Rti past, present, and future at C.O. Harrison Elementary Keri Bennett, ED.S bennett_koakhills.hccanet

3. Rti past, present, and future at C.O. Harrison ElementaryKeri Bennett, ED.Sbennett_k@oakhills.hccanet.org

4. 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

5. Past�.2007-2008 Universal Screening DIBELS All students 3x per year Administered by classroom teachers No fidelity checks No universal screening measures, no formal interventions for regular education students, POD structure: 9th and 10th grade IVS paired with four core teachers in different content areas. 9th and 10th grade special education students were randomly assigned to a �pod�. IVS saw every student on their caseload daily. Students moved to each core class with the same group of students. Taught by IVS but not necessarily in their content area. Low comfort levels despite ongoing PD. No universal screening measures, no formal interventions for regular education students, POD structure: 9th and 10th grade IVS paired with four core teachers in different content areas. 9th and 10th grade special education students were randomly assigned to a �pod�. IVS saw every student on their caseload daily. Students moved to each core class with the same group of students. Taught by IVS but not necessarily in their content area. Low comfort levels despite ongoing PD.

6. 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 based upon screening data, Limited treatment integrity or analyzing data to make changes, Intervention not implemented as intended, 2-3 days per week of reading intervention based upon screening data, Limited treatment integrity or analyzing data to make changes, Intervention not implemented as intended, 2-3 days per week of reading intervention

7. Past�2008-2009 Universal Screening AIMSweb Reading All students 3x per year Administered by District Team Fidelity checks prior to each administration Explain district team, Explain district team,

8. 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 Analyzing of data and shared with staff members, Limited treatment integrity and intervention was implemented as intended Analyzing of data and shared with staff members, Limited treatment integrity and intervention was implemented as intended

9. 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 Pods 9th grade-same structure however; different IVS and some different teachers Look 2 Learning-brief, frequent, observations by admin. to provide data to teacher to improve student learningPods 9th grade-same structure however; different IVS and some different teachers Look 2 Learning-brief, frequent, observations by admin. to provide data to teacher to improve student learning

10. 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 Progress monitoring graphs shared with teachers and parents quarterly, All interventions are implemented as intended, Analyzed weekly and share info with teachers as needed Grade level meetings to discuss intervention quarterly, Teachers trained in implementing intervention (6 minute solution), Progress monitored with all students quarterly, Intervention implemented as designed Progress monitoring graphs shared with teachers and parents quarterly, All interventions are implemented as intended, Analyzed weekly and share info with teachers as needed Grade level meetings to discuss intervention quarterly, Teachers trained in implementing intervention (6 minute solution), Progress monitored with all students quarterly, Intervention implemented as designed

11. Present�2009-2010 Tier 3 Interventions Ongoing problem solving for students not making adequate progress Delivered by Intervention Specialist Potential next steps for individual student problem solving-intervention plan, further assessment, team meeting, small groups formed etc..Potential next steps for individual student problem solving-intervention plan, further assessment, team meeting, small groups formed etc..

12. Future�2010-2011�and beyond Universal Screening Continue AIMSweb for literacy and numeracy Tier 1 Instruction Adopt Reading Street as core curriculum Ongoing professional development with all teachers and specialists, Ongoing professional development with all teachers and specialists,

13. 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

14. Rti past, present, and future at Bridgetown middle schoolChelsey Schneider, ED.SSchneider_C@oakhills.hccanet.orgBrooks Klosterman, ME.dklosterman_B@oakhills.hccanet.org

15. 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 

16. A. Student Learning B. Embraced Theory  of Change  C. Core leadership  Team D. Knowledge Building E. Sustain success

17. Past�.2007-2008  Tier 2 Intervention Students selected OAA, and teacher recommendation Teacher created strategies focusing OAA 

18. Past�.2008-2009 Universal Screening Aimsweb 3x per year Administered by District Team 18 Grouped by Skill Level, Introduction RTI : Consultation Model , Staff Trainings , Accommodations, Modifications & Interventions, Restructured Daily Schedule, Teachers - 2 planning periods, Bobcat Connections was born ? Grouped by Skill Level, Introduction RTI : Consultation Model , Staff Trainings , Accommodations, Modifications & Interventions, Restructured Daily Schedule, Teachers - 2 planning periods, Bobcat Connections was born ?

