Bend La Pine Schools EBISS Framework

Transcription

ffective
ehavior and
nstructional
upport
ystems
August 2011
Contents
PROCESS OVERVIEW
Bend-La Pine Schools EBISS Framework Overview
Bend-La Pine Schools Instructional Agreements 2011-2012 - Elementary
EBISS Description for School Handbooks
Page
1
7
11
PROTOCOL
Group Intervention and Planning Form
Standard Reading Protocol – Elementary
Reading Decision Rules - K-5th
Expected Growth Targets for Oral Reading Fluency
Guidelines for Off Grade Level Progress Monitoring
Reading Protocol for English Language Learners
Student Intervention Tracking Directions – READING
Standard Math Protocol - Elementary
Student Intervention Tracking Form - MATH
Standard Behavior and Attendance Protocol
Functional Behavior Assessment and Summary
Student Behavior Planning Form
Group Behavior Intervention Tracking Tool for Tier 2 & 3
Student Intervention Tracking Form – BEHAVIOR
Intervention Changes and Modifications
Teacher Language and Checklist for Parent Phone Call
Individual Problem Solving Worksheet with Individualized Intervention Plan
Bend – La Pine Schools EBISS Parent Brochure
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13
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18
20
21
22
23
24
25
27
29
30
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38
GRADE AND CORE LEVEL MEETING RESOURCES
EBISS Grade Level Team Meeting Model
Grade Level EBISS Meeting Sample Agenda
EBISS Core Effectiveness Meeting Protocol
Core Effectiveness Analysis of Behavior Referral Data
39
40
41
42
SYSTEM EVALUATION TOOLS
EBISS Team Planning Survey - Elementary
Comprehensive Planning/Evaluation Tool for School-Wide Reading Programs
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50
ELL FORMS
EBISS ELL Instructional History Document
ELL Pre-referral forms directions
Bend-La Pine Schools EBISS Manual – August 2011
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Bend La Pine Schools EBISS Framework
Elementary Level
Teaming Process for EBISS
The school based EBISS team has three purposes:
1. To review school-wide behavior and academic data in order to evaluate the
effectiveness of core programs.
2. To screen and identify students needing additional academic and/or behavior support
with the help of grade level teams.
3. To help plan, implement and modify interventions for these students with the help of
grade level teams. Depending on each student’s “response to intervention,” a formal
referral for special education evaluation may result.
EBISS is intended to be a structured, systematic process involving the following features and
activities: team membership, school-wide planning for Tier 1, planning for strategic
interventions, and individualizing-intensifying interventions.
School Based Team membership: Leadership by the principal is essential. EBISS Team
membership also should include the Literacy/Title I Specialist, School Counselor, PBS leader,
SPED, and ELL programs.
Planning for Universal Programs - Core Effectiveness meetings: Two times a year, late fall and
spring, EBISS teams review data on student performance (e.g., Oaks, DIBELS, Easy CBM,
behavior referrals, attendance) in order to evaluate the effectiveness of the core programs.
The EBISS model is predicated on the notion that the core programs should meet the needs of
at least 80% of the student population. If this is not the case, the team needs to plan and
implement changes to shore up the core program. These may include changes in the
schedules, instructional time, groupings, as well as targeted professional development
activities.
Planning for the Tier 2 and 3: The lowest 20% of students at each grade level on DIBELS and/or
who have other significant academic, behavioral, or attendance problems are listed on the
EBISS Group Intervention & Planning Form. This is usually best accomplished by grade level
teacher teams with core members of the EBISS team assisting them. These EBISS teams choose
interventions from the appropriate Standard Protocol (Reading and Behavior) for groups of
students with similar needs. They also decide on what progress data to collect and the person
responsible for collecting the data. For literacy, student progress monitoring data are entered
into the DIBELs data system. Interventions are tracked through the use of phase-lines
(indicating the starting and stopping points) and specific notes about the intervention (name of
intervention, group size, time per session). Students in reading intervention groups are
progress monitored 4 times during a 6 week intervention cycle.
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Grade level data team meetings: Grade level data team meetings convene every 6 weeks to
evaluate the progress of students in interventions (students in the lowest 20%). The team uses
the progress monitoring data for each student, analyzing aim-lines and trend-lines based on
expected growth. Using district decision rules, one of five different decisions may be made at
this meeting for each student being reviewed:
1) The group intervention has been successful and the student moves to another group;
2) The intervention appears to be working for the student and should be continued as is;
3) The group intervention is not working for the student and should be changed or
modified; or,
4) The group intervention is highly unlikely to be successful for the student and therefore a
more, individualized approach is needed; or,
5) The majority of the students in the intervention are not making progress and the delivery
of intervention needs to be considered.
PBIS school committee: The PBIS school team meets monthly to review behavior data, problem
solve issues, and plan for the universal, targeted, and intensive tiers.
Individualizing/Intensifying Intervention: If the student has failed to make adequate progress
(see decision rules) after two or more 6 intervention cycles, the EBISS teams begins planning for
a more individualized intervention. The Individual Problem Solving Worksheet (IPS) is
completed by a member(s) of the EBISS team and the student’s teacher notifies the parents via
phone call and the EBISS parent brochure is sent home after contact has been made. A smaller
IPS meeting is convened to consider individual factors about the student before designing an
individualized intervention. Although time consuming, this level of evaluation is typically
necessary for only a small percentage of students. It provides detail on the student’s history
and needs and is important for designing an effective, individualized intervention. Another
resource for problem solving a student’s behavior is the Functional Behavior Assessment (FBA).
The FBA can be used to design an intensive behavior intervention plan.
If the student is an English Language Learner (ELL), the ELL teacher, or other members of the
EBISS team, will complete the ELL Instructional History, gather information on expected
progress based on language proficiency, complete the CLIC, and provide ELPA scores (as
explained in the ELL Reading Protocol).
Based on the Individual Problem Solving Worksheet, ELL information, progress monitoring data,
and diagnostic data, the EBISS team designs an intervention that is specifically targeted to the
student’s needs. Progress monitoring continues and after 6 weeks in the individualized
intervention, the team will determine whether:
a) The student has improved substantially and no longer needs to be included in an
intervention group.
b) The student has improved substantially and the team reduces the intensity of the
intervention and continues to monitor progress.
c) The student is an English Language Learner and is struggling with reading
comprehension in comparison with his or her ELL Cohort. The intervention designed to
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improve comprehension will be continued for one (for a maximum of 12 weeks in an
individualized intervention) additional 4 to 6 weeks period prior to referring to Special
Education.
d) A referral for a formal special education evaluation is appropriate. The information from
the intervention profile, progress-monitoring information, individual problem solving
worksheet, and individual intervention plan should be included with the referral as they
provide evidence regarding the student’s responses to various interventions.
Understanding a Multi-Tiered delivery model for academics and behavior
Tier 1/Universal: In the EBISS framework, Tier 1 occurs in the general education classroom.
General educators are expected to assume responsibility for instruction at this level. In Tier 1,
schools and school districts adopt scientifically-based instructional programs and practices in
behavior, reading, writing, and math and ensure accurate and consistent instructional delivery
through measures of fidelity of implementation. Houghton Mifflin is our adopted core literacy
program. Bridges is our adopted core math program.
Within the PBIS framework, schools plan and adopt their own universal, targeted, and intensive
behavior protocols. PBIS framework includes:
 Designing systems of support
 3-5 positively stated school rules/expectations
 School rules are taught
 Consistent acknowledgement system
 Administrative support and participation
 Use of data for decision making
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Tier 2/Strategic/Targeted: When a student’s school-wide screening or progress monitoring
results indicate a deficit in a specific area, an appropriate instructional intervention is
implemented and progress within that intervention is monitored. The Tier 2 intervention is for
those students for whom Tier 1 instruction is insufficient, who are falling behind on benchmark
skills, and who require additional instruction to achieve grade-level expectations.
Tier 2 consists of general education instruction plus additional specialized intervention
(academics or behavior) that has the following features:
 Standard reading/behavior/math protocol helps determine time and curriculum More Explicit instruction, More Direct Instruction, More Practice, More Feedback, More time



