How the EBIS Team Process Works

TigardTualatinSchool District EBIS / RTI Project

How the EBIS Team Process Works

The EBIS team has three purposes:

To review school-wide behavior and academic data in order to evaluate the effectiveness of core programs.
To screen and identify students needing additional academic and/or behavior support.
To plan, implement and modify interventions for these students. Depending on each student’s “response to intervention,” a formal referral for special education evaluation may result.

EBIS is intended to be a structured, systematic process involving the following features and activities: team membership, school-wide planning, planning for the 20%, monthly meetings, and individualizing-intensifying interventions.

Team membership: Leadership by the principal is essential. EBIS Team membership also must include classroom teachers representing grade levels, the Literacy/Title 1 Specialist, School Counselor, and specialists from Special Education and ELL programs. Teams often also benefit from including a member from the classified staff.

Planning for the 80% (School-wide): Three times a year, fall, winter and spring, EBIS teams review data on student performance (e.g., DIBELS, behavior referrals, attendance) in order to evaluate the effectiveness of the core programs. The EBIS model is predicated on the notion that the core programs should meet the needs of at least 80% of the student population. If this is not the case, the team needs to plan and implement professional development to shore up the core program.

Planning for the 20% (Targeted groups): Students falling below the 20th percentile on DIBELS and/or who have other, significant academic, behavioral or attendance problems, are listed on the EBIS Group Intervention & Planning Form[1]. This is usually best accomplished by grade level teacher teams with member(s) of the EBIS team assisting them. These teacher teams brainstorm interventions for groups of students with similar needs. They also decide on what progress data to collect and the person responsible for collecting the data.

Monthly EBIS team meetings:EBIS teams convene monthly to evaluate the progress of the students involved in group interventions. The team reviews weekly progress monitoring data for each student, analyzing aimlines and/or trendlines (see Decision Rules for Kindergarten and Grade 1-5). One of four different decisions may be made at this meeting for each student being reviewed:

1) the group intervention has been successful and the student no longer needs small group instruction;

2) the intervention appears to be working for the student and should be continued as is;

3) the group intervention is not working for the student and should be revised or refined; or,

4) the group intervention is highly unlikely to be successful for the student and therefore a more, individualized approach is needed.

Individualizing, Intensifying Intervention: When an individualized approach is needed, EBIS teams fill out and send the EBIS Team Meeting Notice to parents inviting them to attend a meeting where their child’s needs will be discussed and an action plan will be formulated.

At this meeting, teams review each student’s cumulative record using the Problem-Solving Worksheet. Although time consuming, this level of evaluation is typically necessary for only a small percentage of students. It provides detail on the student’s history and needs and is important to designing an effective, individualized intervention. Another resource for students with behavioral issues is the brief Functional Behavior Assessment protocol which can easily be completed by the team.

At the individualized planning level, it is also necessary to assign a case manager foreach student. The case manager’s responsibility is to ensure that the intervention is implemented correctly and that progress is monitored according to the schedule agreed upon by the team. In addition, the case manager completes the EBIS Action Plan and begins tracking intervention details using the EBIS Student Intervention Profile. Case managers report back to the EBIS team on the progress of the students under their supervision on at least a monthly basis.

Please refer to The Role of the Learning Specialist in the EBIS Process for more information (and restrictions) regarding the involvement of the Learning Specialist in the EBIS process, especially as it concerns case management of students still being evaluated in general education placements.

Based on the progress monitoring data, the EBIS team may determine that a referral for a formal special education evaluation is appropriate. The information from the intervention profile should be included with the referral as it provides evidence regarding the student’s responses to various interventions.

Should the EBIS team determine that a student needs an intervention within a special

education setting, the following additional steps are required:

A meeting is set up with the parent to describe the proposed intervention.
Consent for Special Education Evaluation is completed. On the assessment line, note “diagnostic teaching in a special education setting”.
Specify a limited amount of time.
Provide notice of parents’ rights.

At the end of the designated time, the team reconvenes with the parent to review progress monitoring data.
If the team determines that there has been good progress and that the problem appears to have been related to a lack of instruction, the student exits the special education group. A Prior Written Notice is completed to document the team’s decision.
If the team determines that there has been limited progress and the student appears to have been “non-responsive to instruction,” a referral to Special Education is made immediately. It makes the most sense to complete the Referral, Minutes of Evaluation
Planning, and Consent for Evaluation at this time.

