Elementary
Effective Behavior and Instructional Support Systems
EBISS Manual
2010
2nd Edition
3083 NE 49th Place
Hillsboro, OR 97124
503.844.1500
Effective Behavior and Instructional Support Systems
Response to Intervention Manual (EBISS/RTI)
EBISS Manual Online Directions
https://docushare.hsd.k12.or.us/docushare
HSD Departments
Office for School Performance
EBISS 10
EBISS Manual
Patti Book, Brenda Kephart, Scott Schinderle, Pamela Zinn,
Stephanie Zumwalt, Sarah Turner
Table of Contents
GLOSSARY OF TERMS ..................................................................................................................5
LITERACY (L), BEHAVIOR (B), AND ATTENDANCE (A) SYSTEMS CHECKLIST...................................6
TEAMING STRUCTURES ELEMENTARY EBISS ...............................................................................7
HOW THE EBISS TEAM PROCESS WORKS................................................................................... 11
HSD EBISS VICTORIA FLOWCHART ............................................................................................ 13
ASSESSING & PLANNING EBISS TEAM PROCESS ........................................................................ 14
ASSESSING & PLANNING EBISS TEAM PROCESS – INTERVIEW FORM ........................................ 15
MEETING GUIDELINES ............................................................................................................... 16
HSD STANDARDIZED READING PROTOCOL: INSTRUCTION AND ASSESSMENT * ....................... 18
HSD STANDARDIZED READING PROTOCOL: PROGRAMS ........................................................... 19
HSD STANDARDIZED BEHAVIOR PROTOCOL: ASSESSMENT AND INSTRUCTION ....................... 22
BEHAVIOR DECISION RULES ...................................................................................................... 23
POSITIVE BEHAVIOR SUPPORT DATA BASED ACTION PLANNING MONTHLY TEAM MEETINGS . 24
SEQUENCE OF BEHAVIOR SUPPORTS ........................................................................................ 25
HSD STANDARDIZED ATTENDANCE PROTOCOL: ASSESSMENT AND PLAN ................................ 27
ELEMENTARY EBISS INTERVENTION TEAM MEETING ................................................................ 29
SAMPLE AGENDA ...................................................................................................................... 29
DECISION RULES........................................................................................................................ 30
GROUP INTERVENTIONS AND PLANNING FORM ....................................................................... 32
GUIDING QUESTIONS FOR TEAM DISCUSSION .......................................................................... 33
STUDENT INTERVENTION PROFILE - READING ........................................................................... 34
STUDENT INTERVENTION PROFILE -BEHAVIOR ......................................................................... 35
CULTURALLY AND LINGUISTICALLY DIVERSE (CLD) STUDENTS CHECKLIST RESULTS ................... 36
OPTIONAL REVIEW LETTER IN ENGLISH SCHOOL LETTERHEAD .................................................. 37
OPTIONAL REVIEW LETTER SPANISH SCHOOL LETTERHEAD ...................................................... 38
INTERVENTION ADJUSTMENTS AND CHANGES ......................................................................... 39

CONSIDERATIONS FOR THE STUDENT ............................................................................... 39
O
MOTIVATION .................................................................................................................... 39

ADD INCENTIVES .............................................................................................................. 39

CHANGE INCENTIVES ........................................................................................................ 39

INCREASE SUCCESS GOAL ................................................................................................. 39

INCREASE COMMUNICATION BETWEEN INTERVENTIONIST, ............................................. 39
CLASSROOM TEACHER, AND PARENT ....................................................................................... 39

ADD A BEHAVIOR PLAN .................................................................................................... 39

ADD AN ATTENDANCE PLAN ............................................................................................. 39

PROVIDE ADDITIONAL LANGUAGE SUPPORT .................................................................... 39
O
INCREASE LEVEL OF ACTIVE ENGAGEMENT ....................................................................... 39