19. 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  

20. 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 20 Established School Expectations Respect Yourself Respect Others Respect Your Environment Developed School Matrix Video using BMS students School Kick-Off Created Incentive Plans Quarterly Incentive Trips - Grade Level Bobcat Best Tickets Developed School-Wide Referral Forms Citation & Office Forms Data System - Excel Teachers became advocates, Increased accountability, Corrective Reading Assessments used to place students Established School Expectations Respect Yourself Respect Others Respect Your Environment Developed School Matrix Video using BMS students School Kick-Off Created Incentive Plans Quarterly Incentive Trips - Grade Level Bobcat Best Tickets Developed School-Wide Referral Forms Citation & Office Forms Data System - Excel Teachers became advocates, Increased accountability, Corrective Reading Assessments used to place students

21. Present�2009-2010 20-45 minutes per session, Students� chart progress, Reading passages @ instructional level, Review Progress 4-6 Weeks, Backward Benchmarking, Intervention Specialist 20-45 minutes per session, Students� chart progress, Reading passages @ instructional level, Review Progress 4-6 Weeks, Backward Benchmarking, Intervention Specialist

22. Present�2009-2010 Tier 3 Intervention 2-4 times per week Small group and individual Repeated reading with error correction

23. 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

24. Rti past, present, and future at oak hills high schooljessica fuhrman, ed.sfuhrman_j@oakhills.hccanet.orgamy mcnabb, ed.smcnabb_a@oakhills.hccanet.org

25. 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

26. Past�.2007-2008 Tier 2 Intervention Algebra 1 Rescue! Reading Rewards Progress monitored bi-weekly by AIMSweb maze No selection process Intervention not implemented as intended 2 days of Math intervention, 2 days per week of Reading intervention, 1 day for homework, tests, etc� No universal screening measures, no formal interventions for regular education students, POD structure: 9th and 10th grade IVS paired with four core teachers in different content areas. 9th and 10th grade special education students were randomly assigned to a �pod�. IVS saw every student on their caseload daily. Students moved to each core class with the same group of students. Taught by IVS but not necessarily in their content area. Low comfort levels despite ongoing PD. Taught by Intervention Specialists (IVS) � credit earned for full year class No selection process - special education students who signed up for a supplemental received the intervention (maximum 16 students per class) Intervention not implemented as intended 2 days of Math intervention, 2 days per week of Reading intervention, 1 day for homework, tests, etc� No universal screening measures, no formal interventions for regular education students, POD structure: 9th and 10th grade IVS paired with four core teachers in different content areas. 9th and 10th grade special education students were randomly assigned to a �pod�. IVS saw every student on their caseload daily. Students moved to each core class with the same group of students. Taught by IVS but not necessarily in their content area. Low comfort levels despite ongoing PD. Taught by Intervention Specialists (IVS) � credit earned for full year class No selection process - special education students who signed up for a supplemental received the intervention (maximum 16 students per class)

27. 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 Did not use the data to actually �screen� students, Taught by IVS, � credit earned No selection process - special education students who signed up for a supplemental received the intervention, Progress monitored using short cycle assessments specific to the Reading OGT, Some analyzing data and components added to reading rewards Did not use the data to actually �screen� students, Taught by IVS, � credit earned No selection process - special education students who signed up for a supplemental received the intervention, Progress monitored using short cycle assessments specific to the Reading OGT, Some analyzing data and components added to reading rewards

