How the EBIS Team Process Works

Ontario School District EBIS / RTI Project

EBIS STUDENT INTERVENTION PROFILE

Student Name: ______ID Number: ______

Initial Data Information Initial Grade Level: ______Date: ______DIBELS Scores K 1st 2nd 3rd 4th 5th 6th PSF (35) (35) NWF (25) (50) (50) ORF (40) (90) (110) (118) (124) (128)

Reading RIT Score: _____ Math RIT Score: _____ Writing Scores: ______Attendance Issues: ______Behavioral Issues: ______

Intervention #1 Classroom: ____ 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 #3 Classroom: ____ 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: ___ Ontario School District EBIS / RTI Project Intervention Teacher: License Reg: ____ License Sp.: ____ IA: ____ Counselor: ____ Volunteer: ____ End Date: ______Progress Data:

Intervention #7 Classroom: ____ 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: ____ Ontario School District EBIS / RTI Project 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: Ontario School District EBIS / RTI Project The Role of the Learning Specialist in the Ontario EBIS Process

Activity/Intervention Required Paperwork Acceptable Special Education Staff Unacceptable Special Education Involvement Staff Involvement

EBIS: Group Note: There are EBIS forms that will be  Consult, collaborate, and brainstorm  Include students in a Interventions filled out by the team at this level of regarding academic and behavioral program designated special intervention development education instructional  Teach regular education skill groups that group include some students on IEP's  Conduct observations of  Collect and organize progress monitoring data individual students for students in skill groups  Serve as EBIS case manager

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

EBIS: Individual Interventions in  Team Meeting Notice  Include non-special education student in a  Conduct observations of Special Education Settings  Consent for Evaluation designated special education group for individual students (limited scope and timeframe) diagnostic teaching and progress monitoring  SPED Referral OR Prior  Take over as EBIS case manager Notice (depending on response to intervention)

Special Education:  SPED Referral  Assume duties associated with special Referral and Evaluation Planning  Meeting Notice education referral management, including  Minutes of Evaluation formal assessment and individual Planning Meeting observations  Consent for Evaluation Ontario School District EBIS / RTI Project

Gauging EBIS Implementation: How is Your School Doing?

"Emerging" "Developing" "Established"

Teachers design interventions Teachers representing regular education, special Individual teachers design interventions through casual collaboration with Intervention Design education, Title I, and ELL work together to develop on their own peers. Grade levels or teams may interventions for students choose to skill group students

Teachers use only "Reteach" modules Teachers use favorite interventions Building wide resources are tapped to provide a Intervention Format in district adopted curricula or work collected over years variety of research-based interventions where needed from a "laundry list" of interventions

Teachers implement interventions only Teachers may regroup students for Intervention Grade level teams and building resource teachers work within the framework of their own skill-based interventions with Implementation together to implement systematic group interventions classrooms or groups colleagues on occasion

No consideration is given to other Other factors are carefully scrutinized and Consideration of Other factors (attendance, health, behavior, File review information is reviewed interventions are designed/implemented to address Factors mobility) until the SPED eligibility without a standard format them whenever possible. A standard format is used to meeting display file review information

Teachers check progress with Teachers judge student response to School staff work together to establish systems measures like Oral Reading Fluency Progress Monitoring instruction based on observations and through which students' progress is checked at least (CBM) checks periodically, either on holistic, intuitive evaluation monthly and more often as interventions intensify an irregular or infrequent basis

Individual teachers make unilateral Individual teachers are "allowed" to Professionals make a group determination that a Special Ed. Referral for decisions about appropriate timing of refer once required pre-referral steps referral is appropriate (based on data indicating the Suspected LD SPED referral are completed student's response to interventions) Ontario School District EBIS / RTI Project Assessing & Planning EBIS Team Process (Instructional Focus)

School: ______Date: ______

Status Feature Next Steps In Partially Not in Planning for All Place In Place Place 1. Team is made up of the Principal, K-3 Teacher Reps, Lit Specialist/Title 1, Specialists from SpEd & ELL 2. School administrator is an active participant on the EBIS team. 3. EBIS team reviews data on student performance at least 3 times each year (fall, winter, spring) to evaluate effectiveness of the core programs. 4. Results are shared with grade level teams. 5. Changes are made as needed based on the data. Planning for Intensive Students 1. Teams identify students falling in the intensive range on DIBELS and/or who have other academic, behavioral or attendance concerns. 2. The EBIS Intervention Planning & Coordination Form is completed for each grade level. 3. Teams make decisions on interventions, data to be collected and person responsible for collecting data. 4. Strategic level students are progress monitored monthly. 5. Intensive level students are progress monitored every other week at a minimum. 6. Teams meet at least monthly to review progress monitoring data on students. 7. Changes are made as necessary based on data collected for each student. Planning for the Individual Student 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. Ontario School District EBIS / RTI Project 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. Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

There are 5 BIG Ideas in beginning reading:

1. Phonemic Awareness: The ability to hear and manipulate sounds in words 2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. 3. Fluency with Text: The effortless, automatic ability to read words in connected text. 4. Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning.

Big Ideas of Literacy DIBELS Measure Phonological Awareness Initial Sounds Fluency Phoneme Segmentation Fluency Alphabetic Principle Nonsense Word Fluency Fluency with Text Oral Reading Fluency Vocabulary Word Use Fluency (new measure, not used in Ontario) Comprehension Retell Fluency (new measure, not used in Ontario)

The DIBELS measures were designed by Dr. Roland Good and Dr. Ruth Kaminski at the University of Oregon to assess the Big Ideas of early literacy. This assessment tool is researched based and is nationally recognized as an outstanding way to assess early literacy skills. Our district currently uses the following:

 Measures of Phonological Awareness: o Initial Sounds Fluency (ISF): Assesses a child’s skill to identify and produce the initial sound of a given word. o Phoneme Segmentation Fluency (PSF): Assesses a child’s skill to produce the individual sounds within a given word.  Measure of Alphabetic Principle: o Nonsense Word Fluency (NWF): Assesses a child’s skill to produce the individual sounds within a given word. Ontario School District EBIS / RTI Project  Measure of Fluency with Connected Text: o Oral Reading Fluency (ORF): Assesses a child’s skill of reading connected text in grade level material.

DIBELS Testing in the Ontario School District

 DIBELS Benchmark Testing is administered to all K-6 students at least 3 times each year (September, January and May) by a district level testing team.  The assessment is made up of several 1 minute probes and takes no longer than 6-8 minutes per child to administer.  Individual student data is entered into the University of Oregon DIBELS website after each testing session.  Individual and grade level reports are made available to buildings/teachers shortly thereafter.  Schools review the data and then make instructional decisions based on the information.  Interventions are put in place for those students not meeting the benchmark goals and progress is monitored frequently to make sure that skills are improving.  Changes in the intervention are made as needed based on data.