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

2. Grades 1-5 Decision Rules Individualize Instruction 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

3. 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

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

5. 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)
Applies to all students so not special education procedures.

6. 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.

7. 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
Referral to special education can still occur anywhere on the continuum, but

8. TTSD Standard Reading Protocol
Grade
Primary Level: Time
Program
Options
Secondary Level:
Time &Group Size
Tertiary Level:
Time and Group Size K
60 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 1
60-90 minutes daily
Small group
*Open Court Booster
*SFA Tutoring
Add 30 minutes
*Reading Mastery 2
Add 45 minutes daily
*Phonics For Reading
AND
*Read Naturally
Add 2 45 minute sessions
*Language for Thinking

9. Planning for the Individual Student
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.

10. 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.

11. 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 1 2 3 4 5 6 7 8 9 10 11 12
School Year
School Attended
Days Total
171
342
513
684
855
1026
1197
1368
1539
1710
1881
2052
2223
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:______

12. File Review and Problem Identification (continued)
INDIVIDUAL PROBLEM SOLVING WORKSHEET
File Review and Problem Identification (continued)
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:

13. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)
STUDENT:___________________DATE: _________
ACHIEVEMENT REVIEW – READING
Grade K 1 2 3 4
BENCHMARKS
PSF: 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
ORF: Words per Week
OSA: 7 points
STUDENT SCORE
PSF: NWF:
ORF:
OSA:
SIGNIFICANCE

14. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)
STUDENT:___________________DATE: _________
ACHIEVEMENT REVIEW – READING
Grade 5 6 7 8 10
BENCHMARKS
ORF: 124
OSA: 215
ORF: 125
OSA: 220
OSA: 226
OSA: 231
OSA: 239
EXPECTED GAINS
ORF: Words per Week
OSA: 7 points
OSA: 5 points
OSA: 6 points
OSA: 8 points
STUDENT SCORE
ORF:
OSA:
SIGNIFICANCE
Other information: Summary of teacher concerns, referral questions, etc.

15. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)
STUDENT:___________________DATE: _________
ACHIEVEMENT REVIEW – READING
Grade 3 4 5 6 7 8 10
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: 8 points
STUDENT SCORE
OSA:
SIGNIFICANCE
Other information: Summary of teacher concerns, referral questions, etc.

16. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)
STUDENT:___________________DATE: _________
ACHIEVEMENT REVIEW - WRITING
Grade 4
Grade 7
Grade 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)

17. INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)
STUDENT:___________________DATE: _________
HYPOTHESIS DEVELOPMENT
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?
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.

18. 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?