Applying the PBS Paradigm to Academics: Effective Behavior and Instructional Supports EBIS in the Ti

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Applying the PBS Paradigm to Academics
Effective Behavior and Instructional Supports
(EBIS) in the Tigard-Tualatin Schools
Karen Twain, Erin Lolich, Dan Goldman March 11,
2008
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Presenter Information

• Tigard-Tualatin School District
• 6960 SW Sandburg
• Tigard, OR 97223
• [phone]
• Associate Director of Curriculum Instruction
  Dan Goldman
• dgoldman_at_ttsd.k12.or.us
• OrRTI Project Manager Erin Lolich
• elolich_at_ttsd.k12.or.us
• Principal Metzger Elementary School Karen Twain
• ktwain_at_ttsd.k12.or.us

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TTSD Demographics

• 16 Schools, 12,500 students
• 10 elementary, 3 middle, 2 high, 1 alternative
• Special programs participation
• 1,200 Special Education (lt10)
• 1,600 ELL (13)
• Race
• 70 Caucasian
• 20 Latino
• 5 Asian/Pacific Islander
• 5 Other

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More on Demographics

• Socio-economic status
• Title I in 6 of 10 elementary schools
• Free/Reduced ranges from 7 to 62
• Trend over the last decade Increase in diversity
  with more minority and low SES students
• Achievement trends upward

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Evolution of the TTSD Model
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EBIS Development Timeline
Board adopts EBS district-wide 5 more schools
implement
EBIS OSEP Grant Reading SPED initiatives
incorporated
TTSD develops RTI Technical Assistance Manual for
ODE (Rev. Dec 07)
1998-2000
2001-2005
2005-2008
1996
1997
2001
2005
TTSD to train 23 Oregon school districts to
develop implement RTI
Highly focused, ongoing PD with EBIS teams
focusing on MTI/RTI principles
7 pilot elementary schools implement EBS
Remaining (2) schools implement ongoing training
leadership
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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On average, students with 5 or more referrals had
a 17 point lower RIT score on the OSA Reading
test.
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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EBIS EARLY IDENTIFICATION PROCESS Tigard-Tualatin
School District, Tigard, Oregon
DECISION RULES
ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND
ACADEMIC INSTRUCTION AND SUPPORT
80 Decision Rule If 80 of students are not
meeting benchmarks, review core program(s).
All Students Are Screened for Additional
Instructional Needs (Fall, Winter
Spring DIBELS, IDEL, TESA, ODRs, etc.)
20 Decision Rule Students below the 20th
percentile in academic skills and/or with chronic
behavior needs are placed in small group
interventions.
Individualize Instruction Rule When students
fail to progress after two (2) consecutive small
group interventions, move to the individual level.
Small Group Interventions are designed by teacher
teams with EBIS support
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.
Refer for Special Education Evaluation Rule
When students fail to progress after one
individually designed intervention.
Interventions are further individual- ized
Change Small Group or Individual Interventions
Rule When progress data is below aimline on
three (3) to four (4) consecutive days, or when
eight (8) data points produce a flat or a
decreasing trendline.
More than 5 absences or more than 3 counseling
or discipline referrals in a 30 day period
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EBIS vs. Pre-Referral

• Pre-Referral
• Students are identified as needing support
  through teacher /parent nomination
• Teachers are asked to prove student need what
  interventions have been tried
• Interventions are loosely defined
• Typically, students do not receive interventions
  throughout the evaluation process only if
  when they qualify for services
• A team of experts listens to the teacher and
  decides if the student should be referred
• Interventions provided are typically not
  research-based (or have a replicable effect for
  most students)
• Programmatic support is typically provided only
  at the end of the evaluation process (again, if
  when they qualify for services)

• EBIS
• Screen ALL students and use that data to
  determine who receives interventions
• Monitor a all students progress in the general
  curriculum using appropriate formative
  assessments (e.g. CBM, DIBELS, etc.)
• Choose and implement scientifically validated
  interventions to deal with a student's learning
  problems Using the TTSD Protocols
• Monitor how the student responds to the
  intervention by using assessments at consistent
  intervals
• Follow formal decision rules based on data
  regarding which students are not making
  sufficient progress
• Procedures exist that ensure the fidelity of
  intervention delivery
• Determine the level of support that any student
  needs (regardless of eligibility) in order to be
  successful

