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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

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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


Rti past, present, and future at C.O. Harrison ElementaryKeri Bennett, [email protected]


Coh demographics
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
Past….2007-2008

  • Universal Screening

    • DIBELS

    • All students 3x per year

    • Administered by classroom teachers

    • No fidelity checks


Past 2007 20081
Past….2007-2008

  • 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


Past 2008 2009
Past…2008-2009

  • Universal Screening

    • AIMSweb Reading

    • All students 3x per year

    • Administered by District Team

    • Fidelity checks prior to each administration


Past 2008 20091
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 level

    • Progress monitored weekly

    • Delivered by intervention aides

  • Tier 3 Intervention

    • Ongoing problem solving for students not making adequate progress

    • Delivered by Intervention Specialist


Present 2009 2010
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 20101
Present…2009-2010

  • 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


Present 2009 20102
Present…2009-2010

  • Tier 3 Interventions

    • Ongoing problem solving for students not making adequate progress

    • Delivered by Intervention Specialist


Future 2010 2011 and beyond
Future…2010-2011…and beyond

  • Universal Screening

    • Continue AIMSweb for literacy and numeracy

  • Tier 1 Instruction

    • Adopt Reading Street as core curriculum


Future 2010 2011 and beyond1
Future…2010-2011…and beyond

  • 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


Rti past, present, and future at Bridgetown middle schoolChelsey Schneider, [email protected] Klosterman, [email protected]


Bms demographics
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


Core beliefs

A. Student Learning

B. Embraced Theory of Change

C. Core leadership Team

D. Knowledge Building

E. Sustain success


Past 2007 20082
Past….2007-2008

  • Tier 2 Intervention

    • Students selected OAA, and teacher recommendation

    • Teacher created strategies focusing OAA


Past 2008 20092
Past….2008-2009

  • Universal Screening

    • Aimsweb

    • 3x per year

    • Administered by District Team


Past 2008 20093
Past….2008-2009

  • 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


Present 2009 20103
Present…2009-2010

  • 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


Present 2009 20104
Present…2009-2010

  • Tier 2 Intervention

    • Corrective Reading

    • Students selected based on CBM, OAA, and teacher recommendation

  • Tier 2 Outcome Data

    • See handout


Present 2009 20105
Present…2009-2010

  • Tier 3 Intervention

    • 2-4 times per week

    • Small group and individual

    • Repeated reading with error correction


Future 2010 2011 and beyond2
Future…2010-2011…and beyond

  • 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


Rti past, present, and future at oak hills high schooljessicafuhrman, [email protected], [email protected]


Ohhs demographics
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 20083
Past….2007-2008

  • Tier 2 Intervention

    • Algebra 1 Rescue!

    • Reading Rewards

    • Progress monitored bi-weekly by AIMSweb maze

    • No selection process


Past 2008 20094
Past…2008-2009

  • Universal Screening

    • 9th and 10th 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


Present 2009 20106
Present…2009-2010

  • Universal Screening

    • 9th and 10th grade

    • 3X per year

    • R-CBM and Maze

    • Math concepts and Applications (MCAP)


Present 2009 20107
Present…2009-2010

  • 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


Present 2009 20108
Present…2009-2010

  • Tiers 1, 2, and 3

    • PBS training

    • Planning phase for Tier 2 and Tier 3 math and reading interventions


Future 2010 2011 and beyond3
Future…2010-2011…and beyond

  • 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


Future 2010 2011 and beyond4
Future…2010-2011…and beyond

  • Tier 2 Intervention

    • Read 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 beyond5
Future…2010-2011…and beyond

  • Tier 2 Intervention

    • Structured study hall

    • Target: Organization, work completion and study skills

      • 9th grade regular education students

      • Students selected based core class failures, attendance, teacher recommendation


Future 2010 2011 and beyond6
Future…2010-2011…and beyond

  • 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


Making sound eligibility decisions as a district

Making sound eligibility decisions as a district

Problem Solving Process

Policies and Procedures Manual

Student Support Services Website


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