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Welcome!
The Student Support Services website allows parents, teachers, and student support personnel to obtain resources and guidance to promote academic and behavioral success for ALL students. The quick links on the left contain website links, scripted interventions, and general resources that address each of the areas listed.
This cone is a visual model of Response to Intervention, which is a systematic approach
to providing academic and behavioral services to students in need of additional support. Focus is placed on prevention and early intervention.
To find out more about the Response to Intervention Model, please refer to the National Association of School Psychologists’ Parent Guide. Click here for the Guide
Additional resources are available. If you need any additional resources, please contact your child’s school. Contact information can be found below.
Support Staff
| OAK HILLS HIGH SCHOOL | |
| School Psychologists:Jessica Sorosiak (A-K) Sorosiak_J@ohlsd.org 467-7119Amy McNabb (L-Z) McNabb_A@ohlsd.org 467-7128 |
Counselors: Fran Gilreath (A-E) Gilreath_F@ohlsd.org 467-7120 Nollis Wanniger (F-Hd; Special ServicesL-Z) Wanniger_N@ohlsd.org 467-7118Jennifer Reissland (He-K; Special Services A-K) Reissland_J@ohlsd.org 467-7191Kyna Southworth (L-R) Southworth_K@ohlsd.org 467-7117Katie Hunter (S-Z) Hunter_K@ohlsd.org 467-7140 |
| BRIDGETOWN MIDDLE SCHOOL | |
| Chelsey Schneider, School Psychologist Schneider_C@ohlsd.org 574-3511 ext. 161 Mondays/Thursdays/Fridays |
Teri Land, School Psychologist Land_T@ohlsd.org 574-3511 ext. 162 |
| DELHI MIDDLE SCHOOL | |
| Ginna Witte, School Psychologist Witte_V@ohlsd.org 922-8400 |
Angie Ray, Counselor Ray_A@ohlsd.org 922-8400 |
| RAPID RUN MIDDLE SCHOOL | |
| Debi Reigers, School Psychologist Reigers_D@ohlsd.org 467-0300 |
John Berrens, School Psychologist/Counselor Berrens_J@ohlsd.org 467-0300 |
| Julia Lawhead, School Psychologist Lawhead_J@ohlsd.org 467-0300 |
|
| C.O. HARRISON ELEMENTARY SCHOOL | |
| Keri Bennett, School Psychologist Bennett_K@ohlsd.org 922-1485 |
Candice Lessing, School Psychologist Lessing_c@ohlsd.org 922-1485 |
| DELSHIRE ELEMENTARY SCHOOL | |
| Lee Bushorn, School Psychologist Bushorn_L@ohlsd.org 471-1766 |
Chelsey Schneider, School Psychologist Schneider_C@ohlsd.org 471-1766 Wednesdays/Thursdays |
| Mary Knuth, School Psychologist, Preschool Knuth_M@ohlsd.org 471-1766 Tuesdays/Wednesdays/Fridays |
|
| J.F. DULLES ELEMENTARY SCHOOL | |
| Amy Wilford, School Psychologist Wilford_A@ohlsd.org 574-3443 |
Staci Sabato, School Counselor Sabato_S@ohlsd.org 574-3443 Monday-Thursday |
| Cindy Kron, School Psychologist, Preschool Kron_C@ohlsd.org 574-3443 |
|
| OAKDALE ELEMENTARY SCHOOL | |
| Amy Grayson, School Psychologist Grayson_A@ohlsd.org 574-1100 |
Julia Lawhead, School Psychologist Lawhead_J@ohlsd.org 574-1100 Mondays/Wednesdays/Fridays |
| SPRINGMYER ELEMENTARY SCHOOL | |
| Michelle Ellis, School Psychologist Ellis_M@ohlsd.org 574-1205 |
|
Manuals/Forms
STAFF RESOURCES
Response to Intervention
Section 504
Evaluation Team Reports
Aftercare Crisis Plan
In-House Aftercare Response Elementary Schools
In-House Aftercare Response, Middle School
In-House Aftercare Response, OHHS
In-House Aftercare Response, Highlander Academy
Release Forms
Permission for Review form
Consent for Records Release
Home Instruction
PARENT RESOURCES
Response to Intervention Parent Guide [ PDF ] -
A general overview of the OHLSD Response to Intervention Model
Section 504 Parent Guide
Reading
Early Literacy Skills – describes the gradual, ongoing process of learning to understand and use language that begins at birth and continues through the early childhood years. Early literacy skills involve print awareness, alphabetic knowledge, and phonemic awareness.
