The Never-Ending Journey: Developing and Implementing Response to Intervention in Middle School
June 28, 1:45 – 2:45pm, Room: Delaware B
Join a middle school principal, school psychologist, and language arts teacher, as they share their journey of successfully implementing Response to Intervention (RTI, including what has worked and what has not worked. Attendees will hear three different perspectives on the process and advice on how to work as a team. Attendees will gain a better understanding of benchmarking, specific intervention programs, data collection, reinventing the Intervention Assistance Team process, and changing the culture of how teachers work with students.
Main Presenter: Charles DiLuaro, cipal, Hudson City Schools
Co-Presenter(s): Julie Dittman and Amanda Mooney, Hudson City School
Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Str...ohedconnectforsuccess
June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
Pathway to Excellence: Connecting Collaboration, Culture, and Data ohedconnectforsuccess
Pathway to Excellence: Connecting Collaboration, Culture, and Data
June 27, 9 – 10am, Room: Clark
Come to this session and hear how collaboration, high performing teacher teams and the creation of pathways to excellence can be sustained over time. Attendees will learn the importance of establishing a positive culture within the learning environment and how this relates to data-driven decision making. The presenter will share creative ways to use the available resources of time, people, and data and will identify the skills necessary to produce high-performance teams.
Main Presenter: Erika Simmons, Lakota Local Schools
Purposeful Community and Change Leadership for the 21st Century -Handout #5 c...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
Purposeful Community and Change Leadership for the 21st Century -Handout #8 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Six Pillars, Five Mistakes, and The Top Ten Best Practices for Building a Str...ohedconnectforsuccess
June 27
2 – 3pm
Room: Deleware C
President Obama set an ambitious goal for education: All students should graduate from high school prepared for college and a career—no matter whom they are or where they come from. The President’s statement rings true in the Ohio Appalachian Collaborative (OAC), an initiative aimed at implementing a successful reform model that can be scaled across rural Ohio and the country. This presentation will showcase the best practices from 22 OAC districts, enabling participants to learn how to build economies of scale, collaborative networks, leverage existing strengths, and partner to align with state and federal priorities to maximize student success.
Main Presenter: Pamela Noeth, Battelle for Kids
Co-Presenter(s): Mark Glasbrenner, Battelle for Kids
Pathway to Excellence: Connecting Collaboration, Culture, and Data ohedconnectforsuccess
Pathway to Excellence: Connecting Collaboration, Culture, and Data
June 27, 9 – 10am, Room: Clark
Come to this session and hear how collaboration, high performing teacher teams and the creation of pathways to excellence can be sustained over time. Attendees will learn the importance of establishing a positive culture within the learning environment and how this relates to data-driven decision making. The presenter will share creative ways to use the available resources of time, people, and data and will identify the skills necessary to produce high-performance teams.
Main Presenter: Erika Simmons, Lakota Local Schools
Purposeful Community and Change Leadership for the 21st Century -Handout #5 c...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Tr...ohedconnectforsuccess
Connecting Technology with Instruction: Using iPads in Pre-Service Teacher Training
June 27, 9 – 10am, Room: Champaign
In this presentation, participants will hear a case study of undergraduate pre-service teachers enrolled in a four-year private college in northeast, Ohio. Thirteen pre-service teachers were asked to implement iPads into their teaching during an after-school program at a public elementary school. Hear from the research participants on the perceived benefits and challenges of using iPads in the field.
Main Presenter: Carla Abreu-Ellis, Ashland University
Co-Presenter(s): Katherine Davis and Jason Brent Ellis, Ashland University
Purposeful Community and Change Leadership for the 21st Century -Handout #8 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
Palo Alto Unified School District is a high performing district with substantial within district achievement gaps. The district conducted its first evaluation of Response to Intervention (RTI) practices and outcomes in 2016-17, in partnership between the Research, Evaluation, and Assessment (REA) Department and the Elementary Assistant Superintendent. This evaluation describes RTI practices in the district, examines student outcomes, and shares lessons learned and recommendations—for improving RTI/multi-tiered system of supports (MTSS) and for using program evaluation to create a culture of continuous improvement and collaboration in a district.
