Creating an RTI Culture at the Building Level in Order to Make Sound Eligibility Decisions Oak Hills Local School District Cincinnati, Ohio UC Summer Institute June 14 &15, 2010 Keri Bennett, Ed.S. School Psychologist at C.O. Harrison Elementary Chelsey Schneider, Ed.S. School Psychologist at Bridgetown MS Brooks Klosterman, M.Ed Regular Education Teacher at Bridgetown MS Jessica 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

 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

 Universal Screening  DIBELS  All students 3x per year  Administered by classroom teachers  No fidelity checks

 Tier 2 Intervention  PALS, Corrective Reading, Sight Word and Repeated Reading groups  Standard protocol approach  Progress monitored bi-weekly  Delivered by intervention aides  Tier 3 Intervention  Ongoing problem solving for students not making adequate progress  Delivered by Intervention Specialist

 Universal Screening  AIMSweb Reading  All students 3x per year  Administered by District Team  Fidelity checks prior to each administration

 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 level  Progress monitored weekly  Delivered by intervention aides  Tier 3 Intervention  Ongoing problem solving for students not making adequate progress  Delivered by Intervention Specialist

 Universal Screening  K-5 Reading measures 3x per year  K-3 numeracy measures 3x per year  Inter-rater reliability checks prior to each administration

 Tier 2 Intervention  PALS, Repeated Readings, Sight Word groups, and Corrective Reading continue  6 Minute Solution added to Grade 3  Weekly Progress Monitoring  Fidelity checks  Grade level team meetings once per month  Problem solving meetings for students not making adequate progress  Outcome Data  See handout

 Tier 3 Interventions  Ongoing problem solving for students not making adequate progress  Delivered by Intervention Specialist

 Universal Screening  Continue AIMSweb for literacy and numeracy  Tier 1 Instruction  Adopt Reading Street as core curriculum

 Tier 2 Intervention  My Sidewalks-literacy  Number Worlds-numeracy  Tier 3 Intervention  Ongoing problem solving for students not making adequate progress  Delivered by Intervention Aide and/or Intervention Specialist  Increase use of research based programs

 622 students  6 th – 8 th  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

 Tier 2 Intervention  Students selected OAA, and teacher recommendation  Teacher created strategies focusing OAA

 Universal Screening  Aimsweb  3x per year  Administered by District Team 18

 Tier 2 Intervention  Students selected based on CBMs, OAA, and teacher recommendation  3 groups per grade level  Teacher created strategies focusing on fluency, decoding & OAA

 Building Level  RTI academic team created  Year 1 of School-wide PBS Outcome Data (see handout)  Universal Screening  All students assessed 3x per year  R-CBM and Maze  District screening team 20

 Tier 2 Intervention  Corrective Reading  Students selected based on CBM, OAA, and teacher recommendation  Tier 2 Outcome Data  See handout

 Tier 3 Intervention  2-4 times per week  Small group and individual  Repeated reading with error correction

 Academic  Study skills & organization  Increase Tier 1 support  Balance focus of OAA and basic skills  Math Intervention  Behavior  Strengthen Tier 1 PBS support Behavior screenings Social Emotional Curriculum  Tier 2 behavior interventions Mentoring Program Check & Connect

 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 school year

 Tier 2 Intervention  Algebra 1 Rescue!  Reading Rewards  Progress monitored bi-weekly by AIMSweb maze  No selection process

 Universal Screening  9 th and 10 th grade  3X per year  AIMSweb R-CBM and Maze  Tier 2 Intervention  Reading Rewards (grade 9)  Progress monitored bi-weekly using maze  Buckle Down OGT Prep (grade 10)  No selection process

 Universal Screening  9 th and 10 th grade  3X per year  R-CBM and Maze  Math concepts and Applications (MCAP)

 Tier 2 Intervention  Corrective Reading  Student Selection based on participation in a special education supplemental class  Progress Monitoring Bi-weekly by AIMSweb maze 4 times per year with R-CBM  Outcome Data  See handout

 Tiers 1, 2, and 3  PBS training  Planning phase for Tier 2 and Tier 3 math and reading interventions

 Screening  New enrollments  At risk students  Maze  Universal screening at end of year  Tier 1 Instruction  PBS  RTI teams developed  Problem solving/referral process re- designed

 Tier 2 Intervention  Read 180 (grades 9 and 10) Students selected based on Maze, 8 th 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

 Tier 2 Intervention  Structured study hall  Target : Organization, work completion and study skills 9 th grade regular education students Students selected based core class failures, attendance, teacher recommendation

 Tier 3 Intervention  Corrective 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

Problem Solving Process Policies and Procedures Manual Student Support Services Website