CONSIDERATIONS FOR CURRICULUM/PROGRAM ............................................................ 39

CONSIDERATIONS FOR INSTRUCTION (PRACTICES) ........................................................... 39

CONSIDERATIONS FOR INSTRUCTION (LOGISTICS) ............................................................ 39
CHANGE IN INTERVENTION ....................................................................................................... 39
CONSTITUTES A NEW INTERVENTION, DECIDED UPON BY EBISS TEAM AT 6 WEEK MEETING ... 39
AIMLINES AND TRENDLINES:..................................................................................................... 40
MAKING THE MOST OF YOUR PROGRESS MONITORING DATA ................................................. 40
PLOTTING A TRENDLINE WITH THE TUKEY METHOD ................................................................. 41
EARLY READING INTERVENTION (ERI) FIDELITY CHECKLIST ....................................................... 42
HORIZONS: LEARNING TO READ FIDELITY CHECKLIST ............................................................... 43
LANGUAGE! FIDELITY CHECKLIST............................................................................................... 44
PHONICS FOR READING LEVEL 1 FIDELITY CHECKLIST ................................................................ 45
PHONICS FOR READING LEVEL 2 FIDELITY CHECKLIST ................................................................ 48
PHONICS FOR READING LEVEL 3 INTEGRITY CHECKLIST ............................................................. 51
READ NATURALLY / POWER READING FIDELITY CHECKLIST....................................................... 53
READING MASTERY FIDELITY CHECKLIST: .................................................................................. 55
READ WELL OBSERVATION-SMALL GROUP INSTRUCTION ......................................................... 56
READ WELL OBSERVATION STORY READING ............................................................................. 57
READ WELL OBSERVATION INDEPENDENT PRACTICE ................................................................ 58
READ WELL OBSERVATION ASSESSMENT .................................................................................. 59
INDIVIDUAL PROBLEM SOLVING ............................................................................................... 60
PARENT NOTICE OF EBISS TEAM MEETING ................................................................................ 61
PARENT NOTICE OF EBISS TEAM MEETING SPANISH ................................................................. 62
RESPONSE TO INTERVENTION ................................................................................................... 47
RESPUESTA A LA INTERVENCION (RTI) ...................................................................................... 49
DEVELOPMENTAL HISTORY ....................................................................................................... 51
HISTORIA DEL DESARROLLO ...................................................................................................... 55
INDIVIDUAL PROBLEM SOLVING WORKSHEET .......................................................................... 60
LD ELIGIBILITY CHECKLIST.......................................................................................................... 53
SAMPLE LEARNING DISABILITY ELIGIBILITY REPORT .................................................................. 54
LEARNING DISABILITY ELIGIBILITY REPORT TEMPLATE .............................................................. 59
HOW TO FIND %ILE SCORES FOR MATH AND READING ............................................................. 64
EBISS INDIVIDUAL PROBLEM SOLVING WORKSHEET-ELECTRONIC VERSION ............................. 64
TO FIND DIBELS PERCENTILE SCORES: ....................................................................................... 65
LANGUAGE! REPLACEMENT CORE PROGRAM: .......................................................................... 66
DECISION GUIDELINES FOR ENTERING STUDENTS IN LANGUAGE! 2010-11 ............................. 66
LANGUAGE! REPLACEMENT CORE PROGRAM: .......................................................................... 68
DECISION GUIDELINES FOR EXITING STUDENTS FROM LANGUAGE! 2010-11 .......................... 68
EFFECTIVE BEHAVIOR AND INSTRUCTIONAL SUPPORT SYSTEMS (EBISS) TRANSITIONS
NOTIFICATION FORM ................................................................................................................ 71
REFERRAL MANAGEMENT TEAM: FILE REVIEW AND MEETING REQUEST .................................. 72
Glossary of Terms
BoQ:
Benchmarks of Quality
DSSP:
District Systems Support Plan
EBISS:
Effective Behavior & Instructional Support Systems
PBIS:
Positive Behavior Interventions & Support
PET-R:
Planning and Evaluation Tool for Reading
RTI:
Response to Intervention
SET:
School-Wide Evaluation Tool
OSP:
Office for School Performance
SPED:
Special Education
SWIS:
School-Wide Information System
SWPBS:
School-Wide Positive Behavior Support
SIP
School Improvement Plan
ODR
Office Discipline Referral
RIT
OAKS Score
Hillsboro School District
Literacy (L), Behavior (B), and Attendance (A) Systems Checklist
Leadership
L
L
L
L
L
B
B
Team Structures
and Membership
The literacy plan is developed and adjusted as needed.
Evidence
Literacy Plan
Literacy instruction is reflected in the class schedule based on the guidelines
of the HSD Literacy Framework.
Building Schedule
Principal actively participates and leads professional development in literacy.
Yearly Academic Seminar Plan
The SIP includes literacy goal(s).
Copy of School Improvement
Plan
Systems are in place for teachers, counselors and principals to vertically
articulate literacy pathways and transitions between grades and schools in the
feeder team.
Principal regularly participates in the monthly PBIS leadership team.
The SIP includes PBIS goal(s).
B
The school has an action plan for PBIS for this year.
A
Principal has set up a universal system for regular attendance to include
communications, monitoring and action.
L
Installation
Feature
Initial
Implementation
System
Full
Implementation
Category
School___________________________________________________________________Date_______________________________
Copy of School Improvement
Plan
Annual and Three Year
Implementation copy
Literacy data teams include regular education, special education and ELL
teachers to make adjustments in instruction.
The site has an in-school staff member identified as a reading/instructional
coach to support implementation.
Name:___________________
L
B
The site has an in-school staff member identified as a PBIS coach to support
implementation.
Name:___________________
A
A team is identified to review attendance data on a weekly basis.
Name:___________________
Benchmark: High
Level of CORE
Implementation
(90%)
L
B
B
B
B
B
B
A
Intervention:
Strategic and
Intensive
Installation
Initial
Implementation
Feature
Full
Implementation
Category
System
Evidence
The principal conducts regular observations to ensure fidelity of
implementation of the core.
Behavior expectations are taught and re-taught throughout the year.
Schedule of PBIS lessons taught
The school meets the 4-to-1 ratio for acknowledgements to corrections.
Second Steps curriculum is taught in all classrooms K-8.
Active supervision is used regularly in common spaces inside.
Schedule of PBIS lessons taught
Active supervision is used regularly in common spaces outside.
The Incredible Years parenting class is offered and identified parents are
encouraged to attend.
School wide attendance expectations are communicated to parents and
student by all staff.
Literacy Plan
L
L
L
All literacy interventions are based on the HSD literacy protocol.
Principal/coach conducts regular observations to ensure fidelity of
implementation of all reading interventions.
Students are placed in approved interventions based on the data.
L
The school has intervention time (30 minutes) in its schedule for each grade
level.
B
The school uses Check-In/Check-Out for Strategic (Tier 2) students.
B
First Steps to Success is implemented for identified Strategic (Tier 2) students.
B
Functional Behavioral Assessments are used as planning and action tools for
Strategic students.
B
The CARE team is involved with supporting Strategic (Tier 2) and Intensive
(Tier 3) students.
Literacy Plan
Schedule
Yearly Care Team Schedule
Evaluation and
Assessment:
Universal
Screening
Progress
Monitoring
Adult Learning
Installation
Initial
Implementation
Feature
Full
Implementation
Category
System
Evidence
B
Pro-social skills training is implemented in small groups for Strategic (Tier 2)
students. Programs used are evidence-based.
B
Safety plans are in place for Intensive (Tier 3) students needing them.
B
Staff successfully manages escalating behavior events of Intensive (Tier 3)
students.
A
The CARE team defines interventions for Strategic (Tier 2) and Intensive (Tier
3) student attendance concerns.
L
A universal screening coordinator has been identified in the school for
scheduling, data entry and reports.
L
Universal literacy screening is conducted 3 times per year for all students.
L
The principal regularly communicates school wide data on literacy with staff,
students and parents.
B
The counselor has coordinated and implemented a universal behavior
screening.
L
Progress monitoring is in place for all students at the strategic and intensive
levels according to the HSD Literacy Plan.
L
Teams meet regularly to review progress monitoring data and make decisions
regarding intervention effectiveness.
B
The school collects, records, reviews, acts and communicates to staff monthly
behavior data in SWIS.
A
Attendance is reviewed on a weekly basis to identify students needing
intervention by CARE Team.
L
Academic seminar reflects professional development with a literacy focus.
Academic Seminar Schedule
B
Counselor does an advocacy project on Strategic (Tier 2) intervention
strategies to gather evidence of effectiveness.
Project Focus:_____________
A
Staff is taught the new HSD attendance procedures.
Date of Meeting:___________
Name:_________________
Literacy Plan
Academic Seminar Schedule
Teaming Structures Elementary EBISS
SPED Level
School Level
District Level
District & School Level
District EBISS Contact Team
School Improvement Administrators, SPED Administrator, EBISS Coach, PBIS Coach
RTI Coach
District EBISS Leadership
Team
Meets/Monthly
Schoolwide PBIS
Team
Meets 1x/month
School Level EBISS Leadership Team
(Principal, Counselor, Literacy Expert, SPED,
ELL, Grade Level/Content Level Reps)
Meets 3x/year
Grade Level Data Support
Team
(Reading, WL, Math, Behavior,
etc.)
Meets 1-2x/month
EBISS
Intervention Team
Meets 1x/6 weeks
Weekly Check-In
(Principal,
Counselor, Literacy
Expert)
Individualized P-S Team
Meets As Needed
CARE Team
Meets Weekly
Referral Management Team (RMT)
Meets 1x/week
Elementary EBISS Team Structure Details
WHO
EBISS District Leadership
(Meets monthly)
RECOMMENDED
MEMBERSHIP
OSP Exec. Director
OSP Director
SPED Exec. Director
ELL Director
Bldg. Administrators
EBISS Coach
PBIS Coach
RTI Coach
Reading/Instructional Coach
Data Representative
Evaluation Specialist
K-2 Behavior Coach
In addition 3x/year for PBIS
add the following:
Counselor
Behavior Specialist
PBIS Facilitator
PURPOSE
Oversee the implementation of an
integrated, multi-tiered approach to:
 Schoolwide Behavior Model
 Schoolwide Literacy Model
 RTI/LD Eligibility in Elementary
INFORMATION GATHERED
EBISS District Systems Support Plan (DSSP)
District EBISS Action Plan
HSD Literacy, Behavior, and Attendance Systems
Checklist
Develop the DSSP and Action Plan
School Literacy and PBIS Action Plans
In addition for PBIS:
 Promote use of SWPBS for all
students, at the schoolwide,
classroom, and individual level.
 Ongoing implementation and
evaluation of district PBIS systems,
data, and practices.
In addition for Literacy:
 Plan, direct, organize and oversee
implementation of HSD Literacy
Framework, including professional
development
 Provide necessary curriculum,
programs, and materials for reading
instruction across the district
 Arrange and provide for universal
screening
 Evaluate implementation and
student performance data, and
make district wide instructional
adjustments
School data (literacy, behavior, attendance)
Professional Development Needs Survey for
literacy, behavior, attendance and RTI/LD
eligibility
In addition for PBIS:
 System process and outcome data in PBIS
 SET, BoQ
 District level self assessment and action
plan
 Planning Calendar
In addition for Literacy:
 OAKS, DIBELS/IDEL and easyCBM data
 K-12 Literacy Plans
 Planning Professional Development
Calendar
Elementary EBISS Team Structure Details
WHO
EBISS School Leadership
Team
(Meets 3x year)
RECOMMENDED
MEMBERSHIP
Principal
Grade level reps.
Counselor
Literacy Expert
ERC Specialist
ELL Specialist
PURPOSE
INFORMATION GATHERED
PREVENTION:
Question: Are we meeting the needs of 80%
or our students with CORE programs?
CELEBRATE and/or Problem Solve
K-6 Literacy benchmarking data (DIBELS/IDEL)
Review schoolwide literacy, behavior and
attendance data after each major screening
Healthy Systems Checklist (Summary of
Effectiveness) Results
Monitor (create if needed) the building K-6
Literacy Action Plan (SIP)
K-6 Literacy Action Plan
3-6 OAKS data
(grade level and sub-group analysis)
K-6 Universal Screen for behavior