Smaller size instructional group
Frequent progress monitoring to ensure the intervention is effective
Extra diagnostic assessments assist in planning intervention
Tier 3/Intensive/Individualized: When the student is not responding to strategic interventions
as indicated by the protocol, individualized interventions are implemented. Similar to students
in Tier 2, students in Tier 3 receive individualized; more targeted, and intensified instruction
(smaller group sizes, more intensity in the intervention, specialized curriculum, etc.). To assist
with planning individualized intervention, additional information is gathered by the EBISS team.
Special Education Eligibility
When students are not responding to scientifically based interventions over a prescribed
amount of time, and the decision rules have been met, the team can refer the student for
special education evaluation. As part of the RTI process, many of the evaluation procedures will
have been completed during the intervention phase.
Core Curriculum Implementation and Instructional times:
The use of the adopted core curriculum and implementation with fidelity are critical features in
a multi-tiered delivery model. This ensures that all students are receiving the same level of
research based instruction. The following is based on the BLP Elementary School Instructional
Agreements 2011-2012.
Literacy – Houghton Mifflin/Open Court:
 Students in full-day K through grade 2 receive at least 90 minutes/day of core instruction,
and students in tiers II and III receive at least 30 minutes/day of additional intervention
support.
 Students in grades 3-5 receive at least 60 minutes/day of core, with tier II and III students
receiving at least 30 minutes/day of additional intervention support.
 Half-day K students receive 60 minutes/day of core instruction.
 (On Wednesdays, time may be reduced 30 minutes-or 15 minutes for half-day K.)
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Math – Bridges:
 Students in full-day K through grade 5 will receive at least 60 minutes of core instruction
and will spend at least an additional 15 minutes on Number Corner daily.
 Students in half-day K will receive at least 45 minutes each day of core instruction/Number
Corner practice (30 minutes on Wednesdays).
Writing – Standards based:
 In addition to responsive writing that occurs during the reading block, students in full-day K
through grade 5 will receive at least three hours of writing instruction each week.
 Half-day K students will receive at least one hour of writing instruction each week, in
addition to responsive writing that occurs during the reading block.
Behavior:
Ongoing development and refinement of school-wide PBIS implementation is essential. In
addition, behavioral strategies at the targeted level will consist of specialized small group
interventions to further support students. At the individual student level, strategies will
become more personalized and intensive, providing a comprehensive approach for those few
students.
In-program unit assessments, universal screening, diagnostic tests, and progress
monitoring
In-program Assessments: In addition to using the DIBELs as a tool to assess student proficiency,
in-program unit assessments need to be administered to ensure mastery of the content. The
use of in-program unit assessments needs to be targeted and purposeful. For example, it is not
necessary to administer in-program unit assessments to at-risk or some-risk readers.
Universal Screeners: In the area of reading, all students are screened 3 times per year using
the DIBELs Next. Student performance is categorized as benchmark, some risk, or at risk. The
DIBELs Next screeners are the foundation by with Intervention/Extension groups are formed
(please refer to the reading instruction profiles). Students who perform at or above the
benchmark standard are screened 3 times per year. In the area of math, all students will be
screened 3 times per year using easyCBM.
Progress Monitoring: Students in the strategic or at-risk category receive on-going and
frequent progress monitoring during their intervention period (4 data points over a 6 week
period). By monitoring more frequently, grade level teams can respond more rapidly to a
student who is not making adequate progress toward his/her goals.
Diagnostic Assessments: Students who perform in the some-risk (strategic) or at-risk
categories receive additional diagnostic assessments to help target specific skill acquisition
needs. Moreover, grade level teams have information to create workshop/skills groups of
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students with similar needs (CORE Screener, in unit assessments, Placement Tests, Checkouts
Teacher Developed diagnostic assess of discreet skill, DRA, HM Leveled Reading Passages
Assessment Kit).
Purposes of Four Types of Assessment*
IN-PROGRAM UNIT
ASSESSMENT
Benchmark readers
UNIVERSAL
SCREENING
School-wide
USES
Assess for mastery
of content
Broad Index
FREQUENCY
At the end of each
unit
Ensure content
mastery
Student focus
3 X yearly
Identify student who Regroup students for
are at risk
interventions
School/student
Student/class focus
focus
Identify specific
student deficits
Student focus
INSTRUCTION
Class/School
instruction
IMPLICATIONS
Check for student
proficiency
Class/school
instruction and
curriculum decisions
As first step for
intervention
planning
Selecting
curriculum and
instructional tools
Planning or
specifying
intervention
POPULATION
PURPOSE
FOCUS
PROGRESS
MONITORING
Class/small
group/student
Specific academic
skill or behavioral
target
Bi-monthly/weekly
Within intervention
(curriculum/instructi
on)
Continue or revise
intervention
placement
DIAGNOSTIC TEST
Individual student
Specific academic
domains of
knowledge, skills,
or abilities
2-3 X per year
*Adapted from National Research Center on Learning Disabilities, RTI manual, Section 2, Progress Monitoring
Academic Intervention/Extensions
Intervention/Extension groups are centered on the academic side of EBISS and are based on
data about the student’s performance in a given area. Groups can range from
enrichment/extensions to remedial skills acquisition with a replacement core curriculum. The
assessments described in section 4 are used to help school teams determine groups.
The size, duration, and intensity of a group will depend on the needs of the students. Students
who are significantly below grade level expectations will need smaller, more intense groupings
for the intervention to be effective. In turn, students at or above grade level may be in a
workshop group that is the size of a whole class.
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Assessment & Data Systems
The degree to which teams have access to the data is essential in having effective meetings and
decisions. This includes when universal screeners, diagnostic tests, weekly & bi-monthly
progress monitoring, and In-program unit tests will be administered. When planning meetings
and data gathering systems, please consider:
 Who will collect the various data?
 When will it be collected (time of the day that works best, days of the week)?
 What form will the data be stored (assessment system or database)?
 Who will enter the data into the assessment system or database?
 How will it be delivered to teachers, grade level teams, and leadership?
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BEND LA PINE ELEMENTARY SCHOOLS’ INSTRUCTIONAL AGREEMENTS
2011-12
The purpose of this document is to provide a common structure for instruction across the
district, consistent with our most current understanding of best practices.
Reading
1. Instructional Time:
 Students in full-day K through grade 2 receive at least 90 minutes/day of core
instruction, and students in tiers II and III receive at least 30 minutes/day of
additional intervention support.
 Students in grades 3-5 receive at least 60 minutes/day of core, with tier II and III
students receiving at least 30 minutes/day of additional intervention support.
 Half-day K students receive 60 minutes/day of core instruction.
 (On Wednesdays, time may be reduced 30 minutes-or 15 minutes for half-day K.)
2. Curriculum & Instructional Materials: Teachers are expected to use Houghton-Mifflin as
the primary core curriculum. Intervention materials must be from the district list of
approved materials.
3. Assessments:
 Teachers in grades K and 1 will use the Quick Checkouts provided at the end of
each thematic unit.
 Teachers in grades 2-5 will use the district-created assessments at the end of
each thematic unit.
 Teachers in all grades will regularly screen and progress monitor with Dibels
Next, according to district protocols.
 Teachers will meet by grade level at least every six weeks to discuss assessment
data and its implications for instructional delivery, interventions, and groupings.
4. Classroom Activities:
 Enhancement templates are used to match students’ needs.
 K: Every child reads weekly decodable correctly.
 1-2: Every child reads weekly decodable correctly. Every child reads the main
selection and has opportunities to accountably read at his/her level.
 3-5: Every child reads the main selection and has opportunities to
accountably read at his/her level.
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5. Classroom Environment:
 K: A-Z ALPHA Friends cards are posted in visible format for students.
 1-5: All sound spelling cards are posted.
 K-2: Focus walls include sound focus, sight words, and vocabulary (with a
student-friendly definition and picture).
 3-5: Focus walls include robust vocabulary (with a student-friendly definition and
picture).
Writing
 In addition to responsive writing that occurs during the reading block, students
in full-day K through grade 5 will receive at least three hours of writing
instruction each week.
 Half-day K students will receive at least one hour of writing instruction each
week, in addition to responsive writing that occurs during the reading block.
2. Curriculum and Instructional Materials:
 Students will receive instruction in all aspects of the writing process.
 The district will be developing grade-level power standards in writing during the
2011-12 school year to align instruction.
Mathematics
 Students in full-day K through grade 5 will receive at least 60 minutes of core
instruction and will spend at least an additional 15 minutes on Number Corner
daily.
 Students in half-day K will receive at least 45 minutes each day of core
instruction/Number Corner practice (30 minutes on Wednesdays).
2. Curriculum and Instructional Materials: Teachers are expected to use Bridges as the
core curriculum, including the prescribed scope and sequence.
3. Assessments:
 Teachers in grades 1-5 will regularly screen with EasyCBM. (Teachers in full-day K
classes will begin in the winter, not the fall.)
 Grade-level teachers at each school will choose common assessments from the
Bridges curriculum to administer in an agreed-upon schedule.
 Teachers will meet by grade level at least every six weeks to discuss assessment
data and its implications for instructional delivery, interventions, and groupings.
4. Classroom Environment: Materials for Number Corner will be placed in an easily
accessible, visible location in the classroom.
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Science
 Students in full-day K through grade 2 will receive an average of 60 minutes of
core instruction a week.
 Students in grades 3-5 will receive an average of 90 minutes of core instruction a
week.
2. Curriculum and Instructional Materials: Teachers are expected to use Foss as the core
curriculum.
Instructional Groupings of Students


