak English. Concerns: Knowing the benchmark for your school for end of Grade One is reading Level I, you have used running records to ascertain that he is: • reading at level C • attempting unknown words through visual cues only • Little use of meaning or structure cues • not rereading when meaning is lost • has low inferential understanding of the text- difficulty remembering details from text and pictures • still developing a high frequency reading vocabulary • ECLAS 2 shows he has some basic knowledge about concepts about print and basic letter/sound understanding Strengths * Is attempting to solve new words using knowledge of letter/sound relationships and word parts. * He is prepared to work hard and really wants to learn to read. His progress was not discussed with anyone in Grade One except the teacher and an AIS teacher and it was decided to give him time to develop. Prior to this meeting, you have completed the referral sheet for the RTI team and informally discussed your concerns and Mark’s needs with the Case Manager. RTI Module 2 Fish Bowl Activity Reading Interventionist You are the reading interventionist, an RTI team member, attending your school’s first RTI meeting. You have had several practice sessions to establish a series of steps to follow at the meeting, based on the problem solving model (see attached sheet) You are working through the problem solving steps/processes of the RTI meeting Specific Goal suggestion for Mark: Within 6 weeks time, Mark will: * use all sources of information to identify unknown words * reread when meaning is lost


* self correct when meaning is lost by asking does it make sense?, does it sound right, does it look right * increase sight vocabulary- blue level Some of the suggestions you will make for Mark in his intervention plan include: * Continue specific Reading Workshop inclusive of Read-Aloud, Shared text, Guided Reading etc. * Plan specifically for Mark’s needs during Shared Text, small group strategy lesson, Guided Reading inclusive of: * Focus on specifically developing cueing systems- meaning, structure as well as visual cues to make out unknown words * Specifically teach reading on to trouble shoot (meaning) * Predict and check predictions * Make specific the reading strategies being used to attack unknown words * Model “stop and think”-talk about ideas in text as they read * Strategy of rereading to build fluency and increase comprehension * Try to focus on using “prompts to support strategy use”- (see attached sheet)


Fish Bowl