EBIS Meetings

1. EBIS Meetings Bend-LaPine School District Sep 28, 2010 Jon Potter Dean Richards

2. School Data Teams Individual Problem Solving Team EBIS Team SchoolwideData Team

3. Targets • Understand the purpose of an EBIS meeting • Understand what types of decisions are made at EBIS meetings • Understand how to use different types of data to make those decisions

4. General Features • Who • When • What • Why

5. Who is on the Tier 2 Team Who What Facilitator Data manager Communicator Recorder • Principal • Literacy Specialist/Title I • Counselor • Grade level team • May also include • Special Education teacher • ELL teacher • School Psychologist • Teacher representatives from other grade levels • Paraprofessionals

6. When does the team meet? • Meetings are regularly scheduled AND regularly occurring every 4-6 weeks. • Meetings are held for 30-45 minutes

7. What do we talk about at meetings? • Discuss cohort groups in interventions. Are the interventions working? • Discuss individual students who are already in interventions • Discuss the students who may need an intervention. What student data supports placement? • Be solution focused

8. Purpose of a Tier 2 Meeting • To determine: • Which students need an intervention? • What interventions will be given? (protocol) • When do interventions and progress monitoring occur? • Are current interventions effective? • Do we continue, discontinue, or change interventions?

9. Tier 2 Meeting Decisions • Intervention Cohort Groups • Continue intervention • Evaluate Implementation Fidelity • Modify intervention • Individual Students • Continue intervention • Change current intervention • Modify (more or less intensive) • Change intervention placement (more or less intensive) • Discontinue

10. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

11. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s (Generally) Effective Intervention Isaiah Aimline Mary Amy Chase

12. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Ineffective Intervention Aimline Amy Isaiah Chase Mary

13. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

14. Fidelity of Implementation • Fidelity to curriculum • All lesson parts taught following outlined procedures • Curriculum decision rules followed (lesson checkouts, mastery tests, etc) • Fidelity to research-based instructional procedures • High pacing (high rate of student opportunities to respond) • Corrective feedback • Behavior management system evident • Students are accurate before moving on to new material

15. Fidelity Checklists www.aea11.k12.ia.us/idm

16. Modifying a group intervention:Questions to Consider • Behavior management strategies • Have expectations been explicitly taught? • Is there a group reinforcement system? • Is participation and effort consistently reinforced? • Is the intervention matched to student need? • Does the group need additional time? • Does the group need to be split into smaller groups?

17. Individual Students • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

18. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Individual Change Needed Isaiah Aimline Mary Amy Chase

19. When Making a Change… • Always start with existing data sources • Screening data, in-curriculum assessments, state-testing data, etc. • Examine existing groups first if a change in group is needed • Match the rigor of the decision-making process with the intensity of the problem

20. Making Decisions: What’s at Stake • Initial Evaluation for IEP • Individualized intervention • Moving student to a different Tier 2 intervention • Initial placement in Tier 2 intervention Stakes of your decision

21. Using existing Data:Going Beyond the Numbers… • Benchmarks are set by a “number” • 1st Grade = 40 wpm • 2nd Grade = 90 wpm • 3rd Grade = 110 wpm • Instructionally - Need to pay attention to the behaviors around the “numbers” • Accuracy Rate • Error Patterns • Phrasing or Not • Quality of the Reading MUST hear students read to get an understanding of the reading “Behaviors”!

22. Organizing Fluency Data:Making the Instructional Match Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-Tap Method. If student can correct error easily, teach student to self- monitor reading accuracy. If reader cannot self- correct errors, complete an error analysis to Determine instructional need. Teach to the instructional need. • Core Instruction • *Check Comp* • +Fluency building • +Decoding then fluency • Self-Monitoring

23. Screening and Progress Monitoring -Not Always Enough • Screening assessments sometimes do not go far enough in answering the question: • We will need to “DIG DEEPER!” • Quick phonics screener, Error Analysis, Curriculum-based evaluation procedures, etc. Digging Deeper!

24. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

25. Digging Deeper • How deep you dig depends on the intensity of the problem. OR

26. Reading Skills Build on Each Other Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

27. Phonemic Awareness Developmental Continuum Vital for Diagnostic Process! Hard • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison IF DIFFICULTY DETECTED HERE.. THEN check here! Easy

28. Instructional “Focus” ContinuumMATCH to INSTRUCTIONAL FOCUS as well!

29. Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

30. Individual Students: What to Change • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

31. The Problem Solving Model • Define the Problem: • What is the problem and why is it happening? • Design Intervention: • What are we going to do about the problem? • Implement and Monitor: • Are we doing what we intended to do? • Evaluate Effectiveness: • Did our plan work?

32. Alterable Variables How do we know what to change when students are not making adequate progress? Follow the data

33. What do we change?: TTSD Example Time Group Size Time/ Engagement Different program Individual Problem-solving

34. Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

35. Time http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

36. Time • Possible Data Sources/Questions to consider • Initial screening and progress monitoring data • Is progress being made but not closing the gap quick enough? • Program placement tests • Is the student placed appropriately? • Daily student accuracy data • Is the student fairly accurate in daily lessons? (>85-90%) • Lesson checkouts • Is the student passing checkouts regularly? • Instructional observation data: • Is a lot of time spent in transitions/non-academic activities? • Is the student actively engaged and responding? • Does the student get sufficient opportunities to respond (8-12 per minute in intensive interventions)?

37. Group Size http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

38. Group Size • Possible Data Sources/Questions to Consider • Initial screening and progress monitoring data • Is progress being made but not closing the gap quick enough? • Daily student accuracy data • Is the student fairly accurate in daily lessons? (>85-90%) • Lesson checkouts • Is the student passing checkouts regularly? • Instructional observation data: • Does the student get enough individual attention (i.e. opportunities to respond, corrective feedback, praise, etc)? • Is the student at the same instructional level as other students in the group?

39. Different Program http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

40. Different Program • Possible Data Sources/Questions to Consider • Initial screening, progress monitoring, diagnostic data • Is the intervention matched to student need? • Does the student have multiple instructional needs? • Is the student not making any progress? • Are there pre-requisite skills the student is lacking? • Daily student accuracy data • Is the student inaccurate in daily lessons, even when provided regular corrective feedback? (>85-90%) • Lesson checkouts • Is the student not passing these consistently? • Instructional observation data • Is the student off-task a lot?

41. Communication/EBIS Meetings Fidelity http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

42. Individual Students • If a student is making better than adequate progress (based on data decision rules), can the intervention be de-intensified or discontinued? • If de-intensifying an intervention, determine which alterable variables to adjust • If discontinuing an intervention, create a progress monitoring plan to determine ongoing need.

43. Things to Consider When De-intensifying or Discontinuing • Create a data decision rule for exiting students • i.e., 3 consecutive data points above the final goal • Create a plan for monitoring exited students for future needs • i.e., Students exited from interventions may be progress monitored once every six weeks

44. TTSD Example (2010-2011) Consider Exiting students from interventions when: • The student has met the DIBELS grade level end of year benchmark three times consecutively. • Core reading assessments and intervention assessments indicate grade-level proficiency. • Student has met the benchmark goal on OAKS (for students in grades 3 to 5).

45. Decision Rule Example: Exiting students from intervention 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Oral Reading Fluency Aimline

46. Video Example: Heartland AEA

47. Highlights • Started with expectations for the meeting • Focused on data and identifying why students are struggling • Problem-solving as a team • Made a plan to progress monitor student(s) exiting intervention • All staff who work with the students are at the table and participating • Principal an active participant (and leader) • Snacks!!!

48. Questions/Concerns • Didn’t address intervention groups as a whole • A lot of time spent on individual students • Some interventions could be more systematic/research-based • Interventions not completely clear

49. Big Ideas of Tier 2 Meetings • Data “bring” the students to the table… not individual teachers • Meetings are regularly scheduled AND regularly occurring • Every 4-6 weeks • Focus is on alterable variables and creating solutions to problems • Different from “pre-referral” meetings

50. Final Thought “If the shoe doesn't fit, must we change the foot?‘” Gloria Steinem