All core curricula adopted by the Bend-La Pine Schools were designed for use in
heterogeneous settings. Skill grouping is appropriate for some activities and for
intervention, enrichment, or acceleration periods.
Students will receive core instruction in heterogeneous groups unless the EBISS
team has made a team decision a student needs a district-approved
replacement core program OR the student needs an alternative environment
based on his or her inability to access the core materials in a classroom setting.
Behavior
1. Curriculum and Instructional Materials: Each school will develop 3-5 positively stated
rules or expectations. These will be specifically and systematically taught to students.
2. Activities and Assessments:
 Each school will have a PBIS team that represents the school staff as a whole,
including administrative participation.
 This team will meet monthly to review discipline and attendance data in order to
make decisions about behavior instruction, interventions, or systems.
 Each school will complete PBIS implementation measures, including team
checklists and either the School-wide Evaluation Tool or the Benchmarks of
Quality annually.
School Systems
1. Schools’ EBISS teams will conduct winter and spring Core Effectiveness Meetings to
regularly evaluate their progress in promoting student learning. Important information
from these meetings will be shared with all staff.
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EBISS Description for School Handbooks
(Your School Name) is committed to ensuring each child makes significant academic and socialemotional progress. To do this, we continuously review information that tells us how each child
is progressing. Grade level teams and support staff review all students’ progress in the area of
reading, math, behavior, and attendance three times a year using short assessments. The
teams use the data to decide which students are doing well in the core classroom instruction,
which students may need supplemental intervention in addition to their core classroom
instruction. (This may be a place where you specify if you do a school-wide walk to read or
workshop for math. Also, be sure to mention that there is a continuum from extensions to
intervention). When students receive supplemental small group instruction, we check their
progress frequently. We use “decision rules” to look at the student’s progress and decide if the
child needs to have a different kind of supplemental instruction. The first step is to provide
small group interventions for a student. If after a period of instruction, there is still concern, we
will plan an individualized intervention.
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EBISS Group Intervention and Planning Form
SPED
ELL
Math OAKS
Services
(check if
applicable)
Reading OAKS
CBM Other
DIBELS DAZE
DIBELS ORF
DIBELS NWF
DIBELS FSF
Screening Data
(enter scores)
Behav/Social/Emot
Tardies
Attendance
Writing
Math
Concerns
(check concerns)
Reading
Entry Date
Teacher/Grade
Date:
First Name
Last Name
School:
Page 12
Standard Reading Protocol - Elementary
Grade
K
Tier 1
Benchmark
Time
90 minutes daily
for full day
Program
Options
HM
OC (Jewell)
60 minutes daily
for half day
Tier 2
Strategic
Time in
addition to
Tier 1
Add at least 30
minutes daily
Add at least 15
minutes daily
1
90 minutes daily
HM
OC (Jewell)
Add at least 30
minutes daily
2
90 minutes daily
HM
OC (Jewell)
Add at least 30
minutes daily
3
90 minutes daily
HM
OC (Jewell)
Add at least 30
minutes daily
4
At least 60
minutes daily
HM
Add at least 30
minutes daily
5
At least 60
minutes daily
HM
Add at least 30
minutes daily
Program
Options
Tier 3
Intensive
In addition
to Tier 1
HM
ERI
Road to the
Code
Lexia
Add at least 30
minutes daily
HM
Road to the
Code
Lexia
HM
Phonics for
Read
Lexia
Wilson
Read Nat
6 min solution
HM
Phonics for
Read
Lexia
Wilson
Read Nat
6 min solution
Add at least 30
minutes daily
Small Group
HM
Rewards
6 min.
Solution
Read Nat
Lexia
HM
Rewards
6 min.
Solution
Read Nat
Lexia
Add at least 15
minutes daily
Small group
Add at least 30
minutes daily
Small Group
Add at least 30
minutes daily
Small Group
Add at least 30
minutes daily
Small Group
Add at least 30
minutes daily
Small Group
Program
Options
ERI
*Read Well
Road to the Code
LIPS
Lexia
*RM
*RM
*Read Well
Lexia
LIPS
ERI (kinder skills)
Phonics for
Reading
*RM
LIPS
Lexia
Wilson
*Kaleidoscope
Phonics for
Reading
*RM
Wilson
*Corrective
Reading
Lexia
*Kaleidoscope
(Open Court)
Rewards
*RM
Corrective
Reading
Lexia
*Kaleidoscope
Wilson
LIPS
Rewards
Corrective
Reading B or
Higher
*RM
Lexia
*Kaleidoscope
*Can be used as a Replacement Core
Page 13
Bend-La Pine EBISS Reading Decision Rules 1-5th grade
1.Place students in an Intensive or Strategic reading group when:

