RTI Procedures Tigard Tualatin School District EBIS RTI Project

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RTI ProceduresTigard Tualatin School District
EBIS / RTI Project

• Jennifer Doolittle
• Oregon Department of Education, January 27, 2006

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Grades 1-5 Decision Rules
80 Decision Rule If less than 80 of students
are not meeting benchmarks, review core
program(s) 20 Decision Rule Students below
benchmark with academic skills that place them in
the lowest 20 compared to their peers and/or
with chronic behavior needs are placed in
Individualize Instruction Rule When students
fail to progress after two (2) consecutive small
group interventions small group
instruction Change Small Group or Individual
Interventions Rule When progress data is below
aimline on three (3) consecutive days, or when
six (6) data points produce a flat or a
decreasing trendline Refer for Special Education
Evaluation Rule When students fail to progress
after one individually-designed intervention
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EBIS EARLY IDENTIFICATION PROCESS Tigard-Tualatin
School District, Tigard, Oregon
TEAMWORK TIMELINES EBIS teams meet fall, winter
spring to review data and make decisions about
school-wide progress. EBIS teams / Grade level
teacher teams meet monthly to review data, plan
and adjust interventions.
ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND
ACADEMIC INSTRUCTION AND SUPPORT
All Students Are Screened for Additional
Instructional Needs (Fall, Winter Spring
DIBELS, DORF, TESA, ODRs, etc.)
Small Group Interventions are designed by teacher
teams with EBIS support
More than 5 absences or more than 3 counseling
or discipline referrals in a 30 day period
Interventions are further individualized
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Daisy participates in the general curriculum
EBIS Team reviews screening data and places
Daisy in group intervention
Daisy isnt doing well
Daisy may recycle
Daisy improves
Daisy doesnt improve
EBIS Team designs individual intervention
Resumes general program
Daisy may recycle
Daisy improves
Daisy doesnt improve
Improvement is good and other factors are
suspected as cause
Intervention is intense and LD is suspected
Special Education referral is initiated
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• EBIS DECISION RULES - Kindergarten
• BEGINNING OF THE YEAR October
• Place students in Level 1 or Level 2 intervention
  groups by October 15th based on fall DIBELS data.
• Level 1 support (Strategic) Add 10-15 minutes
  of phonemic awareness instruction daily
• Level 2 support (Intensive) Add 30 minutes of
  Early Reading Intervention daily
• Monitor and graph progress monthly (end of
  October, November and December)

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• MIDDLE OF THE YEAR January
• Regroup students after January DIBELS has been
  completed. Place students according into the
  following groups
• Strategic support Add 10-15 minutes of phonemic
  awareness instruction daily
• Intensive support Add 30 minutes of Early
  Reading Intervention daily.
• Monitor and graph progress 2 times per month for
  the students receiving strategic support and
  weekly for those receiving intensive support
  through mid April.

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• END OF THE YEAR April
• For those students still not making adequate
  progress, EBIS teams should complete the
  Individual Problem Solving Worksheet and do one
  of the following
• Revise the intervention and continue with
  implementation and data collection
• Refer to Special Education

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TTSD Standard Reading Protocol
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Communication with Parents

• EFFECTIVE BEHAVIOR AND INSTRUCTION SUPPORT (EBIS)
• TEAM MEETING NOTICE
• Dear ____________________________
• (Parent / Guardian)
  
• ________________________has been referred to the
  Effective Behavior and Instruction
• (Child)
• Support Team (EBIS) for an assessment of his/her
  needs. The referral is based on the concerns
  that were discussed with you over the phone on
  _____________________.
• The concerns included
• __________________________________________________
  _____________________
• __________________________________________________
  _____________________
• __________________________________________________
  _____________________ .
• The team will meet at school to discuss your
  childs needs and plan an EBIS program during the
  week of ____________________________.
• (Date)
• You are welcome to attend this meeting. If you
  would like to do so, please contact
• ___________________________at __________________fo
  r more specific information on (Team
  Coordinator) (Phone Number)
  
• the time and place.

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INDIVIDUAL PROBLEM SOLVING WORKSHEET File Review
and Problem Identification
ATTENDANCE REVIEW (based on an average of 171
school days per year)
Grand Total of Days of School Attended______
Divide by 171______. Years Months of Actual
Attendance______
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INDIVIDUAL PROBLEM SOLVING WORKSHEET File Review
and Problem Identification (continued)
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INDIVIDUAL PROBLEM SOLVING WORKSHEET
(continued) STUDENT___________________DATE
_________ ACHIEVEMENT REVIEW READING
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INDIVIDUAL PROBLEM SOLVING WORKSHEET
(continued) STUDENT___________________DATE
_________ ACHIEVEMENT REVIEW READING

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INDIVIDUAL PROBLEM SOLVING WORKSHEET
(continued) STUDENT___________________DATE
_________ ACHIEVEMENT REVIEW READING
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INDIVIDUAL PROBLEM SOLVING WORKSHEET
(continued) STUDENT___________________DATE
_________ ACHIEVEMENT REVIEW - WRITING

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INDIVIDUAL PROBLEM SOLVING WORKSHEET
(continued) STUDENT___________________DATE
_________ HYPOTHESIS DEVELOPMENT
Summarizing evidence above, address questions
below
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• EBIS INDIVIDUAL STUDENT ACTION PLAN
• Student __________________________ Date
  ________
• What is the educational problem?
• What is the teams hypothesis regarding the
  source of the problem?
• What will be done to address the hypothesis?
• Who is going to do the intervention?
• Who will be the case manager?
• When will the team reconvene to check progress
  and determine next steps?

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