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TigardTualatinSchool District EBIS / RTI Project

December 2005, Page 1 of 20

TigardTualatinSchool District EBIS / RTI Project

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TigardTualatinSchool District EBIS / RTI Project

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)

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.

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

EBIS DECISION RULES - Grades 1-5

Place students in the 20% group when:

Academic skills fall below benchmark and place them in the lowest 20% compared to their peers on one or more of the following measures: DIBELS, DORF, Math & Writing curriculum based assessments, OSA.

Chronic problems with attendance and/or socio-emotional-behavioral skills occur, as defined by:

More than 5 absences in a 30 day period

3 or more discipline or counseling referrals in a 30 day period

Modify interventions when:

Progress monitoring indicates 3 or more data points below the aimline.
If data is highly variable, maintain the current intervention for another month to establish a trendline.

Progress is monitored once weekly

Individualize interventions when:

Progress trend under small group instruction is below the aimline for two consecutive intervention periods (at 8, 12 or 16 weeks, depending on the data).

Refer to Special Education when:

After one highly structured, individualized intervention, progress continues below aimline.
Progress is monitored twice weekly or more frequently if needed

EFFECTIVE BEHAVIOR AND INSTRUCTION SUPPORT (EBIS)

TEAM MEETING NOTICE

Dear ______:

(Parent / Guardian)

______has been referred to the Effective Behavior and InstructionSupport (EBIS)

(Child)

Team 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 the time and place. (Team Coordinator) (Phone Number)

On the back of this form, please see important notices regarding EBIS grant and Special Education procedures.

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TigardTualatinSchool District EBIS / RTI Project

IMPORTANT NOTICE REGARDING GRANT FUNDING: Assessment andprogram planning by the EBIS Team in your school is sponsored in part by a grant fromthe U.S. Department of Education, Office of Special Education Programs, Grant Award#H324T000025.

The grant's purpose is prevention of reading and behavior problems and supportsgroup and individual programs for students K-3. If you decide to allow your child toparticipate, he/she will be given instruction in academic, behavior, and/or social skills, aswill be planned with your participation in the meeting.

As a parent, you are an integral member of the EBIS Team in planning for yourchild. (No programs will be instituted without your approval and assent. If, at any time,you wish to withdraw your child from participation in this program, you may do so bycontacting the EBIS Case Manager noted above.) Your child's access to school programsand services will not be effected in any way should you choose to have him/her includedin or excluded from this program. If this program results in a referral for additionaltesting for your child, such as for special education services, you will be fully informedof all rights associated with such referral. No testing will be conducted without yourconsent.

Further, any information collected concerning your child will be kept confidentialand will not be released for any purpose without your written permission. Wheninformation on student progress is presented in reports concerning this grant, allidentifying information will be removed (e.g., false names will be used for students andschools), and, in most cases, scores will be aggregated rather than presented individually.

If you have any questions concerning your child's participation in this program,contact your School Principal or Dr. Carol Sadler, EBIS grant Project Director at theTigard-TualatinSchool District office (503) 431-4117.

If you have questions regarding your rights as a participant in this researchproject, feel free to contact the Office of Human Subjects Compliance, University ofOregon, Eugene, Oregon, 97403-5219, Phone: (541)-346-2510

IMPORTANT NOTICE REGARDING SPECIAL EDUCATION: Sometimes studentsexperience substantial on-going difficulties in school as the result of disabilities. If theschool team or your child's teacher(s) have this concern, they will contact you to discussit. If you are concerned that your child may have a disability and is in need of specialeducation services, please contact the school principal.

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TigardTualatinSchool District EBIS / RTI Project

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:______

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:

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TigardTualatinSchool District EBIS / RTI Project

INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)

STUDENT:______DATE: ______

ACHIEVEMENT REVIEW – READING

Grade / K / 1 / 2 / 3 / 4
BENCHMARKS / PSF: 35 NWF: 25 / NWF: 50 (Winter)
ORF: 40-60 / ORF: 90 / ORF: 110
OSA: 201 / ORF: 118
OSA: 208
EXPECTED GAINS / N/A / ORF: 1.5 Words per Week / ORF: 1.5 Words per Week / ORF: 1.5 Words per Week / ORF: 1.5 Words per Week
OSA: 7 points
STUDENT SCORE / PSF: NWF: / ORF: / ORF: / ORF:
OSA: / ORF:
OSA:
SIGNIFICANCE
Grade / 5 / 6 / 7 / 8 / 10
BENCHMARKS / ORF: 124
OSA: 215 / ORF: 125
OSA: 220 / OSA: 226 / OSA: 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: / OSA: / OSA: / OSA:
SIGNIFICANCE
Other information: Summary of teacher concerns, referral questions, etc.