Reading skills fall below benchmark and are in the lowest 20% compared to their peers on the
following measures: DIBELs, Reading CBM’s, OAKs. To identify specific skill deficits and
determine appropriate grouping, develop a reader profile with additional diagnostic
assessments (CORE phonics probes, phonics screeners, word lists (K-1), DRA, intervention
placement assessments, HM Leveled Reading Passages Assessment Kit). Draw aimline for end of
the year expected growth based on current performance (see BLP expected growth targets on
page 16). For ELL students, please refer to ELL reading protocol.
2. Change/Modify interventions when:
 *Progress monitoring indicates 3 out of 4 data points over a 6 week period (20 intervention
periods) are below the aim-line. Use the following guideline below:
a) If the data are highly variable, continue with the intervention for another 6 week period.
b) The new aim-line should be redrawn using the median of three data points prior to the
intervention change. This will be the starting point for the new aim-line.
c) For ELL students, check the progress of the cohort group with same ELL level after a 6
each week period to determine if the individual student’s progress is significantly
different from the group (see ELL reading protocol).
*see guidelines for off-grade level progress monitoring
3. Individualize interventions when:
 Student progress is below aim-line for TWO consecutive 6 week intervention periods, and the
intervention has been deemed effective for the cohort group. Prior to individualizing the
intervention, the building EBISS team should:
a) Complete the Individual Problem Solving Worksheet (IPS).
b) Classroom teacher should contact/notify parent of concern and document on IPS
worksheet (see Teacher Checklist and Talking Points for Parent Phone Call)
c) The EBISS Parent Brochure should be sent home after parent contact has been made
d) As a team, review the IPS worksheet when individualizing the intervention
e) If the student receives ELL services, review the information gathered via the ELL
protocol.
4. Refer for Special Education evaluation when:
 After at least a 6 week highly structured individually designed intervention, progress continues
below the aim-line OR the team determines that the support is so significant that the student
will need continued individual or intensive instruction.
 Contact parent for the SPED referral meeting, send home the EBISS Parent Brochure and
document on the IPS worksheet, and perform all required SPED procedures for an initial referral.
 If the student is an English Language Learner and is struggling with VOCABULARY and READING
COMPREHENSION in comparison with their ELL cohort (of same language proficiency), then an
intervention designed to improve vocabulary and comprehension should be implemented for no
more than two 6-week periods prior to referring to special education.
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Bend-La Pine EBISS Reading Decision Rules – Kindergarten
BEGINNING OF THE YEAR
Place students in a strategic or intensive intervention group by October 1 based on fall DIBELs and intake
data.
 Half day – add 15 minutes of intervention instruction daily in small group
 Full day– add 30 minutes of intervention instruction daily in small group
Progress monitor using First Sound fluency or Phoneme Segmentation Fluency
 2 times monthly for strategic
 1 weekly for intensive
MIDDLE OF THE YEAR
Regroup students after Winter DIBELs has been completed. Place students in a strategic or intervention
group based on the winter PSF DIBELs data and additional diagnostic information.
 Half day – add 15 minutes of intervention instruction daily in small group
 Full day - add 30 minutes of intervention instruction daily in small group
Progress monitor using Dibels PSW
 1 weekly for intensive
END OF THE YEAR
Regroup students after Spring DIBELs has been completed. Place students in a strategic or intervention
group based on the Spring PSF and NWF DIBELs data and additional diagnostic information.
 Strategic – add 10-15 minutes of intervention instruction daily in small group
 Intensive – add 30 minutes of intervention instruction daily in small group
Progress monitor using PSF or NWF.
 1 time weekly for intensive
Page 15
BLP Expected Growth Targets for DORF
The primary goal for developing expected growth targets is to (A) assist is accurately
determining the effectiveness of an intervention and (B) set realistic intervention goals for our
low fluency at-risk readers. Based on the available research, the Bend La Pine schools have
developed recommended growth targets for each grade.
Expected
Weekly
Growth for
DORF
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
1.9
1.4
1.1
.9
.7
The following table is a summary of research on Oral Reading fluency expected growth. In most
studies, student progress was controlled for based on their baseline percentile. Clearly, growth
targets for students at the 50th percentile are higher than those at or below the 10th percentile,
when no intervention is present. *However, when effective interventions are administered, the
growth targets for students with learning disabilities in reading accelerated greatly (see table
below).
Summary of research on R-CBM growth rates for Oral Reading Fluency
Study
Hintze &
Silberglitt
(2007)
Fuchs, Fuchs,
Hamlett, Walz,
Germann
(1993)
Hasbrouck &
Tindal (2005)
Deno, Fuchs,
Marston, Shin
(2001)
Grade 1
N/A
Expected Weekly Growth for Oral Reading Fluency WPM
Grade 2
Grade 3
Grade 4
Grade 5
th
th)
th
1.32 (50 )
1.05 (50 *
.92(50 )*
.86(50th)*
th
th
th
.86(10 )
.63(10 )
.82(10 )
.76(10th)
2.0
1.9 (50th)
.6(10th)
1.8 (gen.)
.83 (sped)
1.5
1.0
.9
.5
1.2 (50th)
1.1 (50th)
.9 (50th)
.9 (50th)
.6(10th)
.8(10th)
.8(10th)
.7(10th)
1.66 (gen.)
1.18 (gen.)
1.01 (gen.)
.58 (gen.)
.57 (sped)
.58 (sped)
.58 (sped)
.58 (sped)
*1.39 with effective intervention across 2-6 grade
Hasbrouck, J., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Technical Report No. 33). Eugene, OR: Behavioral Research
and Teaching, University of Oregon.
Hintze, J, & Silberglitt, B. (2007). How Much Growth Can We Expect? A Conditional Analysis of R-CBM Growth Rates by Level of performance.
Journal of Exceptional Children, 74(1), 71-84.
Deno, et al. (2001). Using Curriculum-based Measurements to Establish Growth Standards for Students with Learning Disabilities. School
Psychology Review, 30(4) 507-524.
Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (1993). Formative evaluation of Academic progress: How much growth can we
expect? School Psychology Review, 22(1) 27-48.
Page 16
Establishing Targets:
Baseline DORF
+ Expected gains
= Target
Expected gains = words per week x number of
instructional weeks left in the school year
Example 1 (2nd grade):
Fall DORF 20 wpm + 50(1.4 words per week x 36 instructional weeks left in the year) = 70 wpm
Example 2 (2nd grade):
DORF 20 wpm + 27(1.4 words per week x 19 instructional weeks left in the year) = 47 wpm
The example above would be used for a student who moved into a school in the middle of the
year and was placed into an intervention.
The below values are reflective of 36 instructional weeks (18 for 1 st grade):
1st Grade
2nd Grade
3rd Grade
4th Grade
DORF end of 47
87
100
115
year Level
Expected
growth per
1.9
1.4
1.1
.9
week
Total WPM
growth for
34 wpm
50 wpm
40 wpm
32 wpm
the year
(18 weeks)
5th Grade
130
.7
25 wpm
Page 17
Guidelines for off-grade level progress monitoring
What to consider:
 Timeline: Generally, start considering off grade level monitoring mid-year 2nd, 3rd, 4th, and 5th
grade.
 ONLY test out of grade level when you have data that indicates it is appropriate, therefore data
must be collected and used for decision making.
 The purpose of off grade level progress monitoring is to provide a more sensitive way to
measure growth for struggling readers.
When to consider:
 Students reading skills are 1 or more grade levels below current grade level.
 Student still does not have basic reading skills (decoding) and/or is a non-reader (typically this
happens with 2nd graders early in the year)
How to do it:
1. Using DIBELs, test the student to the grade level where their fluency and accuracy is at end of
year benchmark. You have now found the student’s independent reading level.
2. Progress monitor 1 grade level up from their independent reading level which is their
instructional reading level.
3. Calculate EXPECTED GROWTH AIMLINE based on the grade level of progress monitoring and
current performance (see example below).
4. Progress monitor AT GRADE LEVEL at least 1 time per month to check for generalized growth in
accuracy and fluency. Below is the BLP expected growth rates at each grade.
Expected
Weekly
Growth for
DORF
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
1.9
1.4
1.1
.9
.7
Page 18
Example: Jimmy is a 3rd grader who is demonstrating limited fluency (35 cwpm) and accuracy at 3rd
grade level. He was given a 2nd grade DORF probe were he read in the strategic range (66 cwpm) for
fluency and accuracy based on end of year 2nd grade benchmark. Next, he was administered a 1st grade
DORF where he read at end of 1st grade benchmark level (80 cwpm). The decision is to progress
monitor him at 2nd grade level which is his instructional level. Based on expected growth at 2nd grade
level (1.4 words per week), Jimmy should be established at 2nd grade level within 15 weeks. A 15 week
aim-line is drawn for Jimmy based on the current week. If the intervention is working as expected,
Jimmy should achieve the 2nd grade benchmark after 15 weeks. After the 2nd grade benchmark in
achieved, he then moves back to 3rd grade progress monitoring.
Jimmy (3rd grader) - 2nd grade progress monitoring
DORF
99
97
95
93
91
89
87
85
83
81
79
77
75
73
71
69
67
65
63
61
15 weeks
87 - 66 = 21 cwpm growth
Aimline
21 cwpm/1.4 per week =
15 weeks
Fall
Jimmy
2nd Grade Benchmark
87 cwpm
10 10 11 11 11 11 12 12 12 12 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5
w3 w4 w1 w2 w3 w4 w1 w2 w3 w4 w1 w2 w3 w4 w1 w2 w3 w4 w1 w2 w3 w4 w1 w2 w3 w4 w1 w2 w3 w4
66
Page 19
Reading Protocol for English Language Learners
If an ELL student’s scores fall in the lowest 20% of all students in the same grade level at the same school, the
following information should be presented at the next EBISS meeting:
⁯ ⃝ Attach ELPA Score history
⁯ ⃝ Expected progress based on ELL Level
(Use ELP searchable standards)
⁯
⁯
⃝ Classroom Language Checklists (CLIC)
⃝ Completed EBISS ELL Instructional History
The ELL teacher should also review the progress of other ELL students in the reading group (e.g. unit
Assessments, DIBELS, IDEL, ELD data). The ELL teacher, with help from the EBISS team, should identify a
“cohort group” if possible. A cohort group is defined as at least three students with similar language levels,
educational experiences, and cultural backgrounds (such as length of time in country, language in the home,
language of instruction, and length of time in ELL).
Sheltered instruction is a critical component of core instruction for English Language Learners. Confirm the
following occurs in the core reading group:
1. Students understand the directions and instructions.
2. Vocabulary is pre-taught in a manner comprehensible to the student.
3. Students are actively engaged and given multiple opportunities to interact with each other and the
teacher.
4. The instructor knows the language levels and characteristics in the cohort group and is using
components of sheltered instruction.
5. The curriculum is appropriate for the English language level of the students.
If the group is making progress, but the student is not:
1. The EBISS team places the student in an intervention and monitors his or her progress.
2. Ensure that the instructor knows the language level of the student and is teaching/using strategies that
are effective for that level.
3. Ensure that teacher is clearly explaining instructions and new vocabulary in a manner comprehensible
to the student.
If the student has four data points below the aim line after 6 weeks in intervention:
1. Again review the cohort. If the cohort isn’t making progress, ensure that the above strategies are being
applied.
2. If the cohort is making progress, but the student is not, make a change to the intervention as listed on
the EBISS Protocol.
3. Review the cohort after each tier 2 intervention.
If the student has failed to make adequate progress after two 6 week intervention periods, begin the
individualization process and collect and review the following:
⁯⃝ ELL Family Interview
⃝ Individual Problem Solving Worksheet
⁯⃝ BICS & CALPS Checklists
⁯⃝ Socio-Cultural Checklist
⁯⃝ EBISS ELL Instructional History
⁯⃝ Acculturation Quick Screen
1. The EBISS Team selects an intervention that is specifically targeted to the student’s needs.
2. Continue to progress monitor the student and review the progress of the cohort.
3. If the student is in ELL and is struggling with reading comprehension, then the comprehension
intervention can be implemented for 2 - four to six weeks periods (within the “individualized stage” of
the EBISS process) prior to considering if a referral for special education is appropriate.
Page 20
Student Intervention Tracking Directions - READING
Students are tracked using the DIBELs data system. All progress monitoring data will be
entered into the data system and phase lines and notes will be used to track the intervention.
Directions:
1. Choose and select students for progress monitoring in the DIBELs data system.
2. Enter the progress monitoring score in the field aligned with the month and week.
3. At the beginning of an intervention, draw a phase line, indicating that a new
intervention or change/modification of an intervention has occurred.
4. On the notes section, you must indicate the following:
 Name of intervention program, instructor, and group cohort reference
(e.g. Rewards group A - Smith)
 Group Size
 Duration of group (e.g. 30 minutes)
 Frequency of intervention (e.g. daily)
 If change or modification occurred, briefly describe
 If intervention is individualized, make note and indicate that IPS worksheet was
completed.
The following link is a video demonstration of how to enter progress monitoring data, phase
lines, and notes:
https://dibels.uoregon.edu/resources/demos/dds_pm_phase_lines.php
Page 21
Standard Math Protocol - Elementary
Grade
Half K
Tier 1
At least 45 min/day of Core &
Number Corner
Program Options
Bridges
K-5
At least 60 min/day of core,
plus an additional 15 min of
Number Corner
Bridges
*Tier 2 and 3
Additional small
group support for
weaknesses
related to grade
level standards
Additional small
group support for
weaknesses
related to grade
level standards
Program Options
TBD
TBD
*The main emphasis for math has been on implementing the core curriculum with fidelity.
While core implementation continues to be the priority, the development of specific math
interventions is an area that will be investigated. With that said, here are some big ideas
around math interventions:
 Should be targeted to specific needs/weaknesses related to grade-level standards.
 Supplemental interventions improve baseline skills related to standards that help
students access the larger concepts within the core.
Page 22
Student Intervention Tracking Form - Math
Student Name: ___________________________
Relevant Issues
Academics
Y
Grade: __________
Date: ____________
N
Attendance
ELL
Intervention #1:
If Yes, attach most recent Reading and Math progress monitoring scores
If Yes, attach most recent OAKs RIT scores and %iles
YTD Absences: _____
YTD Tardies: ______
ELL Language Level:
(attach performance data)
Start Date:
Pretest:
Group size: ___Individual ___ 2-4
___ 4 or more
Frequency: ___1 x weekly ___2 x weekly ___ 3 x weekly ___4 x weekly ___ Daily
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
End Date:
Targeted Skill: _______________________________________
Post Test:
Curriculum(s):
Number of intervention sessions attended during intervention period #1: _____
Total sessions possible: _____
Notes:
Comments:
Intervention #2:
Start Date:
Pretest:
___ 4 or more
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
End Date:
Targeted Skill: _______________________________________
Post Test:
Curriculum(s):
Notes:
Intervention #3 (if needed)
Start Date:
Pretest:
___ 4 or more
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
End Date:
Targeted Skill: _______________________________________
Post Test:
Curriculum(s):
Notes:
Comments:
Page 23
Standard Behavior and Attendance Protocol
Behavior
For Few Students:
6 or more office referrals
Tier
III
Tier
II
Tier
I







FBA (Functional Behavior Assessment)
BIP (Behavior Intervention Plan)
Evaluation/Assessment
SPED/SDI services, if eligible
504/PEP
Community Services/wrap around
Mentoring program
Attendance
Less than 88%




