EBIS Effective Behavior & Instructional Supports Tina Rodriguez June 23, 2013

EBISEffective Behavior & Instructional Supports

Tina Rodriguez

June 23, 2013

What It Is A blended model of

Response To Intervention (RTI) & Positive Behavioral Interventions and Supports (PBIS).

Allows districts and programs to be able to meet the academic and behavioral needs of all students.

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3 Purposes To review school-wide behavior and

academic data to evaluate the effectiveness of core programs.

To screen and identify students needing additional academic and/or behavior support.

To plan, implement and modify interventions for these students (depending on each student’s “response to intervention,” a formal referral for special education evaluation may result).

How Students are Identified as Struggling & Needing Support

Continuous data is collected on student behavior, reading, math, and writing.

This data is presented to each grade level every 6 weeks during EBIS meetings (this is in lieu of student study teams, etc.).

Each grade level meets about 3x/year, which creates 1 EBIS meeting each week, which means tons of data being tracked and shared weekly!





Who tracks all this data? Building Literacy Specialist

DIBELS, reading interventions Building School

Psych/Counselor CICO, attendance, counseling

referrals, health room Building Principal

Math (This may be unique to the school I was at…)

Building Learning Specialist Behavior & academics for students

already in Special Education

How Students are Identified as Struggling & Needing Support

Each meeting follows a prescribed agenda (see handout) & building principal facilitates (i.e., keeps the flow and keeps people on track).

This agenda clearly lays out the decision rules used in TTSD to identify students who are struggling & needing support either in behavior, reading, math, or writing.

These decisions are based almost entirely on data (with the exception of some behavioral issues).

How Decisions are Made to Match Students to Interventions

See handout! TTSD provides a standard protocol that

includes decision rules about when students change interventions, when interventions should be individualized, when students should be referred to SPED, and when students should be exited from intervention.

TTSD provides all its schools with a menu of evidence-based interventions to be used depending on the need of a student.



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Data Collection Reading:

DIBELS Behavior:

ODR, Red Slips, Health Room, Attendance, CICO Math:

CBMs Writing:

CBMs



Reading DIBELS (Dynamic

Indicators of Basic Early Literacy Skills):

A set of assessments used for universal screening and progress monitoring in grades K-6.

Help guide school personnel in identifying students who may need additional literacy instruction in order to become proficient readers.



How TTSD Uses DIBELS Students are continuously

progress monitored. This means they are “probed”

once a week, every week, for the entire school year.

Literacy Specialist tracks all student DIBELS data

This data is the precursor to who needs what intervention (see handout).

DIBELS data is presented by the Lit. Specialist every week during

EBIS to each grade level meeting.

More DIBELS… A basic breakdown of how

students are identified as needing extra reading support based on DIBELS data:

After collecting 6 data points or “probes” (so after 6 weeks), the team looks at the students whose scores are in the bottom 30%.

Students who received 5/6 data points above their aimline stay in the “green zone”.

**The aimline is created using the median of the three data points prior to an intervention change.



More DIBELS… Students who received 3-4/6 are moved to

the “yellow zone”. Students who receive less than this move

to the “red zone”. If a student remains in the “red zone” after

another 6 weeks, the student is considered for a Tier 3 intervention (see handout…)

Durham Data Example

More DIBELS… The student is considered for exiting

from intervention when they have 3 progress monitoring data points at or above the next DIBELS benchmark and core reading assessments and interventions indicate grade-level proficiency and the student has met the benchmark goal on OAKS.

Behavior What data is tracked and presented weekly:

Red Slips (minor infractions) Office Discipline Referrals (major infractions) Progress on Behavior Support Plans Daily behavior data from CICO Counseling referrals Health room visits

Behavior Decision Rules See handout! K-1 students that teachers believe may need

behavior support are screened by the “Early Screening Project” (ESP) ESP = A screener for 3-5 year olds experiencing

either internal or external preschool adjustment problems.

Helps initiate early intervention and to identify students who may be at risk for emotional problems, speech/language difficulties, attention deficits, and more.

Behavior Decision Rules K-1 cont.:

Students who score in the “high-risk” or “extreme-risk” range on ESP are considered for First Step to Success (FSTS) program.

FSTS = a home & school intervention program for preschool - 3rd grade that recruits parents as partners with the school in teaching the at-risk child a behavior pattern contributing to school success and the development of friendships.

Students identified as “at-risk” or “deficit” on Phoneme Segmentation Fluency (PSF) are considered for Tier 2 Reading and/or Behavior Interventions.

Behavior Decision Rules K-5 Place students in Strategic (Tier 2)

intervention if: Student has 2 or more ODRs within 3-month

period. If more than 5 absences in 30-day period: EBIS

team reviews data to determine appropriate interventions.

*Consider a referral to the district Behavior Team if student isn’t successful with the strategic intervention.

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How Students are Referred to Special Education

Reading: Referred for evaluation if after one highly-

structured, 6-week, individually designed intervention (Tier 3), progress continues below aimline OR the team determines that the support is so significant that the student will need continued individual and intensive instruction.

How Students are Referred to Special Education Behavior:

This is much less clear and students receive a TON of support before any referral to SPED occurs.

A student first receives intervention and support from staff at the school (a lot of CICO).

If this is unsuccessful, a FBA and BSP are completed and implemented.


If this is unsuccessful the district’s Behavior Team steps in to implement another FBA and BSP.

Meanwhile, staff also works with students and families to get any outside support that might be needed (i.e., counseling, parent coaching, etc.).

I’ve seen parents participating in PCIT (Amanda ;) ), which is great!

How Students are Referred to Special Education Specifically, TTSD protocol says:

Place students in Intensive (Tier 3) Intervention AND refer to Red Zone Team if:

Progress is below the expected rate after 6 weeks of Strategic Interventions. Perform FBA & develop BSP.

Student receives 6 or more behavior referrals. Perform FBA, develop BSP, & consult with Care Coordinator (outside counseling) and/or Juvenile Court Counselor.


There is a significant concern regarding mental health issues, anti-social behavior, or serious concerns about family support.

Student’s behavior poses a potential risk to self or others.

How Students are Referred to Special Education Math:

If progress is below the expected rate after 6 weeks of Intensive (Tier 3) Intervention.

Writing: If progress is below the expected rate after

12 weeks of Intensive (Tier 3) Intervention.

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EBIS Effective Behavior & Instructional Supports Tina Rodriguez June 23, 2013