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
More Related Content
Similar to The Never-Ending Journey: Developing and Implementing Response to Intervention in Middle School
CERA 17: District Program Evaluation to Improve RTI/MTSSChristopher Kolar
Palo Alto Unified School District is a high performing district with substantial within district achievement gaps. The district conducted its first evaluation of Response to Intervention (RTI) practices and outcomes in 2016-17, in partnership between the Research, Evaluation, and Assessment (REA) Department and the Elementary Assistant Superintendent. This evaluation describes RTI practices in the district, examines student outcomes, and shares lessons learned and recommendations—for improving RTI/multi-tiered system of supports (MTSS) and for using program evaluation to create a culture of continuous improvement and collaboration in a district.
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Purposeful Community and Change Leadership for the 21st Century -Handout #11 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #10 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #9 e...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #6 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #3 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #2 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #1 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Leading Formative Instructional Practices -Leadership conference handoutsohedconnectforsuccess
June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education
Leading Learning Through Teacher-Based Teams -Olac online learning tools broc...ohedconnectforsuccess
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
Using Project-Based Learning and Standards-Based Education - Project planning...ohedconnectforsuccess
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
The Core Six: The Right Research-Based Strategies for Building 21st Century L...ohedconnectforsuccess
June 27, 9 – 11:30am, Room: Delaware C&D
The Common Core State Standards challenge students to process rigorous texts, evaluate arguments, make inferences, use evidence, synthesize information, write in key genres, and use technology to enhance presentations. Students need to develop these critical literacy skills in order to be successful in college and the careers of the 21st century. How can teachers ensure that their instruction is building these critical Common Core skills? By integrating the right research-based strategies into their practice.
Main Presenter: Harvey Silver, Silver Strong and Associates
June 28, 1:45 – 4:15pm, Room: Union C
Effective schools are more alike than they are different. They share fundamental characteristics that have come to be known as the Correlates of Effective Schools. Every successful school reform effort, today and throughout the past 3 decades, has resulted from the effective implementation of these 7 critical principles. Most successful schools create empowered, collaborative teams around these critical principles and their leadership produces significant improvement in student learning. Dr. Lezotte will offer you an overview of all seven correlates and a recommended action plan for going forward in your school or district.
Main Presenter: Larry Lezotte, National Education Consultant, Effective Schools Products
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. The RtI Journey
“Our lessons come
from the journey, not
the destination.”
~Don Williams, Jr.
An RtI Road Map
3. RtI is a Journey – Begin with a Smile
“The shortest distance between two points is under
construction.”
~Noelie Altito
“The best car safety device is a rear-view mirror
with a cop in it.”
~Dudley Moore
“If all the cars in the United States were placed end
to end, it would probably be Labor Day Weekend.”
~Doug Larson
“The one thing that unites all human beings,
regardless of age, gender, religion, economic status Let’s all move forward with the
or ethnic background, is that, deep down inside, we
ALL believe that we are above average
confidence that we are above
drivers.” average drivers and that we can
~Dave Barry conquer this journey that is RtI!
An RtI Road Map
4. Hudson Middle School Profile
Located in northeastern Ohio between Cleveland and Akron
~1200 students grades 6-8
~75 teachers
Excellent with Distinction past 4 years
4th highest ranked middle school in the state (based on 2011 Ohio
performance index)
2012 Recipient of Ohio Middle Level Association Best Middle Level
Practice
16% of our students receive special education services in our district.
17% of our students receive special education services in our building.
An RtI Road Map
5. History of RtI at HMS
Year One:
– No systematic RtI – teachers tried it during study halls
– Grant – Amanda Mooney and Susan Penrod
– Pilot AIMSweb in a 6th and 7th grade classroom
– No specific interventions
– Focus on Reading
Year Two:
– Whole School benchmarking
– More formal RtI groups – still not reaching all students
– Focus on Reading – pilot Math
– Specific Interventions
– Problem Solving Team (PST)
Year Three:
– Reading and Math
– Whole school available for RtI during FOCUS period
An RtI Road Map
6. 4 Steps of RtI
1. Benchmark
2. Identify students who need
interventions (Team
Meeting)
3. Begin Interventions
4. Review progress data and
determine next steps (PST)
The next several slides illustrate how these
4 key steps fit within our 8 non-negotiable
tenets of a successful RtI program.