Parent contact and meetings
Possible home visit
Attendance letter sent home
Involve/contact school district
attendance manager, as appropriate
 FBA (Functional Behavior
Assessment)
For some students:
2 – 5 office referrals
88% - 92%
 Re-teach school rules & behavior
expectations
 Check In/Check Out program
 Social Skills/lunch/homework groups
 Mentoring program
 BIP (Behavior Intervention Plan)
 Alternative recess/Recess
games/Strategic recess supervision
 Progress reports
 Student small groups/focus groups –
brainstorm barriers, solutions and
strategies to absences and tardies
 Provide students with beginning of
day opportunities, such as morning
jobs, mentoring opportunities, etc.
 Communication with family/phone
calls
 Mentoring
 Individual student attendance
plan/Check-in, Check-Out
 File review/speak with previous
teachers and/or schools
For all Students:
0 - 1 office referrals
93% – 100%
 3 – 5 school rules are developed
 School rules and behavior
expectations are taught to all
students
 An acknowledgement system is
developed and consistently
implemented for students
demonstrating positive behaviors
 A correction system is developed and
consistently implemented for
behaviors of concern
 A school-wide
social/emotional/character education
curriculum is taught
 Maintain a welcoming school
environment
 Establish positive relationships with
families and students to promote
good attendance
 Teach correlation of good
attendance with academic progress
to students and families
 Have students and parents know
attendance targets
 Regular public attendance
announcements (newsletter, phone
calls, etc.)
 Acknowledge students with good
attendance
Progress Monitoring Tips
 Student improvement data review
 Progress data from community
services/wrap around
 Check-in/Check-Out program data
review
 Other targeted intervention program
review
 Student improvement data review
 BIP data review
 Run office referral data at least
monthly (eSiS & Data Warehouse)
 Team review
 Staff review
 Problem solving
 Run attendance data at least monthly
(Data Warehouse)
 Team review
 Staff review
 Problem solving
 Chart behavior and attendance data
visually
 Review school PBS implementation
data (TIC, SET, B of Q) at least 2x per
year
 Minor Incidents review
 Student recognition numbers
Page 24
Functional Behavior Assessment & Summary
Student ___________________________________________________
Date__________
School ___________________________________________________
Grade ________
Student Profile: Please identify three strengths or contributions the student brings to school.
1._______________________________________________________________________________
2._______________________________________________________________________________
3._______________________________________________________________________________
Problem Behavior(s): Identify problem behaviors.
____ Tardy
____Fight/physical Aggression ____Disruptive
____Theft
____Unresponsive ____ Inappropriate Language
____ Insubordination
____Vandalism
____ Withdrawn
____ Work not done
____ Other ________
____Verbal Harassment
____ Verbally Inappropriate
____Self-injury
________
Provide more detail about the problem behavior(s):
What does the problem behavior(s) look like?
How often does the problem behavior(s) occur?
How long does the problem behavior(s) last when it does occur?
What is the intensity/level of danger of the problem behavior(s)?
Identifying Routines: Where, when and with whom problem behaviors are most likely.
Schedule
Activity
Likelihood of Problem
Specific Problem Behavior
(Times)
Behavior
LOW
HIGH
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
Page 25
What are the events that predict when the problem behavior(s) will occur? (Predictors)
Related Issues (setting events)
Environmental Features
___ illness
Other ______________
___ reprimand/correction ___ structured activity
___ drug use
___________________
___ physical demands
___ unstructured time
___ negative social
__________________
___ socially isolated
___ tasks too boring
___ conflict at home
__________________
___ with peers
___ activity too long
___ academic failure __________________
___ Other
___ tasks too difficult
________________
What consequences appear most likely to maintain the problem behavior(s)?
Things that are obtained
Things Avoided or Escaped from
___ adult attention Other ________________
___ hard tasks
Other _________________
___ peer attention
_____________________
___ reprimands
______________________
___ preferred activity _____________________
___ peer negatives ______________________
___ money/things
_____________________
___ physical effort ______________________
___ adult attention ______________________
Other Pertinent Information:
SUMMARY OF BEHAVIOR
Setting Events & Predictors
Problem Behavior(s)
Maintaining Consequence(s)
How confident are you that the Summary of Behavior is Accurate?
Not very confident
1
2
3
4
5
Very Confident
6
TEAM MEMBERS
___________________________________
_____________________________________
___________________________________
_____________________________________
___________________________________
_____________________________________
PLAN OF ACTION/NEXT STEPS
Create behavior intervention/support plan
Update/modify current behavior intervention plan
Other ________________________________________________________________________
Page 26
Student Behavior Planning Form
Student: _____________________________ Grade: ____ School: ___________ Date:
__________
Y = Yes, N = No, E = Exceeds
Y N

Universal (green)
E Y N
 
Targeted (yellow)
Y N

Individualized (red)
Attendance at 94% or above?
Currently at ______ %
Attendance between 89- 93%?
Currently at ______%
Office referrals 0 – 1 per month?
Currently at ______
Office referrals 2 – 3 per month?
Currently at ______
Is passing all classes?
Failing # ______
Failing # ______
Attendance at 88% or less?
Currently at ______%
Office referrals 4 or more per
month?
Currently at ______
Failing # ______
Total Yes/No
Total Exceeds/Yes/No
Total Yes/No
 Selected:
 Selected:
2 – 3 Yes’ – Continue with Universal
Interventions
2 – 3 Exceeds – Go to Universal
Interventions
2 – 3 No’s – Continue with Universal
Interventions and also implement a
Targeted Intervention
2 – 3 Yes’ – Continue with Universal
Interventions and Target Interventions
 Selected:
2 – 3 Yes’ – Continue/modify Universal,
Targeted and Individualized
Interventions
2 – 3 No’s – Group think to determine
appropriate intervention as a team,
based on current data
2 – 3 No’s – Continue with Universal and
Targeted Interventions and proceed to
individualized interventions as well
Menu of Interventions & Action Plan



School-wide PBS – rules taught
Check In/Check Out
Functional Behavior Assessment
Receiving instruction from evidence-based
research-based curriculum
Mentoring Program
504 plan/PEP
Multi-tiered instruction
Small group for ___________________
Behavior Intervention Plan
Parent contact & conferences
Further diagnostic evaluation
Special Education Evaluation
School-wide social skills program
Title/ELL/First Steps/etc.
Community Wrap-Around
School resources utilized (SMART, FAN, Nurse,
Daily communication with home
etc.)
Mentoring Program
Page 27
Team Discussion:
Meeting date: _____________
Team Members:
Page 28
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name:
School Year:
TIER II: TARGETED INTERVENTIONS
Interventions
TIER III: INDIVIDUALIZED INTERVENTIONS
Check in- Check out
(CICO)
# Students
Participating
# Students
Responding
# Students
Participating
# Students
Responding
# Students
Participating
# Students
Responding
# Students
Participating
# Students
Responding
# Students
Participating
# Students
Responding
# Students
Participating
# Students
Responding
September
October
November
December
January
February
March
April
May
June
Below are examples of Targeted and Individualized Interventions:
Targeted Interventions:
 Re-teach school rules & behavior expectations
 Check in, Checkout
 Social skills group
 Mentoring program
 Homework club
 _____________________________________
 _____________________________________
Intensive Interventions:
 Functional Behavior Assessment (FBA)
 Behavior Intervention Plan (BIP)
 Community Wrap-around
 _________________________________________
 _________________________________________
Page 29
Student Intervention Tracking Form - BEHAVIOR
Student Name: ___________________________
Grade: __________
Date: ____________
*Behavior Intervention Plan with attached data may be used in place of this form
Relevant Issues
Academics
Attendance
ELL
Y
N
If Yes, attach most recent Reading and Math progress monitoring scores
If Yes, attach most recent OAKs RIT scores and %iles
YTD Absences: _____
YTD Tardies: ______
ELL Language Level:
Intervention #1:
(attach behavior plan and performance data)
Start Date:
___ 4 or more
End Date:
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
Targeted Skill: _______________________________________
Curriculum(s)(from behavior protocol):
Notes:
Comments:
Intervention #2:
Start Date:
___ 4 or more
End Date:
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
Targeted Skill: _______________________________________
Notes:
Comments:
Individualized Intervention:
Start Date:
___ 4 or more
End Date:
Duration: ___10 min
___15 min ___30 min ___45 min ___Other:___________
Targeted Skill: _______________________________________
Notes:
Comments:
Page 30
Intervention Changes and Modifications
Change in Intervention (Constitutes a new intervention, decided upon by Grade level
team)




Add time per intervention session (extra time could be used to pre-teach
vocabulary or core content or applied to small group direct instruction)
Reduce group size by 2-3 students
Change or add curriculum according to diagnostic assessments and group
performance (e.g. group change)
Add a behavior plan if needed
Modification to Intervention

(Applied to intervention as necessary)
Options for the Student
o Motivation
 Add incentives
 Change incentives
 Increase success level
 Increase communication between interventionist, classroom teacher, and
parent
o Increase active engagement
 Number of responses per session
o Increase types of cueing approaches
 Visual
 Auditory
 Tactile

Options for Curriculum/Program
o Check fidelity of implementation of program
 Provide additional training
 Add a coaching component

Options for Instruction (Practices)
o Increase pace of instruction
o Increase opportunities to respond/active engagement
o Employ standard cueing correction procedures
o Build/activate prior knowledge

Options for Instruction (Logistics)
o Change instructor
o Change seating within group
o Provide instruction in small units throughout the day
o Change physical environment
o More frequent progress monitoring (1 x per week)
Page 31
Teacher Talking Points and Checklist for Parent Phone Call
Here is some language you can use to talk with parents when a student is moving into the
Individualized Problem Solving process. Think of this as a phone call one might make before a
CARE referral. This language is aligned with the language in the school handbook and the EBISS
parent brochure.
Here is what to say if a parent asks, “What is EBISS?” or “What is RTI?”
Effective Behavior and Instructional Support Systems or Response to Intervention is a prevention
oriented approach of organizing instruction that identifies children in need of academic and/or
behavior support, and allows schools to respond quickly based on children’s needs.
(Your School Name) is committed to ensuring each child makes significant academic and socialemotional progress. To do this, we continuously review information that tells us how each child
is progressing. Myself, grade level teams, and support staff review all students’ progress in the
areas of reading, math, behavior, and attendance three times a year using multiple measures
(DIBELs, EASYcbm, etc.). The teams use the data to decide which students are doing well in the
core classroom instruction, which students may need supplemental intervention in addition to
their core classroom instruction. (Student’s Name) has been receiving supplemental
intervention in the area of ____________________ (describe further). When students receive
supplemental small group instruction, we check their progress frequently.
During the parent phone call, remember to:

Begin conversation by communicating student’s strength

State concerns about lack of progress in classroom and interventions

Communicate that the student will continue to receive intervention and that we are
taking a more individualized look

Communicate that we will be sending home a brochure that describes our schools
EBISS process as a follow-up to this phone call

Depending on how the child responds to the intervention, more diagnostic testing may
be necessary to help with educational planning

Avoid getting into diagnostic discussions (ADHD, dyslexia) or suggesting that a special
education evaluation will definitely occur. If asked specifically about a diagnosis, explain
that this process is our way of the investigating their question and to rule out other
factors.
Page 32
Parent phone call date:______________
Parent Brochure sent date:___________
EBISS INDIVIDUAL PROBLEM SOLVING WORKSHEET
File Review and Problem Identification
Date:
Student Name:
Grade
School Year
School(s)
Attended
Days Total
Days Present
per year
Days Absent
per year
Student Total
for all Years
School/Grade
Case Manager:
K
1
2
3
171
342
513
684
Teacher:
Current Services :
ATTENDANCE REVIEW
(based on an average of 171 school days per year)
4
5
6
7
855
1026
1197
1368
8
9
10
11
12
1539
1710
1881
2052
2223
Total number of days missed ______ divided by 5 = ________ Total number of missed instructional weeks.
Review of report cards, progress reports, and teacher remarks by grade level significant for:
Reading achievement:
Math achievement:
Language skills: Significant difficulty (2’s or less on report card) in writing, speaking skills, organization, social skills, following directions, or difficulty across subject areas
requiring comprehension that cannot be explained by other factors.
Vision and Hearing Screening results:
Is the student and English Language Learner?
YES/NO
If Yes please attach results of ELL protocol
Page 33
INDIVIDUAL PROBLEM SOLVING WORKSHEET – CONTINUED
STUDENT: _______________________ DATE: _________
BEHAVIOR REVIEW
# of major office referrals:
# of minor office referrals (or equivalent):
Is there a history of behavior contract/plan? YES/NO
plan and data):
If Yes, please describe goals and results (or attach individual intervention
ACHIEVEMENT REVIEW – READING
Grade
SPRING
BENCHMARKS
EXPECTED GAINS
K
*You may opt to attach a website print-out for the DIBELs and/or OAKs information
1
2
Comp: 119
PSF: 40 NWF: 28
N/A
NWF:
CLS: 47
WWR: 13
DORF: 47 Comp: 155
3
4
DORF: 87 Comp: 238
DORF: 100 Comp: 330
OAKS: 211
DORF: 115 Comp: 391
OAKS: 216
ORF: 1.9 Words per Week
ORF: .9 Words per Week
OAKS: 7 points
CLS:
DORF:
DORF:
OAKS:
DORF:
OAKS:
STUDENT SCORE
PSF:
Grade
SPRING
BENCHMARKS
5
DORF: 130 Comp: 415
OAKS: 221
6
EASY CBM PRE: 150
OAKS: 226
7
EASY CBM PRE: 150
OAKS: 229
8
EASY CBM PRE: 150
OAKS: 232
EXPECTED GAINS
ORF: .7 Words per Week
OAKS: 7 points
OAKS: 5 points
OAKS: 6 points
OAKS: 5 points
OAKS: 8 points
STUDENT SCORE
DORF:
OAKS:
PRE:
OAKS:
PRE:
OAKS:
PRE:
OAKS:
OAKS:
%ile:
WWR:
DORF:
%ile:
%ile:
%ile:
10
OAKS: 236
Other information: Summary of teacher concerns, referral questions, etc.
Page 34
%ile:
INDIVIDUAL PROBLEM SOLVING WORKSHEET - CONTINUED
STUDENT: _______________________ DATE: _________
Grade
Spring
BENCHMARKS
EXPECTED GAINS
K
EasyCBM: < 40 %ile
ACHIEVEMENT REVIEW - MATH
1
2
3
Easy CBM: < 40 %ile ( Easy CBM: < 40 %ile Easy CBM: < 40 %ile
4
5
OAKS: 212
Easy CBM: < 40 %ile
OAKS: 219
Easy CBM: < 40 %ile
OAKS: 225
N/A
N/A
N/A
N/A
OAKS: 6 points
OAKS: 7 points
EasyCBM
EasyCBM
EasyCBM
EasyCBM
EasyCBM
EasyCBM
Oaks:
Oaks:
STUDENT SCORE
Oaks:
Grade
6
7
8
10
Spring
BENCHMARKS
Easy CBM: < 40 %ile
OAKS: 227
Easy CBM: < 40 %ile
OAKS: 227
Easy CBM: < 40 %ile
OAKS: 234
Easy CBM: < 40 %ile
OAKS: 236
EXPECTED GAINS
OAKS: 5 points
OAKS: 6 points
OAKS: 5 points
OAKS: 8 points
EasyCBM
EasyCBM
EasyCBM
EasyCBM
OAKS:
OAKS:
OAKS:
OAKS:
STUDENT SCORE
Other information: Summary of teacher concerns, referral questions, etc.
Grade 4
COMPOSITE
BENCHMARK
ACHIEVEMENT REVIEW - WRITING
Grade 7
Grade 10
32 to 39 (28 to 31 may conditionally meet.
The district may declare the student met if
all work sample requirements are met)
The district may declare the student met if
all work sample requirements are met)
The district may declare the student met if all
work sample requirements are met)
Minimum of 3 in each trait.
STUDENT
SCORE
(Note areas of concern
by traits)
Page 35
INDIVIDUAL PROBLEM SOLVING WORKSHEET
PAGE 4 TO BE COMPLETED WITH THE TEAM PRIOR TO DESIGNING THE INDIVIDUALIZED INTERVENTION
STUDENT: _______________________ DATE: ___________
TEAM MEMBERS: __________________________________________
HYPOTHESIS DEVELOPMENT
1. Does evidence support that the student’s problems may be primarily due to problems with attention, motivation, trauma, or other behavioral difficulty?
2. Does evidence support that the student’s problems may be primarily due to attendance problems, or frequent school interruptions? If so, indicate reasons for
absences and interruptions.
3. Does evidence support that the student’s problems may be primarily due to other concerns like economic or cultural disadvantage, English Language Proficiency, or
other disabilities? Describe. Be sure to note when these issues occurred and their correlations with any academic concerns.
4. Does the evidence support that the child’s difficulties may be the result of language difficulties in areas such as language processing, social language,
or articulation? Indicate next steps.
5. Does the evidence suggest that the student has substantial skill deficits and slow progress despite intensive interventions?
Page 36
Individualized Intervention Plan
Student:
Grade
Area of individualized
Reading
Math
intervention: (circle one)
Start Date:
End Date:
Intervention description (include how often, group size, length per session, and curriculum used):
Writing
Behavior
Writing
Behavior
Expected Outcomes (e.g. correct words per minute, % correct accuracy, % correct math calculation):
Data to be collected:
Results Summary (please use or attach specific data):
Area of individualized
Reading
Math
intervention: (circle one)
Start Date
End Date:
Intervention description (include how often, group size, length per session, and curriculum used):
Expected Outcomes (e.g. correct words per minute, % correct accuracy, % correct math calculation):
Data to be collected:
Results Summary (please use or attach specific data):
Page 37
Bend – La Pine EBISS Parent Brochure*
Your child’s instructional program in Bend – La Pine Schools:
The Bend – La Pine Schools are committed to ensuring each child makes significant academic progress. To do
this, we continuously review information that tells us how each child is progressing. Teacher teams in your
school use a process, called “Effective Behavior and Instructional Support Systems” (EBISS). Look inside to see
how this process can help your child.
How we determine who needs additional instruction:
In the Bend- La Pine Schools, we review all elementary students’ progress in the area of reading and math
three times a year. In some cases, all students are given a short assessment. At other times, a team of
professionals simply reviews existing academic, behavior, and attendance information. The teams use the data
to decide which students are doing well in the standard classroom instruction, which students may need
supplemental instruction, and which students may need individualized instruction. When students receive
supplemental small group or individualized instruction, we check their progress frequently. We use “decision
rules” to look at the students’ progress and decide if the child needs to have a different kind of supplemental
instruction. The key idea is to make changes when instruction is not allowing for expected growth for a child.
The first step is to provide small group interventions for a student. If, after a period of instruction, there is still
concern, we will plan an individualized intervention. During individualized interventions, we monitor
children’s progress each week.
Parent participation:
Parents are essential to children’s success in school. When a child needs supplemental instruction, we will
describe that instruction to you. We will also ask you to tell us about anything you think might affect your
child’s learning. For example, it is important for us to know if a child has missed a lot of school, experienced a
trauma, or is having problems with friends at school. These types of problems may affect a student’s progress,
and if we know about them, we can design an intervention more effectively. Parents frequently partner with
the school to provide extra practice to develop skills. If you do want to provide extra support at home, you can
work with the school to make yourself part of your child’s educational program.
When children continue to have difficulty:
The school will tell you whether your child begins to make sufficient progress, or if your child has continued
difficulty. If you and the school have tried several interventions, and progress is still limited, you may be asked
to give your consent for an evaluation. The purpose of such an evaluation is to investigate the best way to
teach your child and determine your child’s educational needs. As part of this evaluation, the team, of which
you are a part of, may opt to investigate the presence of a learning disability.
Response to Intervention (RTI):
This prevention oriented approach described in this brochure is called Response to Intervention (RTI). This way
of organizing instruction identifies children that need academic and/or behavior support and allows schools to
respond quickly based on children’s needs.
*Both English and Spanish versions of the brochure, in pamphlet form, are available through the EBISS First Class Conference
Page 38
EBISS Grade Level Data Team Meeting Model
Building EBISS team meets with each Grade level
team every 6 weeks. At that meeting, they:
- review the grade level behavior and attendance
data
- review progress monitoring data for strategic and
intensive students in intervention groups
6 Week Cycle
5th Grade
Week 1
Based on the Decision Rules and Protocol they:
- place students in intervention groups and/or
- change/modify interventions if needed
- gather needed information to move through
the protocol
4th Grade
Week 2
Kindergarten
Week 6
Building EBISS Team
Optional: Grade levels
can meet as PLC’s on
their “off” weeks
Administration
PBS Leader
School Psychologist
ELL Teacher
SPED Teacher
Literacy/Math Instructional
Leader
Counselor/Student Services
3rd Grade
Week 3
1st Grade
Week 5
The Grade Level Data Meeting has 3 purposes:
- Evaluate the Grade Level Effectiveness
- Evaluate the Intervention Effectiveness
- Make Instructional Decisions about Individual
Children
Optional: CARE type
meeting can be held bimonthly or as needed for
“other issues”
2nd Grade
Week 4
Building EBISS Team:
- sets agenda and facilitates the meeting
-brings all the data to the meeting
-takes notes
-has clearly defined roles for its members
Page 39
Grade Level EBISS Meeting Agenda*
Behavior: Identify students and determine whether adequate supports are in place. If not,
make a plan for support.

