Bend La Pine Schools EBISS Framework
Transcription
Bend La Pine Schools EBISS Framework
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 12 13 14 16 18 20 21 22 23 24 25 27 29 30 31 32 33 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 44 50 ELL FORMS EBISS ELL Instructional History Document ELL Pre-referral forms directions Bend-La Pine Schools EBISS Manual – August 2011 53 54 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 1 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 Bend-La Pine Schools EBISS Manual – August 2011 Page 2 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 Bend-La Pine Schools EBISS Manual – August 2011 Page 3 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.) Bend-La Pine Schools EBISS Manual – August 2011 Page 4 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 Bend-La Pine Schools EBISS Manual – August 2011 Page 5 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 6 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? Bend-La Pine Schools EBISS Manual – August 2011 Page 7 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 8 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 1. Instructional Time: 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 1. Instructional Time: 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 9 Science 1. Instructional Time: 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 10 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 11 EBISS Group Intervention and Planning Form Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 14 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 2 times monthly for strategic 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. 2 times monthly for strategic 1 time weekly for intensive Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 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) Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 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: (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: Intervention #3 (if needed) (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: Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 ________________________________________________________________________ Bend-La Pine Schools EBISS Manual – August 2011 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 # ______ Is passing all classes? Failing # ______ Attendance at 88% or less? Currently at ______% Office referrals 4 or more per month? Currently at ______ Is passing all classes? 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.) Bend-La Pine Schools EBISS Manual – August 2011 Mentoring Program Page 27 Team Discussion: Meeting date: _____________ Meeting date: _____________ Meeting date: _____________ Meeting date: _____________ Team Members: Bend-La Pine Schools EBISS Manual – August 2011 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 _____________________________________ _____________________________________ Bend-La Pine Schools EBISS Manual – August 2011 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: Group size: ___Individual ___ 2-4 ___ 4 or more Frequency: ___1 x weekly ___2 x weekly ___ 3 x weekly ___4 x weekly ___ Daily End Date: Duration: ___10 min ___15 min ___30 min ___45 min ___Other:___________ Targeted Skill: _______________________________________ Curriculum(s)(from behavior protocol): Number of intervention sessions attended during intervention period #1: _____ Total sessions possible: _____ Notes: Comments: Intervention #2: (attach behavior plan and performance data) Start Date: Group size: ___Individual ___ 2-4 ___ 4 or more Frequency: ___1 x weekly ___2 x weekly ___ 3 x weekly ___4 x weekly ___ Daily End Date: Duration: ___10 min ___15 min ___30 min ___45 min ___Other:___________ Targeted Skill: _______________________________________ Curriculum(s)(from behavior protocol): Number of intervention sessions attended during intervention period #1: _____ Total sessions possible: _____ Notes: Comments: Individualized Intervention: (attach behavior plan and performance data) Start Date: Group size: ___Individual ___ 2-4 ___ 4 or more Frequency: ___1 x weekly ___2 x weekly ___ 3 x weekly ___4 x weekly ___ Daily End Date: Duration: ___10 min ___15 min ___30 min ___45 min ___Other:___________ Targeted Skill: _______________________________________ Curriculum(s)(from behavior protocol): Number of intervention sessions attended during intervention period #1: _____ Total sessions possible: _____ Notes: Comments: Bend-La Pine Schools EBISS Manual – August 2011 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) Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 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? Bend-La Pine Schools EBISS Manual – August 2011 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: 1.4 Words per Week ORF: 1.1 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. Bend-La Pine Schools EBISS Manual – August 2011 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) 40 to 49 (35 to 39 may conditionally meet. The district may declare the student met if all work sample requirements are met) 40 to 49 (35 to 39 may conditionally meet. The district may declare the student met if all work sample requirements are met) Minimum of 3 in each trait. Minimum of 3 in each trait. Minimum of 3 in each trait. STUDENT SCORE (Note areas of concern by traits) Bend-La Pine Schools EBISS Manual – August 2011 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? Bend-La Pine Schools EBISS Manual – August 2011 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): Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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). Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 44 Team Membership and Process: Building Level (con't) Not in Place Partially in Place Fully in Place Notes for Goal Setting Not in Place Partially in Place Fully in Place Notes for Goal Setting 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 45 3. Screening and Progress Monitoring Procedures Not in Place Partially in Place Fully in Place Notes for Goal Setting Not in Place Partially in Place Fully in Place Notes for Goal Setting 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 46 5. Reading Interventions Not in Place Partially in Place Fully in Place Notes for Goal Setting Not in Place Partially in Place Fully in Place Notes for Goal Setting 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. Bend-La Pine Schools EBISS Manual – August 2011 Page 47 7. LD Eligibility Not in Place Partially in Place Fully in Place Notes for Goal Setting 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 Notes for Goal Setting 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). Bend-La Pine Schools EBISS Manual – August 2011 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 Bend-La Pine Schools EBISS Manual – August 2011 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 % = Bend-La Pine Schools EBISS Manual – August 2011 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 % = Bend-La Pine Schools EBISS Manual – August 2011 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 % = Bend-La Pine Schools EBISS Manual – August 2011 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? ___________________ Bend-La Pine Schools EBISS Manual – August 2011 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) Bend-La Pine Schools EBISS Manual – August 2011 Page 54