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Creating an RTI Culture at the
Building Level in Order to Make
Sound Eligibility Decisions
Oak Hills Local School DistrictCincinnati, Ohio
UC Summer InstituteJune 14 &15, 2010
Keri Bennett, Ed.S. School Psychologist at C.O. Harrison ElementaryChelsey Schneider, Ed.S. School Psychologist at Bridgetown MSBrooks Klosterman, M.Ed Regular Education Teacher at Bridgetown MSJessica Fuhrman, Ed.S. School Psychologist at Oak Hills High School Amy McNabb, Ed.S. School Psychologist at Oak Hills High School
Objectives
•Demonstrate the shift from traditional intervention services to full RTI implementation
•Provide examples of the application of RTI at the building level
•Discuss how the implementation of RTI is building a culture for making sound eligibility decisions
COH DEMOGRAPHICS Approximately 1000 students 94.9% White, Non Hispanic 9.8% Economically
Disadvantaged 11.0% Students identified with
Disabilities 1 Principal, 1 Assistant Principal 2 school psychologists COH rated “Excellent” for the
past 7 years
PAST….2007-2008
Universal ScreeningDIBELS All students 3x per yearAdministered by classroom teachers
No fidelity checks
PAST….2007-2008 Tier 2 Intervention
PALS, Corrective Reading, Sight Word and Repeated Reading groups
Standard protocol approachProgress monitored bi-weeklyDelivered by intervention aides
Tier 3 InterventionOngoing problem solving for students
not making adequate progressDelivered by Intervention Specialist
PAST…2008-2009 Universal Screening
AIMSweb Reading All students 3x per yearAdministered by District TeamFidelity checks prior to each administration
PAST…2008-2009 Tier 2 Intervention
PALS (Kindergarten-First)Repeated Reading and Sight Word groups
(Grade 2)Corrective Reading (Grades 3-5) Standard protocol approach 30 minutes daily per grade levelProgress monitored weeklyDelivered by intervention aides
Tier 3 InterventionOngoing problem solving for students not
making adequate progressDelivered by Intervention Specialist
PRESENT…2009-2010 Universal Screening
K-5 Reading measures 3x per year
K-3 numeracy measures 3x per year
Inter-rater reliability checks prior to each administration
PRESENT…2009-2010
Tier 2 InterventionPALS, Repeated Readings, Sight Word groups, and Corrective Reading continue
6 Minute Solution added to Grade 3Weekly Progress MonitoringFidelity checksGrade level team meetings once per month
Problem solving meetings for students not making adequate progress
Outcome DataSee handout
PRESENT…2009-2010 Tier 3 Interventions
Ongoing problem solving for students not making adequate progress
Delivered by Intervention Specialist
FUTURE…2010-2011…AND BEYOND
Universal ScreeningContinue AIMSweb for literacy and numeracy
Tier 1 InstructionAdopt Reading Street as core curriculum
FUTURE…2010-2011…AND BEYOND
Tier 2 InterventionMy Sidewalks-literacy Number Worlds-numeracy
Tier 3 InterventionOngoing problem solving for students not making adequate progress
Delivered by Intervention Aide and/or Intervention Specialist
Increase use of research based programs
RTI PAST, PRESENT, AND
FUTURE AT BRIDGETOWN
MIDDLE SCHOOL
CHELSEY SCHNEIDER, [email protected]
BROOKS KLOSTERMAN, [email protected]
BMS DEMOGRAPHICS 622 students 6th – 8th 94.2% White, Non Hispanic 11.7% Students with Disabilities 1 Principal 1 Assistant principal 2 school psychologists 38 Certified Teachers
A. Student Learning
B. Embraced Theory
of Change
C. Core leadership
Team
D. Knowledge Building
E. Sustain success
CORE BELIEFS
PAST….2007-2008