An RtI Road Map
7. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
8. Non-Negotiable #1:
Professional Development Year One
Mark Forget – MAX-Teaching
Margaret Searle -Raising the Bar For All Learners
Pat Quinn – videos during staff meetings
Ross May – RtI Specialist for Summit County – Professional
Development for Language Arts and Math teachers
Visit to North Royalton Middle School
OSPA – Spring Conference – RtI team
Summit County SERRC – Academic/RtI series
An RtI Road Map
9. Non-Negotiable #1:
Professional Development Year Two & Three
Year Two -
– Pat Quinn - “RtI Guy”
– Dr. McCook
– Ohio Middle School Conference (RtI break out session)
– Model Schools Conference (RtI break out session)
Year Three –
– Pat Quinn – “RtI Guy”
– Dr. Daggett - Model Schools Conference
– Webinars in math/reading interventions
– Discussions in monthly staff meetings
An RtI Road Map
10. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening & Step 1 of RtI
Process
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
11. Non-Negotiable #2:
Universal Screening
AIMSweb
R-CBM - fluency
Three 1-minute reading prompts (online on AIMSweb)
MAZE – comprehension
One 3-minute assessment (score by hand; input into AIMSweb)
Math – computation
One 8-minute assessment (score by hand; input into AIMSweb)
Math – application
One 8-10-minute assessment (score by hand; input into AIMSweb)
** Benchmark 3 times per Year
An RtI Road Map
12. Non-Negotiable #2
& Step 1 of RtI Process: Logistics
Step 1: Benchmark
Logistics:
Reading Comprehension and Fluency Benchmark
75-minute period; Adjusted schedule school-wide
In homeroom whole-group Maze Assessment
Individual fluency assessment: team teacher and a helper (computer
scoring)
Other students should SSR while fluency assessment is occurring
Grade maze and input into AIMSweb
Math Computation and Application Benchmark
Math teachers administer in math class
Team teachers all assist with scoring and entering into AIMSweb
An RtI Road Map
13. Non-Negotiable #2
& Step 1 of RtI Process:
Problems/Suggestions
Step 1: Benchmark
Problems/Suggestions:
School-wide reading benchmarking in AM: difficult to get
started first thing in the morning; difficult to train
substitute teachers before homeroom began.
– Suggestion: Move benchmarking period to the end
of the day.
Password problems – teachers did not remember and
password had to be changed often.
– Suggestion: Have 2 to 3 “trouble shooters” available.
School-wide math benchmarking was not necessary,
given that the tests are given as a group.
– Suggestion: Math teachers administer math
benchmarks during a portion of each math period.
An RtI Road Map
14. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
15. Non-Negotiable #3:
Multiple Tiers of Intervention
Tier One
In our general education classrooms (key)
Tier Two
Year 1: During planning/study hall
(Reading)
Negatives: could not see all students – time
issues
Year 2: LA teachers had one less class –
used additional period for RtI
Negatives: could not see all students – no
common planning
Year 3: FOCUS periods – all students are
scheduled for intervention or enrichment
period
Tier Three
Increase frequency – decrease students
An RtI Road Map
16. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
& Steps 2-3 of RtI
5. Progress monitoring Process
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
17. Non-Negotiable #4:
Scientific Research-Based Interventions
Change curriculum
Add intensive one-on-one or small
group instruction
Change scope and sequence of
tasks
Increase guided and independent
practice
Change types and method of
corrective feedback
An RtI Road Map
18. Non-Negotiable #4
& Step 2 of RtI Process
Step 2: Identify students who need interventions
(Team Meeting)
– Decide which students would benefit from Tier 2
Intervention
Criteria to decide intervention:
AIMSweb score
OAA scores
Classroom progress
Classroom assessment
Classroom Behavior
At-risk students list
An RtI Road Map
19. Tier 2 Interventions: Reading
RAZ-Kids (K-6)
Comprehension
Fluency (recording capabilities)
Study Island
Also good for short-cycle assessments
My Skills Tutor
Comprehension
Read Naturally
Fluency
Reading Detective
Comprehension
Readers Theater/Poetry with Audacity
An RtI Road Map
20. Tier 2 Interventions: Math
Catch-up Math
Computation
Application
ALEKS
Comprehension
Application
Study Island
Standards-based
Also good for short-cycle
assessments
Moby Math
Special education
Diagnostic
Lower grade levels
Progress monitoring
An RtI Road Map
21. Tier 2 Interventions: Organization & Behavior
Executive
Function
Organization
Study skills
Impulse Control
Behavioral RtI
An RtI Road Map
22. Non-Negotiable #4
& Step 3 of RtI Process
Step 3: Begin Intervention
Meet 5 days with student for intervention per week
Choose 1-2 interventions to focus on for the duration of the
intervention period
Write goal on AIMSweb
Progress monitor weekly
An RtI Road Map
23. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
24. Non-Negotiable #5:
Progress Monitoring
The purpose of progress
monitoring is to take frequent
measures, usually weekly, of a
student’s performance to
determine whether s/he is
making progress in response to
the intervention.
