at the District Level in order to make Sound Eligibility Decisions Oak Hills Local School District Cincinnati Ohio UC Summer Institute June 14 amp15 2010 Jeff Langdon MEd Director of Curriculum and Instruction K8 ID: 647087
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Slide1
Creating an RTI Culture
at the District Level in order to make Sound Eligibility Decisions
Oak Hills Local School DistrictCincinnati, OhioUC Summer InstituteJune 14 &15, 2010
Jeff Langdon, M.Ed. Director of Curriculum and Instruction (K-8)
Rachel Searcy, M.Ed. Coordinator for Intervention Services
Geoff Harold, M.Ed. Assistant Principal at Bridgetown Middle
Jessica Fuhrman,
Ed.S
. School Psychologist at Oak Hills High
Keri Bennett,
Ed.S
. School Psychologist at C.O. Harrison Elem.Slide2
Objectives
Demonstrate how the action planning process, including understanding adaptive change, has assisted in the adoption of RTIProvide examples of the application of RTI at OHLSD
Discuss how the implementation of RTI is building a culture for making sound eligibility decisionsSlide3
Who is Oak Hills?
5 Elementary Schools
3 Middle Schools1 High SchoolApproximately 8,100 students
“Excellent” 7 years in a row
Currently “Excellent with Distinction”
Ending the 2
nd
year of RTI
implementation
Slide4
Why RTI at Oak Hills?
Need for effective, efficient model to address needs of ALL learners
Need for research-based interventions during structured intervention times
Need for increased use of formative data to make instructional decisions
Slide5
Our Model
OHLSD Model:
All students included in cone
Increasing supports within each tier
Base guides building and district planning processSlide6
Systems-level Capacity and Support
Yearly action plan supported by district leadership team and building administration
Who, what, when timeline Flexible and ongoing
Continuously reviewed and monitoredSlide7
Systems-level Capacity and Support
Focus not only on technical aspects of the plan, but also the ADAPTIVE change that will need to occur to support the plan
Technical change- requires procedural changes or “ways of
doing things”
Adaptive change-
requires change in
stakeholders’ beliefs,
values, and behaviorsSlide8
Our Model
OHLSD Model:
All students included in cone
Increasing supports within each tier
Base guides building and district planning processSlide9
Data-Based Decision Making
Prior to RTI Implementation:
DIBELS administered individually by classroom teachersData analyzed at the classroom level by individual teachersTraining, support, and materials determined at the building level
Screening limited to K-2Slide10
Deployment of AIMSweb
2 teams of 25 assessors visit all 9 buildings for
one full day each
K-8 plus at-risk 9
th
and 10
th
grade students Slide11
Deployment of AIMSweb
Use of Palm pilots for increased
standardization and efficiencyLaptop stations for immediate uploading of data to staff Slide12
Deployment of AIMSweb
Ease for teachers to gain access to data
Entire classroom screened with reading and math in a matter of minutes
Lower cost (reduced paper, no subs)Slide13
AIMSweb
Technical vs. Adaptive Change
Technical change- requires procedural changes or “ways of doing things”Creating an assessment “window”
Uploading data into a data management system
Adaptive change-
requires change in stakeholders’ beliefs, values, and behaviors
Creation of a new way of doing “
business”
Modeled best practice on gathering data
S
howed
importance of
the
data to the school communitySlide14
Our Model
OHLSD Model:
All students included in cone
Increasing supports within each tier
Base guides building and district planning processSlide15
Multi-tiered Support
Prior to RTI Implementation:
Primarily staff designed interventionsHeavy emphasis on accommodations and modificationsFirst steps typically were individual problem-solving meetings for any referrals for students with concernsSlide16
Implementation of
Standard-Protocol Model
Corrective Reading
Read Naturally
PALS
Fast Forward
Rewards
Number WorldsSlide17
Multi-tiered Support…
Doesn’t exist without the 1
st Tier!!
Core Curriculum Review Process to evaluate programs, instructional practices, and assessment methodsSlide18
Deployment of “Reading Street” and “My Sidewalks” (K-5)Slide19
Tiered Technical vs. Adaptive Change
Technical change-
requires procedural changes or “ways of doing things”Purchasing research-based programsOrganizing all the students into intervention groups
Adaptive change-
requires change in stakeholders’ beliefs, values, and behaviors
Engagement process with staff in selecting
research-based programs to fit our students’ needs
Ongoing professional development for staff implementing the interventionsSlide20
Our Model
OHLSD Model:
All students included in cone
Increasing supports within each tier
Base guides building and district planning processSlide21
Fidelity of Implementation
Prior to RTI Implementation:
Intervention process was designed and implemented at building levelVarious methods were used to document intervention historyNeed for training on treatment integrity
No structured decision rules for moving students in and out of interventions across the districtSlide22
Policies and Procedures Manual
Common language across districtDecision rules Documentation process
Measures of treatment integrityProcedures for informing parents on the RTI process and including them as a key stakeholder Slide23
Student Services Website Launched June 2010
Build community awareness of the core components of RTIProvide resources and intervention strategies to teachers and parents on various topics in education
Provide valuable links to reputable websites on RTI, PBS, mental health, etc. for our communitySlide24
Fidelity
Technical vs. Adaptive Change Technical change- requires procedural changes or “ways of doing things”Creating RTI documentation forms
Setting up a website
Adaptive change-
requires change in stakeholders’ beliefs, values, and behaviors
Creating time to review the documentation forms and discuss treatment integrity as a key component
Observing during intervention time to check for implementation fidelitySlide25
OHLSD
Learnings:If your District or Building-level RTI teams only focus on the technical elements of rolling out the RTI initiative, true change will not occur. The teams need to plan to make
adaptive changes in the structure, as well, in order to make a true culture shift in the way they do “business” for kids. Changing the beliefs, values, and behaviors of the system is part of the action planning process for RTI. We believe that will lead to making sound eligibility decisions at the end of the process.