Tier 2 InterventionStudents selected OAA, and teacher recommendation
Teacher created strategies focusing OAA
18
PAST….2008-2009
Universal ScreeningAimsweb 3x per yearAdministered by District Team
PAST….2008-2009 Tier 2 InterventionStudents selected based on CBMs, OAA, and teacher recommendation
3 groups per grade levelTeacher created strategies focusing on fluency, decoding & OAA
20
PRESENT…2009-2010
Building Level RTI academic team createdYear 1 of School-wide PBS
Outcome Data (see handout)
Universal ScreeningAll students assessed 3x per year R-CBM and MazeDistrict screening team
Tier 2 InterventionCorrective ReadingStudents selected based on CBM, OAA,
and teacher recommendation
Tier 2 Outcome DataSee handout
PRESENT…2009-2010
PRESENT…2009-2010
Tier 3 Intervention2-4 times per weekSmall group and individualRepeated reading with error correction
FUTURE…2010-2011…AND BEYOND
Academic Study skills & organization Increase Tier 1 supportBalance focus of OAA and basic skills Math Intervention
BehaviorStrengthen Tier 1 PBS support
Behavior screenings Social Emotional Curriculum
Tier 2 behavior interventions Mentoring Program Check & Connect
RTI PAST, PRESENT,
AND FUTURE AT OAK HILLS HIGH SCHOOL
JESSICA FUHRMAN, [email protected]
AMY MCNABB, [email protected]
OHHS DEMOGRAPHICS Approximately 2800 students 95.1% White, Non Hispanic 13.8% Students identified with
Disabilities 5 Principals 5 Counselors 2 school psychologists High School rated “Excellent” for
2008-2009 school year
PAST….2007-2008
Tier 2 Intervention Algebra 1 Rescue! Reading RewardsProgress monitored bi-weekly by AIMSweb maze
No selection process
PAST…2008-2009
Universal Screening 9th and 10th grade 3X per yearAIMSweb R-CBM and Maze
Tier 2 InterventionReading Rewards (grade 9)Progress monitored bi-weekly using maze
Buckle Down OGT Prep (grade 10)No selection process
PRESENT…2009-2010 Universal Screening
9th and 10th grade 3X per yearR-CBM and MazeMath concepts and Applications (MCAP)
PRESENT…2009-2010
Tier 2 InterventionCorrective ReadingStudent Selection based on participation in a special education supplemental class
Progress MonitoringBi-weekly by AIMSweb maze 4 times per year with R-CBM
Outcome DataSee handout
PRESENT…2009-2010 Tiers 1, 2, and 3
PBS trainingPlanning phase for Tier 2 and Tier 3 math and reading interventions
FUTURE…2010-2011…AND BEYOND
Screening New enrollmentsAt risk studentsMazeUniversal screening at end of year
Tier 1 InstructionPBSRTI teams developedProblem solving/referral process re-designed
FUTURE…2010-2011…AND BEYOND
Tier 2 InterventionRead 180 (grades 9 and 10)
Students selected based on Maze, 8th grade OAT, teacher recommendation
Progress monitored one time per month using maze
Data analyzed prior to end of each semester
Math intervention (grades 9 and 10) Students selected based on Spring MCAP, OAT,
teacher recommendation Progress monitored one time per month with
MCAP Data analyzed prior to end of each semester
FUTURE…2010-2011…AND BEYOND
Tier 2 InterventionStructured study hallTarget: Organization, work
completion and study skills 9th grade regular education students Students selected based core class
failures, attendance, teacher recommendation
FUTURE…2010-2011…AND BEYOND
Tier 3 InterventionCorrective Reading (grades 9 and
10) Students selected based on Spring Maze
data, OAT, and teacher recommendation Progress monitored bi-weekly using maze Data analyzed monthly by Reading RTI team
MAKING SOUND ELIGIBILITY
DECISIONS AS A DISTRICT
•Problem Solving Process•Policies and Procedures Manual•Student Support Services Website
