RTI Procedures Tigard Tualatin School District EBIS / RTI Project Jennifer Doolittle Oregon Department of Education, January 27, 2006

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 Grades 1-5 Decision Rules

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 Interventions are further individualized 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. *More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period

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 Daisy may recycle Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause

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 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)

MIDDLE OF THE YEAR: January Regroup students after January DIBELS has been completed. Place students according into the following groups: –Strategic support: Add 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.

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

TTSD Standard Reading Protocol Grade Primary Level: Time Program Options Secondary Level: Time &Group Size Program Options Tertiary Level: Time and Group Size Program Options K60 minutes daily Open Court SFA Add minutes daily of PA activities Large group *Ladders to Literacy *PA in Young Children *Road to the Code Add 30 minutes daily Small group ((varies based on progress) *Early Reading Intervention *Language for Learning minutes daily Open Court SFA Add 30 minutes daily Small group *Open Court Booster *SFA Tutoring Add 30 minutes Small group ((varies based on progress) *Early Reading Intervention *Language for Learning *Reading Mastery minutes daily Open Court SFA Add 45 minutes daily Small group *Phonics For Reading AND *Read Naturally Add 2 45 minute sessions Small group ((varies based on progress) *Reading Mastery AND *Read Naturally *Language for Thinking

In place Partially in Place Not in Place Planning for the Individual Student Next Steps 1. The EBIS Team Meeting Notice is sent to parents 2. The EBIS team reviews the students’ cumulative record using the Effective Support Process (or EBIS K-5) Individual Problem Solving Worksheet. An Action Plan is completed for each student identified for individualized intervention. 3. Case Managers are assigned and start a Student Intervention Profile for each student. 4. Case Managers report back to the EBIS team on a monthly basis to report on the progress of the students under their supervision. 5. Using this process the team has made special education referral(s). 6. The completed Student Intervention Profile was attached to the Special Education Referral Form. 7. Parent involvement and notification procedures as required by Special Education are followed.

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 child’s 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 __________________for more specific information on (Team Coordinator) (Phone Number) the time and place.

INDIVIDUAL PROBLEM SOLVING WORKSHEET File Review and Problem Identification Date:School:Grade:Teacher:Current Services: Student Name:Team Members: ATTENDANCE REVIEW (based on an average of 171 school days per year) Grade K School Year School Attended Days Total Student’s Attendance per Year Student Total for all Years Grand Total of Days of School Attended:______ Divide by 171:______. Years + Months of Actual Attendance:______

Review of report cards, progress reports, and teacher remarks by grade level significant for: Reading achievement: Math achievement: Behavior (including attending skills): Language skills: Other: INDIVIDUAL PROBLEM SOLVING WORKSHEET File Review and Problem Identification (continued)

INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued) STUDENT:___________________DATE: _________ ACHIEVEMENT REVIEW – READING GradeK1234 BENCHMARKS PSF: 35 NWF: 25 NWF: 50 (Winter) ORF: ORF: 90 ORF: 110 OSA: 201 ORF: 118 OSA: 208 EXPECTED GAINS N/A ORF: 1.5 Words per Week OSA: 7 points STUDENT SCORE PSF: NWF: ORF: OSA: ORF: OSA: SIGNIFICANCE

Grade BENCHMARKS ORF: 124 OSA: 215 ORF: 125 OSA: 220 OSA: 226OSA: 231 OSA: 239 EXPECTED GAINS ORF: 1.5 Words per Week OSA: 7 points ORF: 1.5 Words per Week OSA: 5 points OSA: 6 points OSA: 5 points OSA: 8 points STUDENT SCORE ORF: OSA: ORF: OSA: SIGNIFICANCE Other information: Summary of teacher concerns, referral questions, etc. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued) STUDENT:___________________DATE: _________ ACHIEVEMENT REVIEW – READING

Grade BENCHMARKS OSA: 202 OSA: 208 OSA: 215 OSA: 220 OSA: 226 OSA: 231 OSA: 239 EXPECTED GAINS N/A OSA: 6 points OSA: 7 points OSA: 5 points OSA: 6 points OSA: 5 points OSA: 8 points STUDENT SCORE OSA: SIGNIFICANCE Other information: Summary of teacher concerns, referral questions, etc. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued) STUDENT:___________________DATE: _________ ACHIEVEMENT REVIEW – READING

Grade 4Grade 7Grade 10 COMPOSITE BENCHMARK 32 to 39 (28 to 31 may conditionally meet. The district may declare the student met if all work sample requirements are met) Minimum of 3 in each trait. 40 to 49 (35 to 39 may conditionally meet. The district may declare the student met if all work sample requirements are met) Minimum of 3 in each trait. 40 (35 to 39 may conditionally meet. The district may declare the student met if all work sample requirements are met) Minimum of 3 in each trait. STUDENT SCORE (Note areas of concern by traits) INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued) STUDENT:___________________DATE: _________ ACHIEVEMENT REVIEW - WRITING

Summarizing evidence above, address questions below: 1. Does evidence support that the student’s problems may be primarily due to problems with attention, motivation, or other behavioral difficulty? INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued) STUDENT:___________________DATE: _________ HYPOTHESIS DEVELOPMENT 2. Does evidence support that the student’s problems may be primarily due to attendance problems, or frequent school interruptions? If so, indicate reasons for absences and interruptions. 3. Does evidence support that the student’s problems may be primarily due to other concerns like trauma, family concerns, or other disabilities? Describe. Be sure to note when these issues occurred and their correlations with any academic concerns. 4. Does evidence suggest the student may have a learning disability? Indicate next steps.

EBIS INDIVIDUAL STUDENT ACTION PLAN Student: __________________________ Date: ________ What is the educational problem? What is the team’s 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?