Monitor (create if needed) the building K-6
PBIS Action Plan
Schoolwide PBIS Team
(Meets 1x month)
Grade Level Data Support
Team
(Meets 1-2x month)
Principal
Counselor
Grade level reps.
Classified rep.
School Facilitator
Grade level teachers
Specialists, as needed
Principal rotates to meetings
ODR’s-Big 5
Make recommendations for additional
support materials, and professional
development based on data
SET, BoQ results
Review SET, BoQ, Healthy Systems Checklist
as needed
Attendance Plan
Provide guidance with overall L-B-A Systems
(HSD Checklist)
Review monthly SWIS data, and use data to
adjust implementation of schoolwide
behavior plan
Communicate and celebrate with
school/community
Review academic, behavior data and action
planning for flexible instructional grouping
PBIS Action Plan
SWIS Big 5 reports
Live drill down to a problem solving hypothesis
that is solvable
Grade level DIBELS/IDEL, OAKS, easyCBM data
Curriculum Lesson maps
Monitor and adjust overall instruction and
differentiation, based on the data
Review curriculum pacing, adjust lesson
maps, and etc.
Formative and summative assessment data
Grade specific SWIS data
In program data
Discuss instructional strategies and pre/post
assessment results
Elementary EBISS Team Structure Details
EBISS Intervention Team
(Each grade 1x every 6
weeks)
Grade level teachers,
Principal
Counselor
Literacy Expert
ELL Specialist
ERC Specialist
Identify, based on decision rules the
students at each grade level, that need
additional reading, behavior and/or
attendance intervention support
All academic, attendance and behavior progress
monitoring data
EBISS Manual, including decision rules, forms and
processes
Use data to analyze skill deficiencies to
determine appropriate intervention
Make decisions on progress monitoring
(tool, schedule)
Reviews progress monitoring data to
determine effectiveness of intervention, and
makes adjustments/changes as needed
Based on decision rules and RTI, makes
referrals for LD evaluation
Individualized P-S Team
(Academics)
(Meets as needed)
WHO
Referral Management Team
(1x week)
Student’s Classroom Teacher
Principal
Literacy Expert
Counselor (as needed)
ERC/LRC Specialist
ELL Specialist (as needed)
Eval Specialist (as needed)
Parent
RECOMMENDED
MEMBERSHIP
ERC/LRC Specialist
Evaluation Specialist
Classroom teacher
Counselor
Principal
ELL Specialist as needed
To take a closer look at an individual student
who has been unsuccessful in two group
interventions, to better determine the cause
of the problem
Completed Individual Problem- Solving Worksheet
(cum file review)
To design, based on all the new information,
an individualized intervention plan.
All previous progress monitoring data
PURPOSE
Developmental History
INFORMATION GATHERED
Manage new referrals
Completed referral form
IEP Management
All EBISS tracking forms
3 yr re-evaluation
Hard copies of progress monitoring data
Any additional paperwork, as it relates to SPED
decision making
How the EBISS Team Process Works
The EBISS team(s) has three purposes:
1.
2.
3.
To review schoolwide behavior, attendance and academic data in order to evaluate the
effectiveness of core programs.
To screen and identify students needing additional academic and/or behavior support (including
attendance).
To plan, implement and modify interventions for these students. Depending on each student’s
“response to intervention,” a formal referral for special education evaluation may result.
EBISS is intended to be a structured, systematic process involving the following features and activities:
team membership, school-wide planning, planning for the intensive level, six week meetings, and
individualizing-intensifying interventions.
Planning for all students-Schoolwide Level (EBISS Leadership Team):
Three times a
year, fall, winter and spring, EBISS teams review data on student performance (e.g., DIBELS, OAKS,
behavior referrals, Behavior Universal Screener, 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 professional development to shore up the core program(s).
Evaluating Systems (Grade-Level Data Team): Prior to planning for the individual students
in the intensive or strategic range, it is highly advised that each grade level team evaluates the health of
all levels of instruction; Benchmark, Strategic and Intensive.
Planning for the Intensive Level Groups (EBISS Intervention Team):
All students
falling in the Intensive Level on DIBELS, those who fall within a specific range on OAKS (3-6), 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 (Literacy, Attendance, or 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. Begin the EBISS Student Intervention Profile for each student in interventions. If the intensive
student is ELL, the following data should be gathered and shared with the team to aid in decision
making regarding interventions: AQS (Acculturation Quick Screen), Resiliency Checklist, and/or the
Socio-Cultural Checklist. Compile results on the Culturally and Linguistically Diverse (CLD) Students
Checklist Results Form.
Six week EBISS Intervention Team meetings:
Teams convene at least once every 6 weeks
to evaluate the progress of the students involved in group interventions (including those already
identified as Special Ed). The team reviews weekly progress monitoring data for each student, analyzing
aimlines and trendlines (see Decision Rules for Grades K-6). 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 no longer needs small group
instruction.
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 revised or refined
(Refer to the Intervention Adjustments and Changes Form, and the Guiding Questions for Team
Discussion Form).
4. It is time to move to the Individualized Problem-Solving Level.
5. Consider students who may need to be added to intervention for the first time (e.g., new students
or students who have fallen into the intensive level.
Individualized Problem-Solving (Literacy) to Intensifying Intervention
(Individualized P-S Team): If the student has failed to make progress or has made minimal
progress after two group interventions, additional information must be gathered in order to select an
intervention that is specifically targeted to the student’s needs. At this point, the EBISS team fills out
and sends the Parent Notice of EBISS Team Meeting to parents inviting them to attend a meeting to
gather information and begin planning for a more individualized intervention. A Developmental History
should be completed at this time and the parents should be given the RTI Parent Brochure describing
how the Response to Intervention process works.
Prior to the parent meeting, teams review each student’s cumulative record using the Individual
Problem Solving Worksheet. 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 in designing an effective, individualized intervention.
Individualized Problem-Solving (Behavior):
If the student has been through two stand
alone behavior interventions without making progress, move to the Care Team for intensive problem
solving.
At the individualized planning level, it is also necessary to assign a point person for each student. The
point person’s responsibility is to ensure that the intervention is implemented correctly and that
progress is monitored according to the schedule agreed upon by the team. In addition, the point person
continues to track intervention details using the EBISS Student Intervention Profile. The point person
reports back to the EBISS team on the progress of the students under their supervision every six weeks.
The EBISS Intervention Team may determine after 6 weeks of this individualized intervention that:
a.
The student has improved substantially and no longer needs to be included in an intervention
group.
b.
The student continues to struggle, but his or her difficulties appear to be due to other factors
such as behavior, attendance, or limited English Proficiency and interventions to help the
students with these difficulties will be initiated.
c.
A referral for a formal special education evaluation is appropriate. The information from the
intervention profile, progress-monitoring information, developmental history, and individual
problem solving worksheet should be included with the referral as they provide evidence
regarding the student’s responses to various interventions. See the most current Special
Education Procedures Manual for details on the special education process.
HSD EBISS Victoria Flowchart
Victoria participates in the
general curriculum
Victoria isn’t
doing well
EBISS Team reviews
screening data and places
Victoria in group intervention
Second Group Intervention
Victoria
doesn’t
improve
How RTI Works from
a Student’s Perspective
Victoria
improves
EBISS Team designs
individualized
intervention
Victoria
doesn’t
improve
Special Education referral is initiated
Resumes
general
program
Victoria
improves
Improvement is
good and other
factors are
suspected as
cause
Intervention is
intense and LD
is suspected
Parents Notified
Assessing & Planning EBISS Team Process
School: _________________________
Elementary Schools
Grade Level __________
Date: ___________
Team Members: _____________________________________________________________________
_______________________________________________
Observer: ____________________
Status
In
Place
Partially
In Place
Not
in
Place
Not
Observed
Feature
Observable Features
1. Team is made up of the Principal, Counselor, Grade
level teachers, Lit Specialist/Title 1, and Specialists
from Sp. Ed. & ELL.
2. School administrator is an active participant on the
EBISS team.
3. Students in reading interventions are progress
monitored weekly. Team reviews DIBELS data for
these students at EBISS meetings.
4. Students who meet the screening criteria for
interventions on the Behavior Protocol (more than 2
ODRs and/or counseling contacts in 30 days and/or
those falling in the yellow or red zone on screener) are
placed in behavior interventions and are progressmonitoring daily. Their data is reviewed at EBISS
meetings.
5. Team identifies and determines interventions for
students who have a 90% or less attendance pattern
(absences and tardies) since the previous meeting.
Data is collected and reviewed at EBISS meetings.
6. Teams use the protocols (Reading, Behavior, and
Attendance) to make decisions on interventions, data
to be collected, and person responsible for collecting
data.
7. Grade level teams meet every 6 weeks to review
progress-monitoring data on students in
interventions.
8. Minutes of the meeting are kept and distributed to
team members in a timely manner.
9. Decision rules are followed and changes to
interventions are made based on aimline/trendline
analysis.
10. Only changes to interventions listed on the
Intervention Adjustments and Changes Form are
considered as changes.
Comments
Assessing & Planning EBISS Team Process – Interview Form
Elementary Schools
School: ___________________________
Date: _______________
People Interviewed:________________________________________________________________
Interviewer: _______________________
Status
In
Place
Partially
In Place
Not
in
Place
Feature
Determine through Interview
1. The EBISS Group Intervention & Planning Form is completed for each
grade level and lists students who meet the decision rules for reading,
behavior and attendance.
2. The EBISS Student Intervention Profile is started for each student
receiving an intervention and is updated when new interventions are
implemented.
3. Students in reading interventions are progress monitored weekly.
4. Daily data is collected for students in behavioral or attendance
interventions.
5. Parents are notified when their child is placed in intervention or when
there has been a change in intervention
6. After two failed group interventions, the team waits to collect
additional information about the student (Individualized P-S phase) before
planning the individualized intervention.
a. The EBISS Team Meeting Notice is sent to parents
b. A Point Person is assigned to ensure that all required tasks are
completed.
c. Parents are given the RTI Process Brochure.
d. A Developmental History is obtained
e. The EBISS Individual Problem Solving Worksheet is completed
through a review of the student’s cumulative file.
f. The EBISS Individualized P-S team uses the information obtained
from the developmental history and problem solving worksheet
and
the Reading, Behavior or Attendance Protocol to determine the
appropriate Tier III intervention for the student.
7. If reading progress continues to be below the aimline after 6 weeks of
the individualized intervention, the team completes a referral for special
education services.
8. The EBISS Student Intervention Profile, Developmental History Form,
Progress Monitoring Data, and the Individual PS Worksheet are attached
to the Special Ed Referral Form.
9. EBISS Leadership team reviews data on student performance at least 3
times each year (fall, winter, spring) to evaluate effectiveness of the core
programs.
a. Data regarding the core program are disaggregated by race,
special programs (such as ELL and Sped), grade level, and class.
10. Results of the triennial review are shared with grade level teams and
changes are made as needed based on the data.
Comments
Meeting Guidelines
Note: This guide delineates meetings according to purpose. Depending on the frequency and length of
meetings, it may be possible to consolidate multiple purposes into one meeting.
Meeting tips:

Don’t meet without the essential team members

Designate roles (timekeeper, facilitator, note taker)

Review the purpose and the decision rules

Stick to the agenda

Organize the data before the meeting

Celebrate successes
Schoolwide Meeting: Conducted three times per year (fall, winter & spring) by the EBISS Leadership Team,
after Universal Screening has been completed.
Purpose: To determine the effectiveness of the core programs(s) and make necessary adjustments if they
are not meeting the needs of most students.
Examine the data. #1 Are 80% or more of students meeting reading benchmark targets?
YES: Celebrate! Are all students making growth? Have you set ambitious goals for the next trimester?
NO: Discuss schoolwide factors that may be contributing to the problem.
#2 Are you meeting the criteria in the areas of behavior and attendance?
YES: Celebrate!
NO: Discuss options based on data, and put a plan in place for schoolwide improvement.
Initial Planning for the Intensive Level: Conducted three times per year after Universal Screening and when
new students enroll by the EBISS Intervention Team.
Purpose: To determine which students are in need of intervention based on decision rules, select appropriate
interventions, schedule intervention groups, and schedule progress monitoring.
Use the HSD Protocols in the areas of reading, behavior and attendance to determine which intervention
program matches the group’s needs, what group size is appropriate, and how much time per day is needed
for that intervention.
Determine which staff are trained (or need training) in the program and then schedule the intervention time.
Determine what will be used to measure progress, how often (again follow decision rules), and who will be
responsible for data collection. Draw aimlines on all books.
Determine who will check fidelity of instruction and who will inform parents about team decisions regarding
group interventions.
EBISS Intervention Team Meetings: Conducted every 6 weeks by the EBISS Intervention Team.
Purpose: To review progress monitoring for all students in interventions, and make decisions about whether
to proceed with, discontinue, or change an intervention.
Before meeting;
Sort progress monitoring data into three groups using decision rules:
1.
Students making sufficient progress
2.
Students who need a change in intervention
3.
Students ready to proceed to Individually-Designed intervention (Problem-Solving Level)
During meeting:
1.
Quickly review students making sufficient progress and CELEBRATE! Determine if any student(s) should
discontinue intervention
2.
Discuss groups or individual students in need of intervention change, again following the decision rules
for what constitutes a change.
3.
Change students’ graphs to indicate the intervention change.
4.
Redraw the aimline.
Individual Problem-Solving Team Meeting: Conducted after 2 group interventions have been unsuccessful.
Purpose: To review student information (progress monitoring, cumulative file, developmental history), and
use it to plan an individually designed intervention for that student.
Before meeting:
1.
Designate a point person.
2.
Use Individual Problem-Solving Worksheet to conduct a file review.
3.
Complete the Developmental History.
4.
Invite parents to the meeting by sending the EBISS Team Meeting Notice
5.
Give parents a copy of the RTI Parent Brochure
During meeting:
1.
Review decision rules
2.
Review all data and information collected
3.
Plan an intervention based on the team’s hypothesis as to the cause of the problem(s).
Review progress monitoring data with EBISS Intervention Team after 6 weeks and determine if a special
education referral is appropriate.
HSD Standardized Reading Protocol: Instruction and Assessment *
Meeting the needs of all students require teachers to collaborate; use data to drive instructional decisions regarding student
placement, instruction and materials; integrate effective teaching strategies; and insuring that all students can access the core
program.
Advanced
Benchmark Tier I
Goal: Yearly Growth
Goal: Yearly Growth
Time
Time
Elementary: 90 minutes of Adopted Reading Curriculum and 60 Elementary: 90 minutes of Adopted Reading Curriculum and 60
minutes Language Arts (Reading, Writing, Grammar, Speaking & minutes Language Arts (Reading, Writing, Grammar, Speaking &
Spelling)
Spelling)
Middle School: 60 Minutes Accelerated Language Arts Curriculum
Middle School: 60 Minutes Adopted Language Arts Curriculum
High School: Advanced Language Arts Class
High School: Language Arts Class
Instruction
Instruction

Advanced Instruction (High School: AP/IB)

Comprehensive adopted core instruction

Comprehensive core supplemental instruction

Comprehensive supplemental instruction

Small differentiated groups within the class

Small differentiated groups within the class

Balanced non-fiction and fictional text

Balanced non-fiction and fictional text

Independent application of higher order thinking skills

Develop higher order thinking skills

Extended vocabulary and comprehension strategies

Enhance vocabulary and comprehension strategies

Application and deepening of skills and strategies

Explicit, direct and sequential instruction, modeling, think-aloud,
check for understanding, active engagement, and guided

