1. RTI in Tigard-Tualatin School District: Effective Behavior & Instructional Support (EBIS) National SEA Conference on SLD Determination April 20, 2006 Erin Lolich Tualatin Elementary School elolich@ttsd.k12.or.us503-431-4817

2. Overview of Tualatin Elementary Grades K-5 3-4 classrooms per grade 522 students enrolled Demographics 260 students receive free or reduced lunch 160 English Language Learners 65 students served in Special Education 15 students identified as Learning Disabled

3. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Important Organizing Models Walker, 1996

4. EBIS Early Identification Process TIGARD-TUALATIN SCHOOL DISTRICT 80% Decision Rule 20% Decision Rule Revise/Individualize Instruction Rule

5. Example Structure: Tualatin Elementary School

6. Data examples THREE TIMES A YEAR, fall-winter & spring Dynamic Indicators of Basic Early Literacy Skills Oregon State Assessments (Reading, Math, Writing..) Attendance, behavior and counseling referrals

7. 20% Decision Rule: Students below the 20 th percentile in academic skills and/or with chronic behavior needs* are placed in small group instruction 80% Decision Rule: If less than 80% of students are not meeting benchmarks, review core program(s) Change Small Group or Individual Interventions Rule: When progress data is below aim-line on three (3) consecutive days, or when six (6) data points produce a flat or a decreasing trend-line * More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period Decision Rules

8. Progress Monitoring and Instructional Decision Making Trends indicate the group intervention has been successful and the student no longer needs small group instruction; the intervention appears to be working for the student and should be continued as is; the group intervention is not working for the student and should be revised or refined; or the group intervention is highly unlikely to be successful for the student and therefore a more, individualized approach is needed.

9. Refer for Special Education Evaluation Rule: When students fail to progress after two (2) consecutive individually-designed interventions Individualize Instruction Rule: When students fail to progress after two (2) consecutive small group interventions Decision Rules, cont’d

10. 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 designs individual intervention Resumes general program Daisy doesn’t improve Daisy doesn’t improve Special Education referral is initiated Second Group Intervention Second Individual Intervention Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Parents Notified