Decision Rule: Who are the students with one (1) or more Office Discipline
Referrals in the past month?
o Repeaters? Review Progress Monitoring data and adjust interventions if
necessary.

Who are the students with two (2) or more counseling/PBS/OOPs referrals in the
past month?
o Repeaters? Review Progress Monitoring data and adjust interventions if
necessary.

Who are the students with three (3) or more visits to the health room in the past
month?
o Repeaters? Make counseling referrals as necessary.

Any other children about which teachers are concerned?
Attendance: Identify students and develop plan for positive support at school and parent
intervention.

Who are the students with five (5) or more tardies and/or absences in the past six
weeks?
o Which need a positive support plan at school?
o Which need a parent contact?
Reading: Which students from the bottom 20% have three (3) or more data points below
their aim line?


After first six (6) weeks, adjust intervention and complete fidelity check?
After second six (6) weeks, notify parents and take an individualized look.

o _____________ completes individualized problem solving form
o Based on information gathered, sub-team designs 3rd tier intervention.
After third six (6) weeks, consider referral to Special Education.
Math: Which students scored below the 25th %tile on EasyCBM screening or received only
/, 1, or 2 on progress report and scored below the 30th percentile on OAKS (3rd -5th grades
only)?
 If below the 25th percentile, proceed with strategic intervention and progress
monitor every 6 weeks.
 Review data every 6 weeks.
*This is a sample agenda. You may develop you own agenda or modified this agenda to fit
the needs of your building
Page 40
CORE EFFECTIVENESS MEETING PROTOCOL
Purpose: To determine the effectiveness of core programs in your building including literacy, math, attendance, and
behavior, and to make necessary adjustments if at least 80% of the students do not meet the standard. This occurs 2
times per year, after DIBELS and Easycbm screenings results.
Meeting Tips:





Display data visually
Meet only if the principal and other essential team members are present
Designate role (time keeper, facilitator, note taker, etc.) and have meeting norms
Organize the data before the meeting
Celebrate successes
Data Sources:
Literacy – DIBELs Summary of
Examining the Data:
Effectiveness report/Grade Level
 Are 80% or more of the students meeting benchmark?
report/Oaks
 Review and analyze benchmark screening data (math and reading).
Compare to last round of screening and identify trends
Math – Easycbm/Oaks
(use DIBELs core effectiveness and Easycbm)
 Review and analyze OAKS assessments (in Fall review final spring data,
Behavior – Office Referral Data,
Winter and Spring progress made thus far)
intervention data
 Review and analyze office referral data and attendance.
Reflection Questions:
Attendance – eSIS attendance
report
Reading/Math:
 What agreements can the grade level make on common active engagement strategies? How will you increase



active engagement to increase the effectiveness of the instruction?
What are the common instructional needs of the students in this grade level? What can you do to improve
your teaching of the core to fidelity?
What has worked?
What are the professional development needs?
Behavior and Attendance:





Is behavior data reviewed monthly? What trends do you see?
Are school-wide behavior expectations posted, taught, practiced and reviewed?
Does all staff consistently implement the acknowledgment and correction systems?
Does all staff understand what constitutes an office referral and are majors and minors defined?
Are there decision rules for entrance into targeted interventions? Are they followed?
Next Steps:
Establish and document an end of the year goal for the percentage of student you would like to see at each Tier
(e.g.90% at Tier 1, 5% at Tier 2, 5% at Tier 3).
Page 41
Core Effectiveness Analysis of Office Referral Data
School: __________________________________ Month/Year: ________/_________
I.
Student Enrollment Count
II. Number of Students/Percentage of Students:
_______ in Green Zone
_______ in Yellow Zone
_______ in Red Zone
National Average Comparison
per 100 students – per day by month
(Elem - .34/M.S. - .85/H.S. – 1.27/K – 8 – 1.06)
Formula - # of students/100 = _______________
_______ x Nat. Average = __________
Your school’s per day by month average ________
III. Analysis: Using Data Warehouse, eSiS data, and graphs, further investigate the following:
Who
What
Where
When
Why
IV. Summary Statement:
V. Plan of Action/Next Steps:
1.
2.
3.
Page 42
Bend-La Pine PBS Systems Decision Rules
If…


> 40% of students received 1+ ODR
> 2.5 ODR/student


> 60% of referrals come from classroom
> 50% of ODR come from < 10% of classrooms


> 35% of referrals come from non-classroom settings
> 15% of students referred from non-classroom
settings

> 10-15 students receive > 5 ODR


< 10 students with > 10 ODR
< 10 students continue rate of referrals after
receiving targeted group support
Small # students destabilizing overall functioning of
school