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How do we screen and identify students

• EBIS teams find students early we dont wait
  for teacher/parent referral.
• All students K-5 are screened 3 times a year
• All students 6-12 are screened 2 times a year
• School EBIS teams review data and
• Address core program deficits if 80 of students
  are below benchmarks
• place all students below the 20th percentile in
  intervention groups

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TTSD K-5 Math Protocol
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Decision Rules 1st Grade

• Screening
• Students receiving only 1 and/or / in math
  on the Progress Report are screened using CBM.
• Students who meet the above criteria are assessed
  using Curriculum Based Measurement Missing
  Number. Students scoring below the 25th
  percentile on CBMs are placed in Second Tier
  Interventions.
• Progress monitoring
• CBMs are given every two weeks. Trend lines are
  reviewed every 12 weeks. Trained IAs complete
  progress monitoring and graph data.
• Intensifying intervention
• If progress is below the expected rate after 12
  weeks of Second Tier Intervention, students move
  to Third Tier Intervention.
• If progress is below the expected rate after 12
  weeks of Third Tier Intervention, EBIS makes a
  referral to special education.

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1st Grade AIMSweb probe
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Missing Number Norms
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Math Interventions

• Core instruction
• often skill-grouped within grade level
• Intervention
• 10 min. per day of guided practice in classroom
• -or-
• small-group pull-out (using grant funds)
• preteach or reteach of specific skills from core

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8th Grade Reading Example
TTSD 6-12 Reading Protocol - February 08.doc
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Screening

• Every student at or below the 35th percentile on
  the OAKS is
• further screened with oral reading fluency
  measures from 6-Minute Solution (check for
  fluency accuracy) then,
• the San Diego Quick is administered to evaluate
  what level of the SRAI to use then,
• the SRAI is administered to gauge comprehension
  skills then,
• for students with the most comprehensive reading
  needs, the Language! placement tests are
  administered.

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Progress Monitoring

• Progress monitoring (6-12)
• Maze-CBM once monthly
• Grade within 2 weeks of entering interventions
  and at the end of semesters

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Intensifying interventions

• The following conditions should instigate a
  discussion in an EBIS meeting at the end of an
  intervention period
• Maze scores indicate 3 to 4 data points (in a
  semester) below the aimline AND are below the
  50th percentile
• Maze trendline analysis indicates a flat or
  declining slope AND scores are below the 50th
  percentile
• Grade scores are in the 3rd stanine or below

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Exiting interventions

• Maze scores indicate 3 or more data points above
  the aimline AND are at or above the 50th
  percentile AND,
• Grade scores are at or above the 5th stanine
  AND
• OAKS scores are at or above the 36th percentile.

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Intervention Change Language!
Grade Composite Score 1st Stanine
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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
Second Group Intervention
Daisy improves
Daisy doesnt improve
EBIS Team designs individualized intervention
Resumes general program
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
Parents Notified
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Typical team structure

• GRADE LEVEL EBIS TEAMS
• Plan and implement small group reading
• academic interventions
• Monitors student progress in small group and
• individual interventions
• Makes referrals to special education based on
  TTSD
• decision rules for adequate progress in
  interventions

• EBIS LEADERSHIP
• TEAM
• Meet monthly
• Plans and implements school-
• wide academic programs

• EBS LEADERSHIP
• TEAM
• Meets Monthly
• Plans and implements
• school-wide and small
• group behavior
• supports

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TTSD Office Discipline Referral Distributionin
2006-07
5 Referrals
1
2-4 Referrals
7
5 Referrals
86 received NO referrals
93 of Students
(Walker, et al. 1996)
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Kindergarten PSF 2001 - 2008
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1st Grade NWF 2001 - 2008
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3rd Grade ORF 2001 - 2008
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Median Reading Comprehension Gain vs. Expected
Gain for Students In Secondary Literacy
Programs - By Curriculum
December 2006 Through May 2007 - Students w/ 3
or more scores only
Expected Growth Rate for Students Below the 25th
Percentile is .1 Words Per Week
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For Further Investigation

• www.ttsd.k12.or.us/district/assessment/program-eva
  luation/folder.2005-11-30.4079832950
• www.ttsd.k12.or.us/district/student-services/orego
  ns-response-to-intervention