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EBIS Meetings. Bend- LaPine School District Sep 28, 2010 Jon Potter Dean Richards. School Data Teams. Individual Problem Solving Team. EBIS Team. Schoolwide Data Team. Targets. Understand the purpose of an EBIS meeting Understand what types of decisions are made at EBIS meetings - PowerPoint PPT Presentation
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EBIS Meetings
Bend-LaPine School DistrictSep 28, 2010
Jon PotterDean Richards
2
School Data Teams
Schoolwide Data Team
EBIS Team
Individual Problem Solving Team
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
General Features
• Who• When• What• Why
Who• 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
What • Facilitator• Data manager• Communicator• Recorder
Who is on the Tier 2 Team
When does the team meet?
• Meetings are regularly scheduled AND regularly occurring every 4-6 weeks.
• Meetings are held for 30-45 minutes
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
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?
Tier 2 Meeting Decisions• Intervention Cohort Groups
1. Continue intervention2. Evaluate Implementation Fidelity3. Modify intervention
• Individual Students1. Continue intervention2. Change current intervention
• Modify (more or less intensive)• Change intervention placement (more or less
intensive)3. Discontinue
Intervention Cohort Groups
1.Are intervention groups making adequate progress with additional Tier 2/Tier 3 support?a)Examine student progress monitoring graphs for
intervention groups.i) Are most students in an intervention group making adequate
progress (based on data-decision rules)? If majority of group is not making adequate progress:
(1)Has fidelity of implementation been examined?(2)If implementation fidelity is good, does the intervention need to be
modified?(a)Consider adding a group reinforcement system, or adjusting
group size, amount of intervention time, frequency of intervention, or other alterable variables
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(Generally) Effective Intervention
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Ineffective Intervention
Chase
Intervention Cohort Groups
1.Are intervention groups making adequate progress with additional Tier 2/Tier 3 support?a)Examine student progress monitoring graphs for
intervention groups.i) Are most students in an intervention group making adequate
progress (based on data-decision rules)? If majority of group is not making adequate progress:
(1)Has fidelity of implementation been examined?(2)If implementation fidelity is good, does the intervention need to be
modified?(a)Consider adding a group reinforcement system, or adjusting
group size, amount of intervention time, frequency of intervention, or other alterable variables
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 proce
dures– High pacing (high rate of student opportunities to
respond)– Corrective feedback– Behavior management system evident– Students are accurate before moving on to new
material
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?
Individual Students2. Are there individual students in intervention
groups not making adequate progress? If so, what changes will be made?a)Examine existing data and determine if additional data are
needed, including:i) Progress monitoring data, diagnostic data, daily lesson data,
curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc.
b) If a change is needed, consider the following options:(1)Does the student need a different, more appropriately matched intervention?(2)Does the student need a more intensive intervention with same instructional
focus?(3)Can you modify the current intervention to accommodate the student?
(a)Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables
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Individual Change Needed
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
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
Using existing Data:Going Beyond the Numbers…
Benchmarks are set by a “number”1st Grade = 40 wpm2nd Grade = 90 wpm3rd Grade = 110 wpm
Instructionally - Need to pay attention to the behaviors around the “numbers” Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading “Behaviors”!
Organizing Fluency Data:Making the Instructional Match
Group 1: Accurate
and Fluent
Group 2:Accurate but Slow
Rate
Group 3:Inaccurate and Slow
Rate
Group 4:Inaccurate but High
Rate
Group 1: Dig Deeper in the areas of reading comprehension, includingvocabulary 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 todetermine instructional need. Teach to the instructional need paired with fluency buildingstrategies. Embed comprehension checks/strategies.Group 4: Conduct Table-Tap Method. If studentcan 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
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.
• The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.
Purpose of Diagnostic Assessments
• Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.
Digging Deeper
• How deep you dig depends on the intensity of the problem.
OR
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Reading Skills Build on Each Other
Phonemic Awareness Developmental Continuum
Easy
Hard
IF DIFFICULTY
DETECTED
HERE..
THEN checkhere!
• Phoneme deletion and manipulation• Blending and segmenting individual
phonemes• Onset-rime blending and segmentation• Syllable segmentation and blending• Sentence segmentation• Rhyming• Word comparison
Vital for
Diagnostic
Process!
Instructional “Focus” ContinuumMATCH to INSTRUCTIONAL FOCUS as well!
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no, teach skill.If yes, move to fluency
If no, teach fluency/automaticityIf yes, move to application
If no, teach applicationIf yes, the move to higher level skill/concept
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Application
Fluency
Accuracy
Individual Students: What to Change
2. Are there individual students in intervention groups not making adequate progress? If so, what changes will be made?a)Examine existing data and determine if additional data are
needed, including:i) Progress monitoring data, diagnostic data, daily lesson data,
curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc.
b) If a change is needed, consider the following options:(1)Does the student need a different, more appropriately matched intervention?(2)Does the student need a more intensive intervention with same instructional
focus?(3)Can you modify the current intervention to accommodate the student?
(a)Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables
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The Problem Solving Model
1. Define the Problem: • What is the problem and
why is it happening?2. Design Intervention:
• What are we going to do about the problem?
3. Implement and Monitor: • Are we doing what we
intended to do?4. Evaluate Effectiveness:
• Did our plan work?
Alterable Variables
How do we know what to change when students are not making adequate
progress?
Follow the data
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What do we change?: TTSD Example
TimeGroup Size
Different program
Individual Problem-solving
Time/Engagement
Alterable Variables Chart
34http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Time
35http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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)?
Group Size
37http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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?
Different Program
39http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
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?
Fidelity
41http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Communication/EBIS Meetings
Individual Students
3. If a student is making better than adequate progress (based on data decision rules), can the intervention be de-intensified or discontinued? a)If de-intensifying an intervention,
determine which alterable variables to adjust
b)If discontinuing an intervention, create a progress monitoring plan to determine ongoing need.
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
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).
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Decision Rule Example: Exiting students from
interventionO
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Video Example: Heartland AEA
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!!!
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
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
Final Thought
“If the shoe doesn't fit, must we change the foot?‘”
Gloria Steinem
