Effective Behavior & Instructional Support

Implementing RTI through Effective Behavior & Instructional Support

What we know about EBIS… 3 minutes

We can teach all children. Intervene early Problem-solving method Multi-tiered model Research-based, scientifically validated instruction/ interventions Screen, diagnose, and monitor Make data informed decisions RtI: Policy Considerations and Implementation, National Association of State Directors of Special Education, 2005

Academic SystemBehavioral System 1-5% 5-10% 80% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive District-Wide System for Success

ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND ACADEMIC INSTRUCTION AND SUPPORT All Students Are Screened for Additional Instructional Needs (Fall, Winter & Spring DIBELS, IDEL, OAKS, etc.) Small Group Interventions Interventions individualized EBIS PROCESS Tigard-Tualatin School District TEAMWORK: All staff EBIS core team EBIS Grade level teams with core team support.

Daisy participates in the general curriculum EBIS Team reviews screening data and places Daisy in group intervention Daisy isn’t doing well Daisy improves Daisy improves EBIS Team determines individually designed intervention Resumes general program Daisy doesn’t improve Daisy doesn’t improve Special Education referral is initiated Daisy probably recycles Daisy may recycle Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause

EBIS: a structured, systematic process  Teaming  School wide planning  Targeted planning  Regular meeting structure  Tiered interventions  Referral for special education evaluation

EBIS Core Team membership Principal * Classroom Teachers* Title I Specialist/Reading Coach* School Counselor* Learning Specialist ELL Teacher Classified Staff *Essential team members Discuss: 5 minutes Why essential team members? What do they bring to the team- value?

The EBIS team has three purposes Review school-wide behavior and academic data (80%) Identify students for supplemental instruction (20%) Use RTI for Special Education eligibility

School Wide Planning Review school-wide data 3 times a year. Why? We can’t expect what we don’t teach.

Is the core program meeting the needs of 80% of the students? Academic data reviewed three times/year: DIBELS Data –Reports –Program Effectiveness Student Achievement on OAKS- % below, at, exceeding benchmark Sub-test performance, especially for students falling below benchmark levels Behavior data reviewed three times/year: Office Discipline Referral trends –Who (grade, gender, ethnic group) –What –Where –When Attendance trends

Options to consider if the 80% Criterion is not being met in Reading: –90 minutes of reading daily? –Protected allocated reading time each day? –Skill grouping by class or grade? –Core and supplemental programs implemented with fidelity? –Additional professional development?

Options to consider if the 80% Criterion is not being met in Math: –Skill grouping by class or grade? –Identifying and emphasizing specific strands? –Adequate allocated time for instruction each day? –Fluency issues, (e.g., facts)?

Options to consider if the 80% Criterion is not being met in Behavior: Is the school-wide program fully implemented with fidelity? Identifying and teaching to a small, clear set of rules? Reinforcement systems in place? Data being used for program/activities planning? Systems for correction in place?

Identify students needing supplemental instruction based on Decision Rules. EBIS core teamEBIS grade level team Fall, Winter and Spring

Planning for the 20%. Complete EBIS Group Intervention & Planning Form Design group interventions (academic & behavior) –Using: Appropriate standard protocol (Reading/ Math/Written Expression/Behavior Options for Change worksheet Plan progress monitoring (using prescribed guidelines)

Review and Discuss: 15 minutes  Decision Rules (pages 7-9)  Group Intervention and Planning Form (page 6)  Academic and Behavior Protocols (pages 28, 31, 34, and 36)  Use index cards to record group questions.

EBIS grade level teams evaluate progress of students involved in group interventions monthly to analyze aimlines and trendlines.

1. Group intervention is successful- no longer needed; 2. Group intervention is successful- continue; 3. Group intervention shows some success-modify. 4 Team decisions:

4. If 4 data points fall below the trendline: change the intervention. Use Options for Change Worksheet (page 27).

 If data is highly variable, maintain current intervention for another month to further establish a trendline.  Progress monitor.  If a change is made, note change, modify aimline, and implement.  Progress monitor.  If progress trend continues to fall below aimline for two consecutive intervention periods, individualize the student’s program.  Progress monitor.

Individualizing, intensifying interventions:  EBIS team completes the Individual Problem Solving Worksheet (pages )  Send EBIS Team Meeting Notice (page 10/11);  Complete the Developmental History with parents (pages 16-18/19-23);  Provide parents the RTI brochure (pages12-13/ 14-15);  Complete a Functional Behavior Assessment (if needed);  Assign a case manager to:  Monitor the intervention through progress monitoring  Track intervention details using the Student Intervention Profile (pages 30, 33, and 35).  Report progress at the next monthly meeting.

Review and Discuss: 15 minutes  Individual Problem Solving Worksheet (pages 23-26)  Developmental History (pages 16-18/19-23);  Student Intervention Profile (pages 30, 33, and 35).  Options for Change Worksheet (page 27).  Use index cards to record group questions.

Data informed decisions: Student has improved no longer needs intervention; Student continues to struggle due to other factors (e.g. attendance, LEP, behavior) interventions are developed to assist with identified factor; Student level data indicates student is resistant to a series of well planned interventions a referral for special education is appropriate.

Outcome: Students referred for formal special education evaluation nearly always turn out to be eligible.

What did we learn about EBIS…