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TigardTualatinSchool District EBIS / RTI Project

INDIVIDUAL PROBLEM SOLVING WORKSHEET (continued)

STUDENT:______DATE: ______

ACHIEVEMENT REVIEW - MATH MULTIPLE CHOICE

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: 6 points / OSA: 5 points / OSA: 8 points
STUDENT SCORE / OSA: / OSA: / OSA: / OSA: / OSA: / OSA: / OSA:
SIGNIFICANCE
Other information: Summary of teacher concerns, referral questions, etc.

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)

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TigardTualatinSchool District EBIS / RTI Project

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.

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TigardTualatinSchool District EBIS / RTI Project

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?

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TigardTualatinSchool District EBIS / RTI Project

EBIS STUDENT INTERVENTION PROFILE

Student Name: ID Number:

Initial Data Information

Initial Grade Level:______

Date:______

DIBELS/CBM Scores: ISF ___ PSF _ NWF _ ORF (Median) ___

Reading RIT Score:_____

Math RIT Score:_____

Writing Scores: ______

Attendance Issues:______

Behavioral Issues:______

Intervention #1Classroom: Title 1: ELL: EBIS Grant: Other: __

Start Date: ______Current Grade Level: ______

Curriculum: ______

Group Size:Individual: ____ 2-5: ____ 6-15: ____ 15-30: ____ Class: ____

Frequency:One/Wk: ____Two/Wk: ____ Three/Wk: ____ Four/Wk: ____Daily: ____

Duration:15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____ 60 min.: ____Other: ___

Intervention Teacher:License Reg: ____ License Sp.: ____ IA: ____ Counselor: ____ Volunteer: ____

End Date: ______Progress Data:

Intervention #2Classroom: Title 1: ELL: EBIS Grant: Other: __

Start Date: ______Current Grade Level: ______

Curriculum: ______

Group Size:Individual: ____ 2-5: ____ 6-15: ____ 15-30: ____ Class: ____

Frequency:One/Wk: ____Two/Wk: ____ Three/Wk: ____ Four/Wk: ____Daily: ____

Duration:15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____ 60 min.: ____Other: ___

Intervention Teacher:License Reg: ____ License Sp.: ____ IA: ____ Counselor: ____ Volunteer: ____

End Date: ______Progress Data:

Intervention #3Classroom: Title 1: ELL: EBIS Grant: Other: __

Start Date: ______Current Grade Level: ______

Curriculum: ______

Group Size:Individual: ____ 2-5: ____ 6-15: ____ 15-30: ____ Class: ____

Frequency:One/Wk: ____Two/Wk: ____ Three/Wk: ____ Four/Wk: ____Daily: ____

Duration:15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____ 60 min.: ____Other: ___

Intervention Teacher:License Reg: ____ License Sp.: ____ IA: ____ Counselor: ____ Volunteer: ____

End Date: ______Progress Data:

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TigardTualatinSchool District EBIS / RTI Project

The Role of the Learning Specialist in the Tigard-Tualatin EBIS Process

Activity/Intervention / Required Paperwork / Acceptable Special Education Staff
Involvement / Unacceptable Special Education Staff Involvement
EBIS: Group
Interventions / Note: There are EBIS forms that will be filled out by the team at this level of intervention /

Consult, collaborate, and brainstorm regarding academic and behavioral program development
Teach regular education skill groups that include some students on IEP's
Collect and organize progress monitoring data for students in skill groups

Include students in a designated special education instructional group
Conduct observations of individual students
Serve as EBIS case manager

EBIS: Individual Interventions in Regular Education Settings / Note: There are EBIS forms that will be filled out by the team at this level /

Same as above

Same as above

EBIS: Individual Interventions in Special Education Settings /

Team Meeting Notice
Consent for Evaluation (limited scope and timeframe)
SPED Referral OR Prior Notice (depending on response to intervention

Include non-special education student in a designated special education group for diagnostic teaching and progress monitoring
Take over as EBIS case manager

Conduct observations of individual students

Special Education:
Referral and Evaluation Planning /

SPED Referral
Meeting Notice
Minutes of Evaluation Planning Meeting
Consent for Evaluation

Assume duties associated with special education referral management, including formal assessment and individual observations

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How the EBIS Team Process Works