Applying the PBS Paradigm to Academics: Effective Behavior and Instructional Supports EBIS in the Tigard-Tualatin Sch

1. Applying the PBS Paradigm to Academics:  Effective Behavior and Instructional Supports (EBIS) in the Tigard-Tualatin Schools

3. TTSD Demographics 16 Schools, 12,500+ students 10 elementary, 3 middle, 2 high, & 1 alternative Special programs participation 1,200 Special Education (<10%) 1,600 ELL (13%) Race 70% Caucasian 20% Latino 5% Asian/Pacific Islander 5% Other Say: First, let me tell you a little about Tigard-Tualatin. We serve several small, suburban communities with a total population of about 70,000 people. We have sixteen schools, 10 elementary, 3 middle and 2 high, and a comprehensive alternative program. About 10% of our students are eligible for special education, 18% for services as English Language Learners, and 11% as talented and gifted. As to our socio-economic level, 5 of our elementary schools receive Title 1, with free/reduced lunch rates ranging from a low of 7% to a high of 58%. People are often interested in our mobility rates and estimates range from a low of 10% to a high of about 40%.Say: First, let me tell you a little about Tigard-Tualatin. We serve several small, suburban communities with a total population of about 70,000 people. We have sixteen schools, 10 elementary, 3 middle and 2 high, and a comprehensive alternative program. About 10% of our students are eligible for special education, 18% for services as English Language Learners, and 11% as talented and gifted. As to our socio-economic level, 5 of our elementary schools receive Title 1, with free/reduced lunch rates ranging from a low of 7% to a high of 58%. People are often interested in our mobility rates and estimates range from a low of 10% to a high of about 40%.

4. 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

6. EBIS Development Timeline

12. How do we screen and identify students EBIS teams find students early � we don�t 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

16. Missing Number Norms

19. 8th Grade Reading Example

21. Progress Monitoring Progress monitoring (6-12): Maze-CBM once monthly Grade+ within 2 weeks of entering interventions and at the end of semesters

22. 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

23. 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.

27. TTSD Office Discipline Referral Distributionin 2006-07� SAY: One of the most important organizing components of EBIS is the establishment of a continuum of behavior and academic support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention, adapted for behavior support by Hill Walker, 1996. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. SAY: One of the most important organizing components of EBIS is the establishment of a continuum of behavior and academic support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention, adapted for behavior support by Hill Walker, 1996. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.

33. Mention that this slide is different than the one in the Board materials. There have been 16 weeks of instructional time since December 15th, not 19 � vacations! Therefore, we expect students in our programs to have to have a rate of improvement of 1.6 words over the course of this study. Notice median student scores in every curriculum are exceeding that expectation! Students in SIM Strategies are demonstrating highest growth. SIM are learning strategies � such as memory strategies - applied to language arts and other content area texts. Soar to Success � Middle School Comprehension interventions Language Middle & High School comprehensive developmental reading program Mention that this slide is different than the one in the Board materials. There have been 16 weeks of instructional time since December 15th, not 19 � vacations! Therefore, we expect students in our programs to have to have a rate of improvement of 1.6 words over the course of this study. Notice median student scores in every curriculum are exceeding that expectation! Students in SIM Strategies are demonstrating highest growth. SIM are learning strategies � such as memory strategies - applied to language arts and other content area texts. Soar to Success � Middle School Comprehension interventions Language Middle & High School comprehensive developmental reading program