Reading Fluency – is the ability to read accurately, quickly, effortlessly, and with appropriate expression and meaning.
Reading Comprehension – is the degree to which we understand what is read.
Documents are available for each of these topics. If you need any additional resources, please contact your child’s school.
RECOMMENDED READINGS
Daly, E.J., Chafouleas, S., Skinner, C.H. Interventions for Reading Problems: Designing and Evaluating Effective Strategies. Guilford: New York, 2005.
Gillon, G.T. Phonological Awareness: From Research to Practice (Challenges in Language and Literacy). Guilford, 2007.
Harvey, S. and Goudvis, A. Strategies that Work: Teaching Comprehension for Understanding and Engagement. Stenhouse, 2007.
Rathvon, N. Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. Guilford: New York, 1999.
Writing
Spelling – refers to the forming of words with letters in the accepted order.
Idea/Topic Development – refers to the use of strategies to generate and refine main ideas prior to writing. Prewriting strategies such as idea webs, story mapping, etc., aid students in topic/idea development.
Writing Conventions (grammar, punctuation, etc.) – includes spelling, punctuation, capitalization, grammar, and paragraphing. The writer should use conventions to enhance the readability of the paper. Spelling should be correct on all words. Punctuation should be smooth and guide the reader through the paper. Capitalization should be used correctly. Paragraphing should reinforce organization.
Documents are available for each of these topics. If you need any additional resources, please contact your child’s school.
RECOMMENDED READINGS
Benjamin, C.L. Writing for Kids. Harper and Row, 1985.
Sassi, P.A. Better Handwriting in 30 Days. Tarcher, 1989.
Forney, M. Razzle Dazzle Writing: Achieving Excellence Through 50 Target Skills. Maupin House, 2001.
Kaye, P. Games for Writing: Playful Ways to Help Your Child Learn to Write. Farrar, Straus, and Giroux, 1995.
Math
Early Numeracy – describes the understanding of basic numerical concepts and number sense. Early numeracy skills are informal math skills that form the basis for formal skills that are taught in school.
Math Fluency – the ability to compute and recall basic math facts with automaticity and confidence.
Math Concepts and Reasoning – refers to knowledge of general mathematics problem-solving skills as well as the ability to apply this knowledge in varied settings. Common mathematical domains include number sense, operations, patterns and relationships, data and probability, measurement, data and statistics, geometry, and algebra.
Documents are available for each of these topics. If you need any additional resources, please contact your child’s school.
Mental Health
LOCAL MENTAL HEALTH RESOURCES
Mental Health Access Point
Mental Health Association of Southwest Ohio
Centerpoint Health Services
Cincinnati Children’s Hospital Mental Health
St. Joseph Orphanage Mental Health Services
The Children’s Home of Cincinnati
INTERNET RESOURCES
National Institute of Mental Health
National Alliance of Mental Illness
Mental Health America
Mayo Clinic
Anxiety Disorders Association of America
Children and Adults with ADHD
Suicide Awareness Voices of Education
American Foundation for Suicide Prevention
Yellowribbon.org for the Prevention of Teen Suicide
NAMI online community for young adults
RECOMMNEDED READINGS
Luby, J.L. Handbook of Preschool Mental Health. Guilford: New York, 2006.
Books from the Adolescent Mental Health Initiative.
Poland, S. and McCormick, J.S. Coping with Crisis: Lessons Learned. Sopris West: Colorado, 1999.
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