Most models that have been
researched have used CBM for
weekly progress monitoring.
***Hudson Middle School uses AIMSweb:
CBM(Fluency), MAZE, MCAP, & MCOMP
An RtI Road Map
25. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams & Step 4 of RtI
Process
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
26. Non-Negotiable #6:
Intervention/Data Teams
Belief systems
Team roles
Purpose
Leadership issues
***Hudson Middle School: changed
from IAT (Intervention Assistance
Team) to PST (Problem Solving
Team)
***PST Folder on Server
An RtI Road Map
27. Non-Negotiable #6
& Step 4 of RtI Process
Step 4: PST - Review Progress Data and Determine Next
Steps
Review RtI data information with the team:
At least 6 AIMSweb data points
Grades
OAA scores
After discussion, 3 possible choices:
Exit Intervention (meet with Problem Solving Team & present data): If
exited, file paperwork in guidance & student returns to study hall or team
support.
Continue Tier 2 Intervention: Set new deadline, increase frequency,
change intervention.
Recommend Tier 3 Intervention: Guidance maintains paperwork
An RtI Road Map
28. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
29. Non-Negotiable #7:
Integrated Data Collection/Assessment
System
Integrated data assessment/analysis
Team level for targeted students to alter instruction
based on response to the intervention
School level use of data
District level use of data
*** Hudson Middle School teachers meet weekly in grade level teams
to discuss students’ data by team & Language Arts /Math teachers
discuss reading/math data specifically at weekly PLC meetings.
***Final data discussed at Problem Solving Team Meeting
An RtI Road Map
30. Decision Point for Tier 2
Student is at or below 10th Percentile on
universal screening at grade level
AND
Growth rate is less than average(25th percentile as a beginning point)
Continue to Tier 3
An RtI Road Map
31. Decision Point for Tier 2
Student achieves 25th percentile at grade level or above with 6 data points
Exit Tier 2
Some progress but above 10th percentile
Continue Tier 2
An RtI Road Map
32. Decision Point for Tier 3
Student is at or below 10th Percentile on universal screening at grade level
And
Growth rate is less than average(25th percentile as a beginning point)
Proceed to Special Ed. Consideration
An RtI Road Map
33. Decision Point for Tier 3
Student making progress but below 10th percentile at grade level
Continue Tier 3 or Return to Tier 2
Student achieves 25th percentile at grade level
Exit Tiers
HMS - 50%tile
An RtI Road Map
34. Non-Negotiables of RtI: Our Travel Plan
1. Professional Development
2. Universal screening
3. Multiple tiers of intervention
4. Scientific research-based interventions
5. Progress monitoring
6. Intervention/data teams
7. Integrated data collection/assessment system
8. Fidelity
An RtI Road Map
35. Non-Negotiable #8:
Fidelity (2-Step Process)
1. Typical step: How long do we do the intervention (number
of sessions or time)?
2. Most overlooked step: Are we doing the intervention in the
manner it was designed?
6- to 12-minute walk-throughs
***Hudson Middle School has chosen programs that can be implemented
in our RtI timeframe/schedule. They are consistent from day to day.