Challenging materials for student level/rate
practice

Standards beyond grade level expectations

Independent practice* (refer to Best Practice sheet)

Focus on independent reading no more than 15 min. a day

Transitional support between tiers
Assessment

Focus on independent reading no more than 15 min. a day
Assessment

Universal Screening, Formative, and Summative

Universal Screening, Formative, and Summative
Strategic Tier 2
Goal: Yearly Growth & Catch Up Growth
TIME
Elementary: 90 minutes of Explicit Adopted Reading Curriculum
w/ additional 30 minutes Supplemental Curriculum and 60 minutes
Language Arts (Reading, Writing, Grammar, Speaking , and
Spelling)
Middle School: 60 minutes Adopted Language Arts Instruction with
support, plus 60 minutes Literacy Intervention
High School: Adopted Language Arts Curriculum with support,
plus Literacy Intervention
INSTRUCTION

Enhanced comprehensive adopted core instruction

Accelerated supplemental intervention

Highly qualified instructor

Native language literacy support

Daily small groups (low teacher ratio proportionally appropriate
to grade level)

Targeting instruction to meet student’s need(s): phonics,
fluency, vocabulary, comprehension, language and writing

Transitional support between tiers

Communication with student, parents, instructional staff, and
specialist

Explicit, direct and sequential instruction, modeling, think-aloud,
check for understanding, active engagement, and guided
practice

Focus should be on practice reading, supported by the teacher
Assessment

Universal Screening, Progress Monitoring, Formative, and
Summative
Intensive Tier 3
Goal: Yearly Growth & Catch Up Growth
TIME
Elementary: 90 minutes of Replacement Curriculum w/ additional
30 minutes Targeted Intervention and 60 minutes Language Arts
(Reading, Writing, Grammar, Speaking and Spelling)
Middle School: Daily 90-120 minutes of Replacement Curriculum
Literacy Intervention
High School: 90 minutes of Replacement Curriculum Literacy
Intervention













INSTRUCTION
Replacement core
Accelerated literacy intervention
Highly qualified instructor
Native language literacy support
Daily small groups (low teacher ratio proportionally appropriate
to grade level)
Targeting instruction to meet students’ needs: phonics, fluency,
vocabulary, comprehension, language & writing
Transitional support between tiers
Response to intervention model
Communication with student, parents, instructional staff, and
specialist
Explicit, direct and sequential instruction, modeling, think-aloud,
check for understanding, active engagement, and guided
practice
Multiple opportunities for practice
Focus should be on practice reading, supported by the teacher
Assessment
Universal Screening, Progress Monitoring, Formative, and
Summative
HSD Standardized Reading Protocol: Programs
GR
K
1
2
Advanced
Benchmark Tier I Program
Components
Strategic Tier II Program Components
Intensive Tier III Program Components
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 ReadWell K
 Reading Mastery
Plus targeted intervention options:
 Language for Learning
 Early Reading Intervention (ERI)
Plus targeted intervention options:
 Language for Learning
 Early Reading Intervention and/or ERI
Enhancement
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 ReadWell I
 Reading Mastery
 Horizons
Plus targeted intervention options:
 Language for Learning
 Sidewalks
 Read Naturally
Plus targeted intervention options:
 Language for Learning
 Read Naturally
 Double dose of replacement core
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 ReadWell Plus
 Reading Mastery
 Horizons
Plus targeted intervention options:
 Phonics for Reading
 Sidewalks
 Read Naturally
 Language for Learning
 Language for Thinking
Plus targeted intervention options:
 Language for Learning
 Language for Thinking
 Read Naturally
 Double dose of replacement core
Core:
 Houghton Mifflin with
Enhancements
 Leveled Content Readers
 Novels integrated with
Science or Social Studies
content
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled Content Readers
 Theme oriented trade
books integrated with
Science or Social Studies
content
 Junior Great Books
 Challenge Handbooks
 Above leveled content
readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books

GR
3
4
5
Advanced
Benchmark Tier I Program
Components
Strategic Tier II Program Components
Intensive Tier III Program Components
Core:
 Houghton Mifflin with
Enhancements
 Leveled Content Readers
 Theme oriented trade
books integrated with
Science or Social Studies
content
 Junior Great Books
 Challenge Handbooks
 Above leveled content
readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled Content Readers
 Theme oriented trade
books integrated with
Science or Social Studies
content
 Junior Great Books
 Challenge Handbooks
 Above leveled content
readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 Reading Mastery
 Horizons
 Language!
Plus targeted intervention options:
 Phonics for Reading
 Read Naturally
 Language for Thinking
Plus targeted intervention options:
 Language for Thinking
 Read Naturally
 Double dose of replacement core
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 Language!
 Reading Mastery
Core:
 Houghton Mifflin
 Challenge handbook
 Above Leveled Content
Readers
 Theme oriented trade
books integrated with
Science or Social Studies
content
 Junior Great Books
 Challenge Handbooks
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Plus targeted intervention options:
 Phonics for Reading
 REWARDS
 Read Naturally
 Language for Thinking
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Plus targeted intervention options:
 Phonics for Reading
 REWARDS
 Read Naturally
 Language for Thinking








Plus targeted intervention options:
REWARDS
Language for Thinking
Read Naturally
Double dose of replacement core
Corrective Reading
Soar to Success
Comprehension Plus
Replacement Core:
 Language!
 Reading Mastery
Plus targeted intervention options:
 REWARDS
 Language for Thinking
 Read Naturally
 Double dose of replacement core
 Corrective Reading
 SOAR to Success