Focus on…
School-wide System
Classroom System
Non-Classroom Systems
Targeted Group Interventions
Individualized Action
Team Systems
__________________________
Sprague, Sugai, Horner, & Walker (2000)
ODR = Office Discipline Referral
Page 43
Bend-La Pine Schools Elementary EBISS Team Planning Survey
Please complete the following items on your own. After completing the entire document, place a checkmark next to the top three items that are not fully in place
that you would prioritize for goal setting in your building. (This document is designed to be used by EBISS Teams in the fall to determine goals for improvement.)
Please indicate your position at your school: Administrator____ Teacher______ Specialist_________
EBISS Features
Rating
1. Team Membership and Process: Building Level
Not in
Place
Partially
in Place
Fully in
Place
Notes for Goal Setting
a. EBISS teams include principal, SPED representative, literacy/reading rep.,
Behavior rep., counselor and/or psychologist, classroom teachers, and ELL teacher.
b. Principal, teachers, and representatives from special education, counseling, and
ELL attend every meeting.
c. Grade level teams meet regularly every four to six weeks.
d. Building principal provides instructional leadership at EBISS meetings (e.g.,
interprets data, guides intervention decision making, allocates resources, etc.).
e. Team roles are clearly defined (e.g., facilitator, time keeper, recorder)
f. All meetings have clearly defined agendas.
g. Meetings include review of progress monitoring data for all students in 20%
group. Decision rules from the appropriate protocol (reading, behavior, math) are
used to guide changes in interventions.
h. The buildings screening process quickly identifies new students who fall in the
bottom 20% and places them in appropriate interventions or designates other time
to do so.
i. EBISS meetings are completed within the allocated time (30 - 60 minutes).
j. Specific data on student performance is used at the EBISS meeting to make
decisions about student placement. These decisions are not made based on teacher
report alone.
Page 44
Team Membership and Process: Building Level (con't)
Not in
Place
Partially
in Place
Fully in
Place
Not in
Place
Partially
in Place
Fully in
Place
k. At least 2 times per year, teams review the effectiveness of the core program.
(core effectiveness meeting)
l. If less than 80% of students are at benchmark, teams discuss and plan for changes
to the implementation of the core program. Data is analyzed based on grade,
program, and ethnicity.
m. The minutes from the EBISS meeting are distributed within 1 day of the meeting.
This documentation helps to clarify specific tasks that team members must
complete before the next EBISS meeting.
2. Core Instructional Program
a. A core reading program (Houghton Mifflin, Open Court) is implemented
consistently at your school.
b. The core curriculum is delivered for a minimum of 60 to 90 minutes a day (based
on the Reading Protocol) across all grades at your school.
c. Students are flexibly grouped according to skill level.
d. New teachers receive initial training in the core reading curriculum, and
returning teachers receive yearly refresher courses.
e. Teachers have ready access to high quality additional support (e.g., peer
coaching, classes) as needed.
f. Teachers have received sufficient support to adjust the implementation of the
core program based on students’ skill, while still maintaining fidelity to the
program.
g. As instructional leader, the building principal frequently fidelity checks and
observations of classroom teachers.
h. Formative and summative assessments related to the core are administered and
reviewed to guide decisions about student placement.
Page 45
3. Screening and Progress Monitoring Procedures
Not in
Place
Partially
in Place
Fully in
Place
Not in
Place
Partially
in Place
Fully in
Place
a. All assessors (both screening and progress monitoring) receive thorough
initial training as well as yearly refresher classes.
b. Progress is monitored at least 4 times in a 6 week period according to
protocol for all students receiving interventions.
c. Administration and scoring of measures is routinely checked for interrater reliability.
d. Building staff (non-assessors) is thoroughly trained and skilled in data
analysis and interpretation.
e. Data from math screener is used to place appropriate students in math
intervention.
f. Math progress monitoring data is reviewed monthly at EBISS meetings
4. Reading Decision Rules
a. All EBISS team members understand Reading decision rules and have
access to the protocol.
b. Progress is monitored and interventions changed based upon the decision
rules if students fail to make adequate progress after four to six weeks of
intervention.
c. Prior to placing a student in an individualized intervention (after two failed
group interventions for elementary students), the following are completed:
The Problem Solving Worksheet, a developmental history, and if the student
is receiving ELL services, an evaluation of his/her language level. Parents
receive RTI Brochure at this time.
d. Decision rules are consistently followed for all students.
Page 46
5. Reading Interventions
Not in
Place
Partially
in Place
Fully in
Place
Not in
Place
Partially
in Place
Fully in
Place
a. Research based interventions are available at each grade level and address
phonemic awareness, phonics, fluency, comprehension, and vocabulary.
b. At least one member of the EBISS team is highly skilled and knowledgeable
regarding the range of intervention options.
c. Intensive students at grades 2 - 5 receive at least 30-45 minutes of intervention
daily in addition to core instruction.
d. Interventions are chosen to address specific areas of need of the student.
Students participate in a reasonable number of programs so as to have an aligned,
coherent program without conflicting information being presented.
e. The Student Intervention Profile is kept up to date for each student in an
intervention, with accurate program information and start and end dates for
interventions.
6. Behavior and Attendance Concerns
a. EBISS teams review attendance and behavior records at each meeting and place
students who meet the decision rules into behavioral interventions.
b. Students in interventions due to problems with behavior or attendance have
their progress monitored and the data reviewed at each EBISS meeting. If
inadequate progress is made, interventions are intensified.
c. If a student continues to have behavioral difficulties after a secondary behavioral
intervention, a Functional Behavioral Assessment (FBA) is completed and a
behavior plan developed.
Page 47
7. LD Eligibility
Not in Place
Partially in
Place
Fully in
Place
a. Referrals are always accompanied by appropriate
documentation (e.g., progress monitoring data,
intervention information, student intervention profile,
developmental history, problem solving worksheet)
b. Students are referred for a special education
evaluation by the EBISS team only after individualized
interventions are unsuccessful (unless there are
extenuating circumstances are present).
8. Parent Participation
Not in Place
Partially in
Place
Fully in
Place
a. A system is in place that ensures that parents regularly
receive screening and progress monitoring data.
b. Parents are consistently notified when students begin
individualized interventions.
c. Parents receive the BLS EBISS Brochure when their
child is about to be referred for SPED.
d. Parents are invited to participate in EBISS decisionmaking, with targeted outreach to parents with diverse
needs (e.g. poverty, primary language other than English).
Page 48
EBISS Team Goals:
Team members:
EBISS Feature
Indicate Schoolwide or Specific
Grade and Group
Action to Be Taken
(Be specific enough so that it is possible to determine when the action has been
implemented.)
1
2
3
4
Page 49
COMPREHENSIVE PLANNING/EVALUATION TOOL FOR SCHOOLWIDE READING PROGRAMS
School _____________________________
Date _________________
Team Members Completing Evaluation
Based on your knowledge of your school’s reading program, please rate the level of implementation of each of the
following characteristics, using this scale:
0 (not in place)
Fall
/16
Fall
/28
Fall
/16
Spring
1 (unsure)
2 (beginning)
3 (partially in place
4 (fully in place)
I. Goals, Objectives and Priorities
Measurable goals for reading achievement have been established at each grade level.
Goals have been articulated across grade levels.
Goals are commonly understood and consistently used by staff to evaluate student learning.
Goals guide instructional and curricular decisions.
Spring % =
/16 Fall % =
Spring
II. Assessment
A school wide assessment system and database have been established and maintained to document
student performance and document progress.
Assessments are matched clearly to site and grade-level goals.
Assessments are research based: they are valid and reliable.
All staff responsible for administering assessments have been trained and receive annual refresher
trainings.
The school screens all students at least three times each year.
The progress of students at risk of reading failure is measured monthly, using appropriate tools.
Student performance data are analyzed routinely and used by grade-level teams to evaluate and adjust
instruction.
Spring % =
/28 Fall % =
Spring
III. Instructional Programs and Materials
A research-based core reading program has been adopted for use school wide.
Staff have been trained to use the core reading program effectively.
Staff are implementing the core reading program with high levels of fidelity.
Supplemental and intervention programs with documented effectiveness for particular skill deficits are
in place and matched appropriately with students at risk.
Spring % =
/16 Fall % =
Page 50
Fall
/20
Fall
/20
Fall
/24
Spring
IV. Instructional Time
A school wide plan has been established to give at least 90 (1-3)/60 (4/5) minutes of reading instruction
and to coordinate resources to ensure the best use of this time.
Reading instruction is prioritized and protected from interruption.
Reading instruction time emphasizes the skills and practices most highly related to success in the
essential elements of reading.
Students in grades 1-3 and full-day K receive a minimum of 30 minutes of small-group teacher-directed
reading instruction each day.
Additional instructional/intervention time is given to students who are not making adequate reading
progress.
Spring % =
/20 Fall % =
Spring
V. Differentiated Instruction/Grouping/Scheduling
Student performance is used to determine the level of instructional materials (core program or
replacement core) and to select research-based instructional interventions.
Small-group instruction is provided in flexible skill groups to maximize student performance and
opportunities to respond.
For students who need additional support, small-group (6 or fewer) interventions supplements largegroup or whole-class instruction.
Group size, group composition, instructional time, and programs are determined by students’ learning
needs and are monitored and adjusted regularly.
Cross-class and/or cross-grade grouping is/are used when appropriate to maximize learning.
Spring % =
/20 Fall % =
Spring
VI. Administration/Organization/Communication
Administrators/leaders are knowledgeable about standards, reading skills and strategies, assessments,
instructional programs, and materials.
Administrators/leaders work with staff to create a coherent plan for reading instruction and implement
practices to help achieve reading goals.
Administrators maximize and protect instructional time and organize resources and personnel to
support reading instruction, practice and assessment.
Grade-level teams are established and supported to analyze reading performance and plan instruction.
Title 1 and/or special education support are coordinated with and complement classroom reading
instruction.
The school has a communication plan for reporting student progress on reading goals with teachers,
parents and district staff.
/24 Fall % = Spring % =
Page 51
Fall
/24
Spring
VII. Professional Development
Teachers/paraprofessionals have thorough understanding of grade-level instructional/reading priorities
and effective practices.
Ongoing professional development is provided to support teachers/Para-professionals in refining
practices in reading instruction and assessments.
Teachers/paraprofessionals providing interventions are trained and their delivery of the interventions is
monitored.
Time is routinely provided for teachers/paraprofessionals to analyze, plan and refine instruction.
Professional development is clearly linked to proven practices and programs.
Administrators/leaders hold themselves and staff accountable for implementation of proven practices
and programs.
Spring % =
/24 Fall % =
Page 52
EBISS ELL Instructional History Document
To be completed and considered by the EBISS team before placing ELL student in and intervention.
Student/Family Background Information
How long has he/she been in school in the U.S.?
Did he/she go to school in home country? For how long? How
consistently?
Is there a history of the student moving back and forth between
home country and U.S.? Is this document in the ELL file?
Does the student have a history of frequent moves and significant
school disruption?
Language Information
What was the student’s language level on the pre-LAS in English
and Spanish entering kindergarten or entering Bend La Pine
Schools?
Has the student been in an intensive ELD program for at least 30
minutes a day in the Bend-La Pine Schools or previous school
districts?
Language(s) spoken at home by student?
English __________
Spanish __________
To student:
By student:
Does he/she read in his/her first language? If so, at what level?
(Can be assessed by LAS in Spanish or IDEL, should be assessed in
other languages, ask parents)
Look at ELPA strand data, where are the students struggling? How are the strands of difficulty being
targeted in ELD classes?
Instruction
Was the student instructed in Spanish, English or another language?
Does this student have access to core content? This means that his/her
teacher has been trained in sheltered instruction and is using the
strategies with this student?
Does the instructor know the language level of the student and is he/she
adjusting instruction accordingly?
Has the student been in the intensive ELD Program?
 How many minutes a day? ______________
 Is it intensive, direct well paced? ________________
 How is his/her progress being monitored? ___________________
Page 53
ELL Pre-Referral Forms






Family Interview Cover Letter - Spanish
Family Interview
Family Interview Spanish
Acculturation Quick Screen
Socio-cultural Checklist
BICS and CALPS Checklists
All ELL Pre-Referral forms are available via the Bend-La Pine School website:
http://www.bend.k12.or.us/education/components/docmgr/default.php?sectiondetailid=3435&catfilter=465#showD
oc
(Make sure you scroll to the bottom of the page to find the forms)
Page 54

Bend La Pine Schools EBISS Framework

Transcription

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