An RtI Road Map
36. Hudson Middle School Schedule
FOCUS Hybrid Block Schedule
• FOCUS period at end of day (30 • 3 days/week of regular 9
minutes)
period day (including lunch
• RtI for students who need and FOCUS)
interventions (Language Arts,
Math, Special Education – 50 minute core classes
teachers) – 40 minute encore classes
• Enrichment for students who do – 30 minute lunch
not (Social Stud, Science, – 30 minute FOCUS
Unified Arts, Encore teachers) • 2 days/week of block periods
– Year 3: FOCUS Units were 3- for core classes
weeks long, developed by FOCUS
teachers, as extensions of their – 100 minute block core classes
curriculum – 40 minute encore classes
– Year 4: Literature Challenge in 9- – 30 minute lunch
week units, modeled after The
Book Whisperer – 30 minute FOCUS
An RtI Road Map
37. The Impact of RtI at HMS:
Initial ETR History
30
25 5
20
DNQ
15
IEP
1 22
10
1
1
5 11
8 7
0
2011-12 2010-11 2009-10 2008-09
An RtI Road Map
38. The Impact of RtI at HMS:
Special Education Evaluations
STUDENTS INITIALLY EVALUATED, BUT NOT ELIGIBLE AS OF 02/08/2012
SY DNQ EHPS EV EH2 MD EW HMS HHS
06 07 27 3 2 4 2 13 3 0
07 08 31 8 4 0 4 11 4 0
08 09 33 12 6 2 1 6 5 1
09 10 10 1 0 0 1 5 1 2
10 11 11 2 0 0 2 3 1 3
11 12 4 0 0 0 1 3 0 0
6 YEAR TOTAL 116 26 12 6 11 41 14 6
Students may have been determined ineligible at initial testing,
OR may have exited special services since initial identification.
An RtI Road Map
39. The Impact of RtI at HMS:
Student OAA Progress
OAA Data from 09-10 to 10-11
(with only Reading RtI at HMS):
– 6th Grade: 90% of students in
RtI improved their Reading
OAA score
– 7th Grade: 30% of students in
RtI improved their Reading
OAA score
– 8th Grade: 72% of students in
RtI improved their Reading
OAA score
An RtI Road Map
40. Years 1-3 Problems/Obstacles:
What We’ve Learned
Too much paperwork!
– AIMSweb allowed us to create a
goal, store progress monitoring
data on the program, and have a
central place to access data during
PST meetings.
– We eliminated all paperwork.
Benchmarking school-wide has
evolved into our current model due
to obstacles discussed in Step 1.
Gradual implementation with
teacher ownership is critical.
An RtI Road Map
41. Years 1-3 Problems/Obstacles:
Our Continued Journey
• How many data points are needed
before the students can be brought to
the PST for exiting student from
interventions or to move to tier 3?
• What does tier 3 look like?
• Where will tier 3 take place?
• Who will provide tier 3 services?
• How do you establish progress?
• Educating teachers to think differently
(IAT/PST)
• What interventions to use? When to
change interventions?
An RtI Road Map
42. Two Purposes of RtI (Pat Quinn, The RtI Guy)
The first purpose of RtI is to help students get the help
that they need. RtI is great at doing this because it is
constantly asking the question, "Is what we are doing
now actually working?" Progress monitoring helps you
check this and if the current intervention is not working
you should try something else.
The second purpose of RtI (and it is important to keep
the two purposes separate) is to identify students as
eligible for Special Education Services. Your state has
adopted rules to show you how RtI can be used to
identify a specific learning disability.
An RtI Road Map
43. Staff Testimonial
Just a quick note to say how valuable I think our math
RtI has been. This is making a tremendous impact on
many of the students I see on a daily basis. The extra
time, attention and effort they are putting forth is
allowing them to make progress they otherwise would
never have made. Without RtI, they would have dug
themselves into a much deeper hole this year.
I know you already know all this, but the results that I am
seeing are simply amazing. Kudos to you and everyone
who made this opportunity possible for the students that
need it the most!
Courtney (8th grade Math Teacher)
An RtI Road Map
44. Student Testimonials
“I liked coming to FOCUS. It was fun and I learned a lot.”
“I did not want other kids to know, but then I started to like coming!”
“It was valuable because it taught me everything I had trouble with.”
“I enjoyed learning more and it brought my grade up.”
“I was not happy at first, but happy in the end, because it made me better
because I wasn’t doing so good.”
“I do think my skills improved. I could read and infer better.”
“I got smarter.”
An RtI Road Map
45. RtI is a Journey
We wish you well on your journey and hope
that you’ve learned from our journey.
Thank you!
Chuck, Kim, Julie, and Amanda
Hudson Middle School
An RtI Road Map
46. The RTI Never Ending Journey:
A Road Map
An RtI Road Map