28. Present�2009-2010 Universal Screening 9th and 10th grade 3X per year R-CBM and Maze Math concepts and Applications (MCAP) Pods 9th grade-same structure however; different IVS and some different teachers Look 2 Learning-brief, frequent, observations by admin. to provide data to teacher to improve student learning AIMSweb R-CBM Fall and Winter with specific group of 9th and 10th grade students No longer used in Spring, 2010 AIMSweb Maze Fall and Winter with pod students All (approximately 1500) 9th and 10th grade during Spring AIMSweb Math concepts and Applications (MCAP) All 8th and 9th grade students during Spring, 2010 Pods 9th grade-same structure however; different IVS and some different teachers Look 2 Learning-brief, frequent, observations by admin. to provide data to teacher to improve student learning AIMSweb R-CBM Fall and Winter with specific group of 9th and 10th grade students No longer used in Spring, 2010 AIMSweb Maze Fall and Winter with pod students All (approximately 1500) 9th and 10th grade during Spring AIMSweb Math concepts and Applications (MCAP) All 8th and 9th grade students during Spring, 2010

29. 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 Placement into CR was not based on IEP goals, prioritized needs, etc�9th grade IVS 1/3 content area reading, 10th grade one IVS taught all sections, content area reading, CR implemented 4 days per week by IVS , Throughout the year some students were removed due to meeting target Highest group switched to Math intervention midway through the school year Full credit earned for class Placement into CR was not based on IEP goals, prioritized needs, etc�9th grade IVS 1/3 content area reading, 10th grade one IVS taught all sections, content area reading, CR implemented 4 days per week by IVS , Throughout the year some students were removed due to meeting target Highest group switched to Math intervention midway through the school year Full credit earned for class

30. Present�2009-2010 Tiers 1, 2, and 3 PBS training Planning phase for Tier 2 and Tier 3 math and reading interventions

31. 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 Potential next steps for individual student problem solving-intervention plan, further assessment, team meeting, small groups formed etc.., Increased stakeholder participation in intervention selection, Goal is to increase communication between counselors, school psychologists, teachers, parents, and administrators as well as creating a standardized process for referrals Ongoing PD for teachers on making referrals and providing meaningful information Problem solving/referral process re-designed All referrals go to counselor or school psychologist Team of counselors, school psychologists, and administrator meet bi-weekly to discuss referrals and create an action plan for each individual student based on the problem-solving process (Math, Reading, Behavior, Academic behaviors) Potential next steps for individual student problem solving-intervention plan, further assessment, team meeting, small groups formed etc.., Increased stakeholder participation in intervention selection, Goal is to increase communication between counselors, school psychologists, teachers, parents, and administrators as well as creating a standardized process for referrals Ongoing PD for teachers on making referrals and providing meaningful information Problem solving/referral process re-designed All referrals go to counselor or school psychologist Team of counselors, school psychologists, and administrator meet bi-weekly to discuss referrals and create an action plan for each individual student based on the problem-solving process (Math, Reading, Behavior, Academic behaviors)

32. 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 Describe history of math lab and reading strategies class, Taught by regular education English teacher, 1 elective credit earned Read 180 � students selected based on MAZE scores and teacher input Math Intervention � students selected based on MCAP, OAT, and teacher input Changes cannot be made to intervention classes due to students receiving high school credit Describe history of math lab and reading strategies class, Taught by regular education English teacher, 1 elective credit earned Read 180 � students selected based on MAZE scores and teacher input Math Intervention � students selected based on MCAP, OAT, and teacher input Changes cannot be made to intervention classes due to students receiving high school credit

33. 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 Flexible grouping-students can be removed to regular study hall when goals are met. If space allows, students can move in at certain times throughout the year. 12th grade is difficult to streamline due to the large amount of semester long classes. Flexible grouping Flexible grouping-students can be removed to regular study hall when goals are met. If space allows, students can move in at certain times throughout the year. 12th grade is difficult to streamline due to the large amount of semester long classes. Flexible grouping

34. 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 1 elective credit earned Taught by IVS, Homogenous grouping 1 elective credit earned Taught by IVS, Homogenous grouping

35. Making sound eligibility decisions as a district Problem Solving Process Policies and Procedures Manual Student Support Services Website