GR
6

Above leveled content
readers
H.M. Enhancement
Template Card 10
Non-Fiction Trade Book
Comprehension Plus
Advanced
Benchmark Tier I Program
Components
Strategic Tier II Program Components
Intensive Tier III Program Components
Core:
 Houghton Mifflin
 Challenge handbook
 Above Leveled Content
Readers
 Theme oriented trade
books integrated with
Science or Social Studies
content
 Junior Great Books
 Challenge Handbooks
 Above leveled content
readers
 H.M. Enhancement
Template Card 10
 Non-Fiction Trade Book
Core:
 Houghton Mifflin with
Enhancements
 Leveled & Content Readers
 Non-Fiction Trade Books
Core:
 Houghton Mifflin with Enhancements
 HM resources: ELL readers, Below level
readers, and vocabulary readers
Replacement Core:
 Language!
 Reading Mastery
Plus targeted intervention options:
 Phonics for Reading
 REWARDS
 REWARDS Plus
 Read Naturally
 Language for Thinking
Plus targeted intervention options:
 Corrective Reading
 Language for Thinking
 Read Naturally
 Double dose of replacement core
 REWARDS
 SOAR to Success
 Comprehension Plus
HSD Standardized Behavior Protocol: Assessment and Instruction
Gr.
Universal Screen
Benchmark Tier I Program Components
Strategic Tier II Program Components
Intensive Tier III Program Components
K-1 2
 Early Screening
Project (K-1)
 Universal Behavior
Screen
 Attendance Reports
 SWIS Data
 Suspension/
Expulsion Reports
 File Review
 Student Safety
Survey (6-12)
Behavior Indicator: 0-1
Office Discipline Referrals and/or 0-3
Minors
Behavior Indicator:
 2 or more Office Discipline Referrals
in a six-week period
 Placed in Strategic on the Universal
Screen
Behavior Indicator:
 5 or more Office Discipline Referrals
 Placed in Intensive on the Universal Screen
 Multiple suspensions
 Expulsion
Core Plus targeted intervention options:
 Re-teach PBIS Lessons in small groups
 Pro-Social small group instruction
 Recess Academy (K-6)
 Steps to Respect in small groups (3-6)
 Skills for Success Curriculum (4-8)
 Check in/Check out (3-12)
 HUG (K-6)
 First Step to Success (K-2)
 Family Contact
 Behavior Contract
 Behavior Plan from Functional
Behavior Worksheet (K-12)
*Note: see sequence of Behavior
Support Continuum
 Personal Mentor
 Steps to Respect Curriculum
 Second Steps Curriculum in small
groups (K-9)
Core Plus effective targeted intervention
options Plus:
 Level System
 Comprehensive BSP from complete FBA
 Social Skills Group
 Social Skills Group
 Structure Recess
 Referral to CARE Team
 Outside Referral
 Safety Plan
 Gang Contract
 Credit Recovery (9-12)
 Saturday School
 Juvenile Department Referral
 Accommodations and Modifications as
determined by 504 Plan and IEP
Core:
 Second Steps (K-9)
 PBIS Lessons 3-4 times per year
 Systematic Supervision
 Positive Feedback and
Acknowledgement Systems
 Self Manager Systems
 Steps to Respect (3-6)
Behavior Decision Rules
Screening
Grade K-1
Every Kindergarten student is screened using the First Steps to Success Screener (FSTSS). Every 1st grade student is screened on the PBIS Texas
A&M Screener. Any student in 1st grade who is identified by a staff member as needing additional behavior support is screened with the FSTSS.
Students who score in the High or Extreme Risk range on the FSTSS are considered for the First Steps to Success Program.
Consider other interventions in strategic and intensive.
Grade 2-6
Every student is screened on the Texas A&M PBIS Screening Tool after the first month of school. Students identified in the Medium to High
Risk range use appropriate interventions.
Grade K-6
Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 300 students, revisit the CORE and look
for patterns and location, time, grade, type, and frequency of incidents.
Grade 7-12
Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 105 students, revisit the CORE and look
for patterns and location, time, grade, type, and frequency of incidents.
Grade K-12
If more than 20% of all the students receive 1 or more Office Discipline Referrals, revisit the CORE.
If more than 30% of referrals occur in a specific area of the school, re-teach common area behavior expectorations, acknowledge/reward
positive behavior, and correct inappropriate behavior immediately.
If more than 40% of the referrals occur in classroom, re-teach classroom expectations, increase professional development and coaching in
classroom management strategies, and revisit CORE instruction and physical aspects of specific classrooms.
Progress Monitoring
Grade K-1:
Grade K-12:
Grade K-12:
Grade K-12:
1x week Behavior Intervention Data, collect daily/review weekly
Behavior data from Check in/Check out
More than 3 Office Discipline Referrals in a 6 week period
Progress on individual behavior goal or Behavior Support Plan.
Intensifying Interventions
Students who receive 2-4 Office Discipline Referrals receive CORE plus Strategic/Tier 2 interventions (Consider a Functional Behavior
Worksheet with an action plan).
If progress is below the expected rate after 6-8 weeks of Strategic/Tier 2 interventions, students move to Intensive/Tier 3 interventions.
(consider Behavior Support Plan).
Students who receive 6 or more Office Discipline Referrals should have a Functional Behavior Assessment and develop a Behavior Support Plan.
HILLSBORO SCHOOL DISTRICT
Positive Behavior Support Data Based Action Planning Monthly Team Meetings
FEATURES
Standard
Data Sources
Questions to Ask
Whole School
80% or more students have 0-1
referrals
SYSTEMS
Grade/Classroom
Non-Classroom
Less than 20% of students have 2 or more referrals. Referrals occur
across grades, classrooms, settings, and occasions
SWIS reports, attendance reports, suspension/expulsion reports, grades/performance assessment data, individual adult concerns/reports (e.g., parents,
teachers, counselors,) functional assessment and behavior plan data
What is our average number of
referrals per day per month?
Are the majority of referrals coming
from certain grades or classrooms?
What are the major problem
behaviors?
Which classrooms?
Are the majority of referrals
coming from specific
settings/areas?
What are the major problem
behaviors?
Decision Rule
If referrals > 1 per month for every
300 students (ES) or every 100
students (MS-HS)
If > 40% of referrals are coming
from classrooms
Which settings/areas?
If > 30% of referrals are coming
from a specific setting
Possible Actions
Re-visit schoolwide PBIS program
Re-teacher routines and
expectations
Re-teach expectations in
identified settings
Provide skills groups
Increase Systematic Supervision,
including acknowledgements and
corrective feedback (Use
Systematic Supervision Checklist)
Re-teach expectations,
increase/diversify
acknowledgements, increase
corrective feedback
Implement social-behavioral
curriculum (e.g., Second Steps, Steps
to Respect)
Responsibility
Individual
Few students have high numbers of
referrals
PBIS Team with all staff
Increase support and professional
development for classroom
management (teacher)
Check and address student
engagement during instruction
Check transitions
PBIS Team w/appropriate staff
Check and correct problematic
environmental features
Increase structure and teaching
for high risk student groups
PBIS Team w/appropriate staff
How many students received 2-5
referrals?
How many students received 6 or
more referrals?
Who are the students?
If > 20% of referrals are coming from
a small group of students
Check and address academic needs
Implement Check In/Check Out
Assign adult mentors or peer
mentors
Conduct functional assessment,
implement behavior teaching plan
Provide individualized skills
instruction (academic and/or
behavior)
Implement 504/IEP services
Sub-team w/appropriate staff and
behavior specialist
SEQUENCE OF BEHAVIOR SUPPORTS
Informal Requests for Special Programs Feeder Team Assistance
Formal Requests for Special Programs Feeder Team Assistance
UNIVERSAL
STRATEGIC
Student displays
benchmark
behavioral skills
Indicator: 0-1 ODR’s
and/or 3 or less
Minors
CORE BEHAVIOR
CURRICULUM:
*PBIS: SW Behavioral
Expectations taught,
practiced and reinforced
regularly
*Second Steps
*Steps to Respect
*Systematic Supervision
*Self Manager Systems
* BEST Behavior
Classroom Management
INTENSIVE
Student displays initial
difficulty meeting behavioral
expectations Indicator—2 or
more ODR’s in 6 week period
*Continue Core Behavior
Curriculum
*Utilize SWIS and other behavioral
data to identify and clearly
describe primary behaviors of
concern
*Staff student at grade level data
team meeting
*Targeted Interventions specific to
primary behaviors of concern
*Involve School Counselor
*Begin to organize existing
background behavior and
academic information into
Functional Behavioral Worksheet
or FBA framework (FBA #1,3,5)
*Consider academic supports and
environmental changes (FBA #7)
*Consider help from the Feeder
Team and/or Contact K-2 Behavior
Coaches
Behavior Continues
*Discuss at SST or EBISS
Intervention Team
*Complete remaining
FBA
*Continue BSP
process/inform parents of
process
*Develop academic or
behavioral support plan
based on FBA including
proactive and reactive
interventions (FBA #7, 8,
9, 10, 11)
*Continue to collect
attendance, behavioral and
academic data associated
with behaviors of concern
*Observe student and
complete implementation
fidelity check on BSP
*Consider informal help
from Feeder Team
Student displays intensive behavioral skill
difficulty Indicator—5 or more ODR’s* Make request
for Feeder Team Assistance and collaborate with
behavior support team specialist
* consent if not yet obtained
*Complete a targeted BSP based on FBA (#1-11) and
identify goal of BSP (#12) and implement BSP
*Continue data collection, refining data specific to
BSP, observation and implementation checks
Behavior Continues
*Review/modify existing BSP
*Review all supports building wide
*SST/RMT considers SPED referral
*Obtain evaluation, behavior checklist consent
(SPED consent form)
*Consult with Feeder Team Contact Person for
options and evaluation plan
*Formal Assessment
*Make team decision on
SPED eligibility
*If found eligible, develop
IEP
*Revise academic and
behavioral supports.
*Continue interventions
HSD Standardized Behavior Programs
Intensive Intervention
Strategic Intervention








2 or more Office Discipline Referrals or placed in Strategic on the Universal Behavior
Screen
Re-teach PBIS Lessons in small groups
Check-in/Check-out
First Step to Success
Family Contact
Informal Plan
Personal Mentor
Steps to Respect in small groups
Second Steps in small groups
Benchmark



0-1 Office Discipline Referrals and/or 3 Minors
PBIS Lessons 3-4 times a year
Second Steps
Positive Feedback and Reinforcement Systems
BEHAVIOR









5 or more Office Discipline Referrals or placed in Intensive on the Universal
Behavior Screen or multiple suspensions and or explusions
First Step to Success
Level System
Comprehensive Behavior Support Plan
Social Skills Group
Referral to CARE Team
Outside Agency Referral
Safety Plan
Gang Contract
Accommodations and Modifications as determined by a 504 or IEP
HSD Standardized Attendance Protocol: Assessment and Plan
Gr.
Universal
Screen
Benchmark Tier I Program
Components
Strategic Tier II Program Components
Intensive Tier III Program Components
K- 12
 Attendance
Reports
Attendance Indicator:
 95% attendance pattern (tardies
and absences) at any time during
the year
 9 or less absences or tardies for
the year
Core:
 PBIS Lesson on attendance
 Schoolwide Public Relations
 Systematic Positive
Communication: signs, posters,
letters, postcards, phone calls
Attendance Indicator:
 91%-94% attendance pattern (tardies and
absences) at any time during the year
 10 absences or tardies for the year
Attendance Indicator:
 90% or below attendance pattern (tardies
and absences) at any time during the year
 11 or more absences or tardies for the
year
Core Plus targeted intervention options:
 Family Contact: Letter, Phone, Home Visit
 Referral to CARE Team
 Intervention plan with incentives
 Contract
 Attendance Club
Celebrate success
Core Plus targeted intervention options
Plus:
 Referral to CARE Team
 Formal Family Contact: Letters, Family
Conference, SRO/Truant Officer
 Formal Referral to SRO/Truant Officer
for legal action
 Behavior Support Plan
 Personal Mentor
 Credit Recovery
 Gang Contract
 Juvenile Department pre offense
consultation
 Assign Time for make-up
 Saturday School
Decision Rules:
Schoolwide Screening
Grade K-12: Weekly review of attendance patterns by month, week, day, grade, class, and student. If school attendance falls below 95%, reteach attendance lesson in PBIS, consider systematic strategies that encourage and support school attendance. Use check-in/check-out for
groups of students contributing to the poor attendance pattern.
If school attendance falls below 90%, re-teach attendance lesson in PBIS, use check-in/check-out for groups of students contributing to the poor
attendance pattern, consider family education components, professional development for staff, and evaluate system elements that could be
contributing to attendance patterns.
Individual Progress Monitoring
Grade K-12: Progress on individual attendance goals.
Intensifying Interventions for Individuals
Students whose attendance pattern is in the 91%-94% receive CORE plus Strategic/Tier 2 interventions.
If progress is below the expected rate after 6-8 weeks of Strategic/Tier 2 interventions, move to Intensive/Tier 3 interventions.
Students whose attendance pattern is below 90% are monitored daily, referred to the CARE team for possible outside agency intervention in
addition to other Intensive/Tier 3 interventions.
HSD Standarized Attendance Programs
Intensive Intervention
Below 89% attendance pattern at any time or 11 or more
absences and/or tardies for the year.



Second phone call by teacher, counselor, administrator
Family Visit
Irregular attendance notice (formal letter)
CARE Team referral
Mandatory family attendance meeting
Individual attendance plan
Notify truant office
Social responsibility training
Credit recovery
Saturday School
Strategic Intervention
90%-94% attendance pattern at any time or 10 or
more absences and/or tardies for the year.







Student support team/CARE
Family contact from teacher/counselor (Phone)
Family Visit
Letter from administrator (softer)
Intervention plan with incentives
Contract
Celebrate when students meet goal
Benchmark
95% or above attendance pattern at any time or
9 or less absences and/or tardies for the year.


PBIS Lesson on Attendance
Positive reinforcement for great attendance,
individual and group (by class). Post Cards, Posters,
Drawing for prizes, Certificates
 Staff calls the family of any student
who has an unexcused late or absent
3 days in three weeks.
 Teachers notify the family and
Attendance Team of any child with a
particular pattern of excused or
unexcused absences or tardies
(Monday/Friday, every Tuesday.)
 Attendance Team Reviews
attendance problem list weekly
o Sends letter
o Calls family
o Does a home visit
 CARE team
o Develops an attendance plan
with student and family
o Creates a red-flag list for
attendance secretary who
notifies administrator
immediately if a student is
absent
o Monitors intensive students
daily
 Fax papers to truant officer when plan
fails
 Washington County attendance
paperwork, eSIS office index card.
*Tardy is defined as any student who
is not in class when the instructional
bell rings
ATTENDANCE







Procedure
Elementary EBISS Intervention Team Meeting
Sample Agenda
Behavior: Identify students and determine whether adequate supports are in place. If not, make a plan for
support.
 Grades K-6 Decision Rule: Who are the students with (2) or more Office Discipline Referrals in 6 weeks and/or
who fall in the yellow or red zone on the universal behavior screen?
o Repeaters? Review progress monitoring data and adjust intervention if necessary.
 Any other children about which teachers are concerned?
Attendance: Identify students and develop a plan for positive support at home and school.

