RTI in Tigard-Tualatin School District: Effective

Behavior & Instructional Support (EBIS)

National SEA Conference on SLD National SEA Conference on SLD DeterminationDeterminationApril 20, 2006April 20, 2006

Erin LolichErin LolichTualatin Elementary SchoolTualatin Elementary Schoolelolich@ttsd.k12.or.uselolich@ttsd.k12.or.us

503-431-4817503-431-4817

Tualatin Elementary School

Overview of Tualatin Elementary Grades K-5 3-4 classrooms per grade 522 students enrolled

Demographics 260 students receive free or reduced lunch 160 English Language Learners 65 students served in Special Education 15 students identified as Learning Disabled

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Important Organizing Models

Walker, 1996

All Students Receive

All Students Are Screened for Additional Instructional Needs

(Fall, Winter & Spring)

ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND ACADEMIC INSTRUCTI ON

AND SUPPORT

I nterventions are

further

individual- ized

Small Group interventions are

implemented

EBIS Early Identification Process

TIGARD-TUALATIN SCHOOL DISTRICT

80% Decision Rule

20% Decision Rule

Revise/Individualize Instruction Rule

EBIS TEAM

Meets weekly Includes principal, counselor, literacy

specialist, special education, ELL specialists, and classroom teacher

representatives from each grade level Monitors all students in small group and

individual interventions Oversees RtI fidelity and makes

referrals to special education

INDIVIDUAL STUDENT

CASE MGMT Implements and progress

monitors students in intensive interventions (RtI process)

CONTENT AREA TEAMS

Meet Monthly Recommend curriculum and

instructional improvements across all content areas

Reading/Language Arts, Math, Science,

and Behavior

EBS TEAM Meets Twice Monthly

Plans & implements school-wide supports

GRADE LEVEL TEAMS Meet monthly

Use data to evaluate core program, plan initial interventions for “20% group,”

monitor progress, report to EBIS

Example Structure: Tualatin Elementary School

Data examples THREE TIMES A YEAR, fall-winter & spring Dynamic Indicators of Basic Early Literacy Skills

Oregon State Assessments (Reading, Math, Writing..)

Attendance, behavior and counseling referrals

20% Decision Rule: Students below the 20th percentile in academic skills and/or with chronic behavior needs* are placed in small group instruction

80% Decision Rule: If less than 80% of students are not meeting benchmarks, review core program(s)

Change Small Group or Individual Interventions Rule: When progress data is below aim-line on three (3) consecutive days, or when six (6) data points produce a flat or a decreasing trend-line

*More than 5 absences or more than 3 counseling or discipline referrals in a 30 day period

Decision Rules

Progress Monitoring and Instructional Decision Making

Trends indicate the group intervention has been successful and the student no longer needs small group instruction;

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

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

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

Refer for Special Education Evaluation Rule: When students fail to progress after two (2) consecutive individually-designed interventions

Individualize Instruction Rule: When students fail to progress after two (2) consecutive small group interventions

Decision Rules, cont’d

Daisy participates in the general curriculum

EBIS Team reviews screening data and places Daisy in group interventionDaisy isn’t

doing well

Daisyimproves

Daisyimproves

EBIS Team designs individual intervention

Resumesgeneralprogram

Daisydoesn’t improve

Daisydoesn’t improve

Special Education referral is initiated

Second Group Intervention

Second Individual Intervention

Intervention is intense and LD is suspected

Improvement is good and otherfactors are suspected as

cause

Parents Notified