Who are the students with a less the 90% attendance pattern (absences and tardies?)
need a parent contact
o Which need a positive support plan at school? What will it be?
o Which? Plan for phone call or letter.
Reading: Which students from the Intensive Level have (6) or more data points below their aimline?



After first (6) weeks, adjust interventions and complete fidelity check
After second (6) weeks, notify parents and take an individualized look.
o Classroom teacher calls parent to discuss lack of progress of the student and sends RTI brochure to parent
or gives to parent during Developmental History meeting
o Complete the Individual Problem Solving Worksheet
o Complete the Developmental History
o Based on information gathered, team designs the third intervention.
After third (6) weeks, consider a referral to Special Education.
Decision Rules
Grades K-6
Place in EBISS intervention groups when:
Students meet one or more of the following criteria based on standard District protocols K-12
Literacy Plan, K-12 Behavior Plan, K-12 Attendance Plan. *If student is placed in a replacement
core program without an additional intervention the first six weeks, do not count as the first
group intervention.
Kindergarten (winter) -Second Grade
Academic

DIBELS/IDEL Instructional Recommendation at the Intensive Level
Attendance

90% or less attendance pattern (absences and tardies) at any point during the year
Behavior

Two or more discipline referrals in a 6 week period and/or those who fall in the yellow or
red zone on the universal behavior screener
Third-Sixth Grade
Academic

DIBELS/IDEL Instructional Recommendation at the Intensive Level
AND/OR

RIT scores on the OAKS assessment falling at or below the 25%tile:
3rd grade-207; 4th grade-213; 5th grade-218 and 6th grade-221
Attendance

90% or less attendance pattern (absences and tardies) at any point during the year
Behavior

Two or more discipline referrals in a 6 week period and/or those who fall in the yellow or
red zone on the universal behavior screener
Progress Monitoring ON GRADE LEVEL Schedule for EBISS reading intervention groups:
Kindergarten:

Every other week using Phoneme Segmentation Fluency (PSF) until a student scores 25,
then begin monitoring using Nonsense Word Fluency (NWF) in addition to PSF until
student reaches PSF benchmark.
First Grade:

Weekly using NWF until the student reaches benchmark. If the student has not met NWF
benchmark by January continue with NWF and add Oral Reading Fluency (ORF).
Second – Sixth Grade:

Weekly using Oral Reading Fluency measures.

For students with good fluency and accuracy, but low comprehension skills, use Retell
after administering ORF passages for comprehension progress monitoring.
Note: During the fall of 2nd Grade NWF may be used in addition to ORF. However, decisions
regarding change in intervention must be made based on ORF.
Progress monitoring for attendance and behavior interventions should follow District
protocols.
The designated building literacy expert will complete a fidelity checklist for each student
not making progress after the first group intervention.
Change intervention(s) when:
 Progress monitoring indicates 5-6 data points below the aimline (data point = 1 week).
 Slope is flat or decreasing
 If data is highly variable, maintain the current intervention until at least 7 data points
have been collected, and then analyze aimline and trendline.
Individualize interventions when:
 Progress trend under small group instruction is below the aimline for two consecutive
intervention periods. Prior to individualizing the intervention, the EBISS team should:
o Select a point person
o Send Parent Notice of EBISS Team Meeting to parents
o Complete the Individual Problem Solving Worksheet
o Complete a Developmental History
o Provide parents with the RTI Brochure
Refer for Special Education evaluation when:

After one highly structured, individually designed intervention, progress trend continues
away from the previously determined aimline
Last Name First Name
Homeroom
Teacher
Interventions
Curriculum Based
Measurement Scores-Optional
Math RIT Score
Reading RIT Score
Check
Accuracy
DIBELS/IDEL ORF (Median
Score)
DIBELS/IDEL NWF Raw Score
DIBELS/IDEL PSF Raw Score
ELL
Check if Concerns
Special Education
Health/Physical
Math
Writing
Reading
Date:
Tardies
Attendance
Behavior/Social/Emotional
School:
Grade
Title School YES or No
Group Interventions and Planning Form
Enter Scores
Guiding Questions for Team Discussion
Is the Change needed for the System or the Individual?
Evaluate the health of the system first by determining the percentage of the group that is making
adequate progress as determined by in program assessment and DIBELS progress monitoring.
If less than 80% of the group is NOT making adequate progress, it is likely the system is NOT healthy
and needs to be improved. Consider the following questions:

Is the program being implemented everyday with fidelity?

Does the instructor maximize active engagement and increase opportunities to respond?

Is the instruction delivered clearly, consistently, and explicitly?

Does the instructor model skills and strategies?

Does the instructor provide scaffolded support to students?

Does the instructor provide opportunities for practice with corrective feedback?

Is the allocated time sufficient for lesson completion?

Is the instructional group size too large?

Where is the instruction being delivered?...in classroom, outside of classroom
If 80% or more of the students in the instructional group are making adequate gains, then your
system is likely healthy. Consider the following questions for students in a healthy system not
making adequate progress.

Is attendance an issue?

Is the child able to attend to tasks?

What is the child’s level of language proficiency?

Does the child have adequate opportunities to respond?

How is the child performing on in-program assessments?

Is the child adequately motivated?

If the child has an IEP, are the accommodations being implemented?
Based on the responses to the above questions, determine appropriate modifications or changes to
the intervention. Refer to Intervention Adjustments and Changes document in the manual.
Student Intervention Profile - READING
Student Name: ____________________
Initial Data Information:
ID Number______________
Initial Grade Level: __________
Date: ______________
Attach DIBELS Individual Student Profile and Progress Monitoring Report.
Most Recent OAKS RIT Scores: (grade taken _____):
R/L ____
English proficiency Score: _________________
M ____
Wr. ____
Sci. __________
Math CBM Screening Score: _____________
Attendance Issues:
____________________________YTD Absences ___________ YTD Tardies __________
Behavioral Issues:
_____________________________________________________________
(If behavioral concerns, attach SWIS Individual Student Report or data on behavior plan)
Other Concerns: ____________________________________________
*Remember that if a student is placed in a replacement core program without an additional intervention, the
first 6 weeks do not count as the first group intervention.
Replacement Program: _______________________________
Intervention #1
Start Date: ____________
Current Grade Level: _______
Curriculum (From Reading Protocol): __________________________________________
Group Size:
Individual: ____
Frequency:
2-5: ____
6-15: ____
Class: ____
DAILY
Duration: 10 min (K only): ____ 15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____Other: ___
End Date: ______________ Instructor: ________________ Attach Progress Monitoring Data
Intervention #2
Start Date: ____________
Current Grade Level: _______
Curriculum (From Reading Protocol): __________________________________________
Group Size:
Individual: ____
Frequency:
2-5: ____
6-15: ____
Class: ____
DAILY
Duration: 10 min (K only): ____ 15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____ other: ___
End Date: ______________ Instructor: _________________Attach Progress Monitoring Data
Intervention #3
Start Date: ____________
Current Grade Level: _______
Curriculum (From Reading Protocol): __________________________________________
Group Size:
Frequency:
Individual: ____
2-5: ____
6-15: ____
Class: ____
DAILY
Duration: 10 min (K only): ____ 15 min.: ____20 min.: ____30 min.: ____ 45 min.: ____ other: ___
End Date: ______________ Instructor: _________________Attach Progress Monitoring Data
Student Intervention Profile -BEHAVIOR
Student Name: _________________________________________
ID Number: _________________
Initial Data Information:
Date: _______________________
Initial Grade Level: __________
Attach DIBELS Individual Student Profile and Progress Monitoring Report
Most Recent OAKS RIT Scores: (grade taken _____): R/L ____
English Proficiency Score: _________________
M ____
Wr. ____
Sci. ______
Math CBM Screening Score: __________________
Attendance Issues:
____________________________YTD Absences ________ YTD Tardies _________
Reading Issues:
___________________________________________________________________
(Attach SWIS Individual Student Report and data on behavior plan)
Other Concerns: ________________________________________________________________________
Intervention #1
Start Date: ___________ Current Grade Level: ________
Program/Curriculum: _______________________________________________
Group Size:
Individual: ___
2-5: ___
Frequency:
Once/Wk: ___ Twice/Wk: _____
Duration:
10 min.: ___
15 min.: ___
6-15: ____
Class: ____
Daily: _____
Other: ________
20 min.: ___
End Date: ___________
30 min.: ___
Other: _______
Attach Progress Monitoring Data
Intervention #2
Start Date: ___________ Current Grade Level: ________
Program/Curriculum: _______________________________________________
Group Size:
Individual: ___
2-5: ___
Frequency:
Once/Wk: ___ Twice/Wk: _____
Duration:
10 min.: ___
15 min.: ___
End Date: ____________
6-15: ____
Class: ____
Daily: _____
Other: ________
20 min.: ___
30 min.: ___
Other: _____
Attach Progress Monitoring Data
Intervention #3
Start Date: _____________ Current Grade Level: ________
Program/Curriculum: _______________________________________________
Group Size:
Individual: ___
Frequency:
Once/Wk: ___ Twice/Wk: _____
Duration: 10 min.: ___
End Date: ____________
15 min.: ___
2-5: ___
20 min.: ___
6-15: ____
Class: ____
Daily: _____
Other: ________
30 min.: ___
Other: ___________
Attach Progress Monitoring Data
Culturally and Linguistically Diverse (CLD) Students Checklist Results
Acculturation Quick Screening (AQS)
Baseline Score:
Date:
Level of Acculturation:
Current Score:
Date:
Level of Acculturation:
Significantly Less Acculturated (0-14)
Significantly Less Acculturated (0-14)
Less Acculturated (15-22)
Less Acculturated (15-22)
In Transition (23-31)
In Transition (23-31)
More Acculturated (32-39)
More Acculturated (32-39)
Significantly More Acculturated (40-48)
Significantly More Acculturated (40-48)
Suggested Strategies:
Suggested Strategies:
Resiliency Checklist (RC)
Sociocultural Area
%
Order of
Priority
Strategy Selected
# of Weeks
Acculturation
Cognitive Learning
Culture &
Language
Experiential
Background
Sociolinguistic
Development
Sociocultural Checklist (SC)
Sociocultural Area
Acculturation
Cognitive Learning
Culture &
Language
Experiential
Background
Sociolinguistic
Development
%
Order of
Priority
Strategy Selected
# of Weeks
Optional Review letter in English School Letterhead
Hillsboro School District
3083 NE 49 PLACE #202
HILLSBORO, OR 97124-6008
TEL 503.844.1500
FAX 503.844.1782
WEB hsd.k12.or.us
Date:
Dear Family of _________________________,
Your student’s educational program was recently reviewed. We used our school
assessment data and determined that your student would benefit from the following
intervention(s):
Our goal is to increase academic success by adding additional learning opportunities to
his/her day. We will review the progress made by your student to determine the success of
this intervention or whether additional interventions are needed.
Please call the school if you have questions about this decision.
Team Member: ________________________________ Phone Number:______________
Optional Review Letter Spanish School Letterhead
Hillsboro School District
3083 NE 49 PLACE #202
HILLSBORO, OR 97124-6008
TEL 503.844.1500
FAX 503.844.1782
WEB hsd.k12.or.us
Fecha:
Apreciada familia de: _________________________,
El programa educacional de su estudiante, fue revisado recientemente. Utilizamos
nuestros datos de evaluaciones escolares y determinamos que su estudiante podría
beneficiarse de la siguiente intervención(es):
Nuestro objetivo es aumentar el éxito académico, mediante la adición de oportunidades de
aprendizaje durante su día escolar. Vamos a examinar los progresos realizados por su
estudiante, para determinar el éxito de esta intervención, o si se necesitan intervenciones
adicionales.
Si tiene preguntas adicionales sobre esta decisión, por favor llamen a la escuela.
Miembro del Equipo________________________________Número de Teléfono__________________
Intervention Adjustments and Changes
Adjustments to Intervention
(Applied to intervention as necessary, does not require documentation or EBISS team decision)

Considerations for the Student
o Motivation
 Add incentives
 Change incentives
 Increase success goal
 Increase communication between interventionist,
classroom teacher, and parent
 Add a behavior plan
 Add an attendance plan
 Provide additional language support
o Increase level of active engagement

Considerations for Curriculum/Program
o Check fidelity of implementation of program
 Provide additional training
 Add a coaching component
 Materials are adequate to accommodate all students

Considerations for Instruction (Practices)
o Increase explicit strategy instruction
o Increase pace of instruction
o Increase opportunities to respond
o Pre-Teach and/or Re-Teach Lessons
o Employ standard cueing correction procedures
o Build/activate prior knowledge
o Increase the use of graphic organizers

Considerations 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 Daily lesson completion (add time if needed)
Change in Intervention
Constitutes a new intervention, decided upon by EBISS team at 6 week meeting
 Add additional intervention session
 Reduce group size by 50%
 Change curriculum according to K-12 Literacy Plan
Aimlines and Trendlines:
Making the Most of Your Progress Monitoring Data
Definitions:
Aimline: This line shows the trajectory needed for the student to reach the benchmark by the
end of the year.
Trendline: This line shows the student’s current trajectory based on several recent data points.
Mid-date: Of three data points, the data point in the middle according to date (mark with a
vertical line.)
Mid-rate: Of three data points, the data point in the middle according to score (mark with a
horizontal line.)
Intervention Change Line:
intervention.
Vertical line drawn after the last data point of the previous
Guidelines:
Drawing an Aimline:
 Plot the student’s score from the screening.
 Using a ruler, draw a line connecting the screening score to the end of year benchmark
(bull’s eye).
Drawing a Trendline:
 Start with at least seven data points.
 Divide data points into three sections using vertical lines. The two outer sections should
have three data points each.
 In the first and third sections, calculate the mid-date (draw a vertical line) & mid-rate (draw
a horizontal line).
 Mark the points on the graph where the two values intersect.
 Connect the points to draw the trendline.
Redrawing the Aimline:
 Every time an intervention is changed, the aimline should be redrawn. This means that the
slope will be steeper, and the intervention will need to be more intense for the student to
reach the end of year benchmark.
 Find the median score using the last 3 data points
 Draw a new aimline from this point to the end of year benchmark.
Tip: Erasing the old aimline or color-coding changes helps to avoid confusion
Plotting a Trendline with the Tukey Method
To locate the median number of observed behaviors on the vertical axis, the observer examines the data points in the
graph section, selecting the median or middle value from among the range of points. For example, if data points for
weeks 1-5 in the first section are 30, 49, 23, 41, and 59; the median (middle) value is 41. When the observer has found
and marked the point of intersect of median X and Y values in both the first and third sections, a line is then drawn
through the two points, extending from the left to the right margins of the graph. By drawing a line through the 2 xs
plotted on the graph, the observer creates a trendline that provides a reasonably accurate visual summary of progress.
Sources:
Hayes, S.C. (1981). Single case experimental design and empirical clinical practice
Journal of consulting and Clinical Psychology, 49, 193-211.
Kazdin, A.E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford Press.
Early Reading Intervention (ERI) Fidelity Checklist
Instructor:_________________________
School:__________________________
Observer:______________________________
Date:____________________________
Number of Students in Group Observed:______
Lesson #:________________
Start Time (Clock Time):__________________
Key
A
Alphabetic
P
Phonologic
IPA
Integrated phonologic/alphabetic
W
Writer’s warm up
PS
Phonologic/spelling
R
Reading
Skill
Code
Prep
Pacing
(minutes)
Delivery
Stop Time (Clock Time):____________
Code
0
Low level of implementation
1
Inconsistent level of implementation
2
High level of implementation
Student
Engagement
Comments
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Preparation
Pacing
Deliver
(follows script)
Student
engagement
2
Materials ready and in
order
*lesson begins promptly
*each activity begins
promptly and finishes in
allotted time
Follows script including
error correction
procedures
1
Materials not sequential
Usually follows script
Doesn’t follow correction
procedure 100% of the time
Follows script less than
70% of the time
All students on task at
least 80%
Most students on task at least
80% of the time
Many students NOT on
task 80 % of the time
Total time of instruction________________
*lesson begins promptly BUT
*time is lost in transition
between some activities
0
Materials gathered at
the last minute
*late start
*some activities over
maximum time
Horizons: Learning to Read Fidelity Checklist
Interventionist:_________________________
School:__________________________
Observer:______________________________
Date:____________________________
Number of Students in Group Observed:______
Day of Intervention:________________
Start Time (Clock Time):__________________
Total Time of Instruction
(STOPWATCH)_____________
Stop Time (Clock Time):____________
Lesson #__________________
Code: 2 points: High level of implementation
1 point: Inconsistent level of implementation
0 points: Element absent or not observed
SET UP
Area
Materials and Time
Teacher and student materials ready
Teacher organized and familiar with
lesson
INSTRUCTION/PRESENTATION
Follows steps and wording in lessons
Uses clear signals
Provides students adequate think
time
Presents individual turns
Moves quickly from one exercise to
the next
Maintains good pacing
Ensures students are firm on content
prior to moving forward
Completes all parts of teacherdirected lesson
Level of
Implementation
Comments
High
Medium
Low
2
2
1
1
0
0
2
2
2
1
1
1
0
0
0
2
2
1
1
0
0
2
2
1
1
0
0
2
1
0
Language! Fidelity Checklist
Teacher:________________________________
_
Grade: 3
Book: A
4
B
5
6
7
C
D
E
8
F
9
10
School:______________
_
11
Date:_________________
_
12
Unit:_______________
Lesson:______Step:_____
* 3 indicates a high level of implementation; 1 indicates minimal level of implementation
Classroom Environment
Component
Lesson plan evident and clearly driving the daily instruction
Environment reflects an advanced knowledge of Language!
concepts and instruction (bulletin boards, materials etc.)
Pocket chart or space for reviewing sounds, letters, word
patterns, morphology concepts
Student materials are in use (student test, interactive test,
student notebook
Displayed student work clearly represents exemplary student
outcomes for one of the daily 6 steps
Physical arrangement encourages students to see and hear all
parts of the lesson and permits teacher to easily access all
students
Level of
Implementation
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
Teaching Attributes
Instruction follows Teacher Edition steps from sound to text
Instruction contains accurate and clear explanation of
concepts and content
Instruction is direct, explicit and differentiated as needed
(including providing student “think time” before answering
questions)
Instruction is appropriately paced
Connections between activities and steps are clearly
articulated
There are ample opportunities for guided practice with a high
level of teacher direction and interaction
Transition between activities is efficient/rapid
Immediate re-teaching reinforcement and feedback
Assessment data/grading system is updated regularly and
clearly used to adjust instruction; teacher using online
component
Instruction incorporates high level of student engagement
using brain-based strategies
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
1 2 3
Student Behaviors
Students monitor their own fluency progress
Students are actively engaged and on task
Students display clear knowledge of procedures and routines
Students display high level of interaction with teacher and
engage in a variety of appropriate peer interactions
Students regularly use student interactive text as an
instructional tool and resource
1
1
1
1
2
2
2
2
3
3
3
3
1 2 3
Comments
Phonics for Reading Level 1 Fidelity Checklist
Interventionist:_________________________
School:__________________________
Observer:______________________________
Date:____________________________
Number of Students in Group Observed:______
Day of Intervention:________________
Start Time (Clock Time):__________________
Stop Time (Clock Time):____________
Phonics for Reading Lesson #:
Group ID Number__________________
Lesson Introduction (bulleted activities)
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
New words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Teacher monitors students work
Review Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Site Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Challenge Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Comments
Comments
Comments
Comments
Part B: Sentences and Stories
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Part C: Spelling
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Teacher monitors students work
Level of Implementation
High
Medium
Low
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
Comments
Part D: Practice Activity 1
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Part E: Practice Activity 2
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Total Time of Instruction (Stopwatch):_______________________________
Comments
General Observations
Skill
Level of Implementation
High
Teacher uses clear signals (verbal and
physical)
Models skills/strategies appropriately and
with ease.
Provides student adequate think time.
Moves quickly from one activity to the
next.
Maintains good pacing
Ensures students are firm on content prior
to moving forward.
Student is highly engaged in lesson.
Teacher encourages student effort
Teacher completes all parts of lesson
Student success rate is high.
Observation Notes:
Medium
Low
2
1
0
2
1
0
2
2
1
1
0
0
2
2
1
1
0
0
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Phonics for Reading Level 2 Fidelity Checklist
Interventionist:_________________________
School:__________________________
Observer:______________________________
Date:____________________________
Number of Students in Group Observed:______
Day of Intervention:________________
Start Time (Clock Time):__________________
Stop Time (Clock Time):____________
Phonics for Reading Lesson #:
Lesson Introduction (bulleted activities)
Skill
Group ID Number__________________
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Uses error correction appropriately
Part A: New words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Uses error correction appropriately
Teacher monitors students work
Part B: Review Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Uses error correction appropriately
Part C: Word Endings
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Uses error correction appropriately
Part D: Challenge Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Level of Implementation
High
Medium
Low
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Comments
Comments
Comments
Comments
Part E: Site Words
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Teacher monitors student work
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
Comments
Part F: Sentences and Stories
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turn when specified
Teacher monitors students work
Uses error correction appropriately
Level of Implementation
High
Medium
Low
2
2
2
2
2
1
1
1
1
1
0
0
0
0
0
Comments
Part G: Spelling
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Teacher monitors students work
Uses error correction appropriately
Completes work check with students
Level of Implementation
High
Medium
Low
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments
Part H: Practice Activity 1
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Teacher monitors students work
Uses error correction appropriately
Completes work check with students
Level of Implementation
High
Medium
Low
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Comments
Part I: Practice Activity 2
Skill
Follows procedures in lesson
Follows wording in lesson
Provides individual turns when specified
Teacher monitors students work
Uses error correction appropriately
Completes work check with students
Level of Implementation
High
Medium
Low
2
2
2
2
2
2
1
1
1
1
1
1
0
0
0
0
0
0
Total Time of Instruction (Stopwatch):_______________________________
Comments
General Observations
Skill
Level of Implementation
High
Teacher uses clear signals (verbal and
physical)
Models skills/strategies appropriately and
with ease.
Provides student adequate think time.
Moves quickly from one activity to the
next.
Maintains good pacing
Ensures students are firm on content prior
to moving forward.
Student is highly engaged in lesson.
Teacher encourages student effort
Teacher completes all parts of lesson
Student success rate is high.
Observation Notes:
Medium
Low
2
1
0
2
1
0
2
2
1
1
0
0
2
2
1
1
0
0
2
2
2
2
1
1
1
1
0
0
0
0
Comments
Phonics for Reading Level 3 Integrity Checklist
Interventionist: ________________________
School: ____________________
Observer: ____________________________
Date: ______________________
Number of Students in Group Observed: ___
Day of Intervention: __________
Start Time (Clock Time): ________________
Stop Time (Clock Time): _______
Phonics for Reading Lesson #: ___________
Skill
Level of Implementation
High Medium Low
Part A: New Words
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Uses error correction appropriately
2
1
0
Teacher monitors student work
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Uses error correction appropriately
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Uses error correction appropriately
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Uses error correction appropriately
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Part B: Challenge Words
Part C: Word Parts
Part D: Words with Word Parts
Part E : Sight Words
Comments
Uses error correction appropriately
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turn when specified
2
1
0
Uses error correction appropriately
2
1
0
Teacher monitors student work
2
1
0
Part F: Passages
Level of Implementation
High Medium Low
Skill
Part G: Practices Activities
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turns when specified
2
1
0
Teacher monitors student work
2
1
0
Uses error correction appropriately
2
1
0
Completes work check with students
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turns when specified
2
1
0
Teacher monitors student work
2
1
0
Uses error correction appropriately
2
1
0
Completes work check with students
2
1
0
Follows procedures in lesson
2
1
0
Follows wording in lesson
2
1
0
Provides individual turns when specified
2
1
0
Teacher monitors student work
2
1
0
Uses error correction appropriately
2
1
0
Completes work check with students
2
1
0
Part H: Practice Activities
Part I: Practice Activities
Comments
Read Naturally / Power Reading Fidelity Checklist
Interventionist:
School:
Observer:
Date:
Number of Students in Group Observed:
Day of Intervention:
Start Time (Clock Time):
Stop Time (Clock Time):
Code:
2-points: High level of implementation
1-point: Inconsistent level of implementation
0-points: Element absent or not observed
Read Naturally / Power Reading
Step
Level of
Implementation
Picking a Story & Tape
2
1
0
Teacher times and records errors for 1-minute
2
1
0
Teacher practices missed words with students
2
1
0
Teacher tells student the number of WRC & assists in graphing
performance
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Student selects a new story at the appropriate level
Cold Reading
Key Word Review and Prediction
Teacher practices key words with students
Teacher prompts for prediction
Reading with the Tape
Teacher monitors and assists as necessary
Student reads with tape 2 times
Reading Practice
Teacher monitors and assists as necessary
Student reads passage at least 3 times to attain goal level
Answering Comprehension Questions
Teacher monitors and assists as necessary
Comments
Partner Hot Timing
Teacher ensures student reads with a partner or teacher 1
more time to check if ready for hot timing
2
1
0
Teacher times and records errors for 1-minute
2
1
0
Teacher tells student the number of WRC & assists in graphing
performance
2
1
0
Teacher checks student performance in relation to goal level
and states if passed reading passage
2
1
0
Teacher checks comprehension question accuracy
2 1
0
Hot Reading
General Observation
Area
Level of
Implementation
Student engagement in lesson
2
1 0
Student success at completing activities
2
1 0
Teacher familiarity with steps and procedures
2
1 0
Teacher encouragement of student effort
2
1 0
Students progress through steps smoothly
2
1 0
Total Time of Instruction: ___________
Teacher Engaged in All Steps of the Process with at least 1 student: Yes No
Observation Notes:
Comments
Reading Mastery Fidelity Checklist:
Name of Interventionist:
School:
Name of Observer
Date:
Number of Students Observed:
Day of Intervention:
Start Time (clock time):
Stop Time (clock time):
Total Time of Instruction (stopwatch)
Lesson #:
Total Time Spent on Activities that was not directly related to Reading Mastery:
Code: 2 points: high level of implementation
1-point: inconsistent level of implementation
0-points: element absent or not observed
Area
Materials and Time
Teacher and student materials ready
Teacher organized and familiar with lesson
INSTRUCTION/PRESENTATION
Area
Follows steps and wording in lessons
Uses clear signals
Provides students many opportunities to respond
Models skills/strategies appropriately and with ease
Corrects all errors using correct technique
Provides students adequate think time
Presents individual turns
Moves quickly form one exercise to the next
Maintains good pacing
Ensures students are firm on content prior to moving
forward
Completes all parts of teacher-directed lesson
GENERAL OBSERVATIONS OF THE GROUP
Area
Student engagement in lesson
Student success at completing activities
Teacher familiarity with lesson formats and progression
through activities
Teacher encouragement of student effort
Transitions between activities were smooth
Observation Notes:
SET UP
Level of Implementation
High
2
Medium
1
Low
0
2
1
0
Comments
Level of Implementation
High
Medium
Low
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
2
1
0
Comments
Level of Implementation
High
Medium
Low
2
1
0
2
1
0
2
1
0
Comments
2
2
1
1
0
0
Read Well Observation-Small Group Instruction
Teacher:___________________________
Grade:____________________________
Date:______________________________
Lesson:____________________________
1=No Evidence
3=Some Evidence
5=Full Implementation
Before the Lesson:
Room and furniture organization promotes reading instruction
Materials out and within reach (example: teacher guide, sound and word cards, blending cards,
decoding folders/magazines, storybooks
Students come prepared with needed materials/supplies
Comments:
Engagement:
All students are participating.
Eyes/ears focused, fingers marking the place in materials.
Multiple opportunities to participate-individual, group, partner.
Minimal teacher talk, maximum student response and reading opportunities.
Comments:
Strategies:
Modeling procedure: I do it, We do it, You do it.
Immediate and positive corrective feedback.
Pacing-quick and motivating.
Evidence of “monitoring, diagnosing, adjusting to student needs”.
Comments:
Time Used Efficiently:
Evidence that reading routines and procedures have been taught.
Students arrive and reading instruction begins quickly.
Approximately 10-15 minutes on warm up/decoding and 10-15 minutes story reading.
Efficient transition time between groups.
Comments:
Results and Use of Data:
Students are assessed at the end of every unit and results are recorded.
Teacher adjusts for the group or individual reading needs.
Teacher re-teaches or provides extra practice based on monitoring.
Small group instruction is based on data.
Comments:
Read Well Observation Story Reading
Duet Stories (7-8 minutes)
Purpose: duet stories are shared stories in which the
teacher reads the small print and students read the
large decodable text. Provides rich content and
information needed to make a story interesting and
informative. Builds students’ background knowledge.
Provides a model of fluent reading.
Procedures: Teacher reads small print, students read
large print. Students track with fingers as everyone
reads. Comprehension questions are provided in a
systematic manner to build skills.
Caution: Gently correct and note errors. First reading
student choral read; second reading individual student
stake turns reading one line of student text.
Solo Stories (7-8 minutes)
Purpose: Solo stories are written completely in student
text.
Procedures: Students track text with fingers. First
reading students read text chorally; second reading
students read text independently.
Caution: Because the proportion of the text is highly
correlated with the skills students can use, children are
encouraged to use the strategy of sounding out words.
Note:
Units 1-15: Goal is for students to become confident in
ability to sound out words. The focus is on accurately
“processing” words.
Units 16-25: goal is for students to expand their
knowledge of sound-symbol relationships and word
patterns. The focus is on expressive, accurate reading.
Units 21-38: the goal is for students to expand their
knowledge of sound-symbol relationships, word
patterns, and multi-syllable words. The focus shifts to
fluency.
0
1
0
1
Comments
Storybook Strategies
(required)
# of Minutes
Allocated
Unit/Lesson:__________________________
Rate of
Student
Engagement
Date/Time:___________________
Partially
Implemented
Observer:____________________________
Fully
Implemented
Teacher:_____________________
Read Well Observation Independent Practice
Comprehension and Skill Work:
Purpose: To provide consistent, appropriate practice
of comprehension and decoding skills.
0
1
0
1
Procedures: There are two practice skill pages for
each solo story. The first page provides decoding skill
practice. The second page provides practice for
comprehension skills related to the solo story.
Caution: Skill pages may be completed in small group
or independently.
Partner Reading:
Purpose: Provides students with multiple
opportunities to improve fluency.
Procedures: Teacher teaches students expectations;
partners take turn reading.
Caution: Watch for on task behaviors which ensure
that expectations have been taught and the time is
used wisely.
Note:
This activity has a number of different variations.
Students may be reading with a peer, an older
student, an assistant or parent, or the principal.
Homework:
Purpose: Additional reading practice and home
involvement.
Procedures: Each teacher/teacher team needs to
agree on expectations for homework.
Extra Practice:
Additional practice pages are included as blackline
masters and may be used to reinforce skills at the
teacher’s discretion.
Comments
Independent Practice
(recommended)
# of Minutes
Allocated
Unit/Lesson:__________________________
Rate of
Student
Engagement
Date/Time:___________________
Partially
Implemented
Observer:____________________________
Fully
Implemented
Teacher:_____________________
Read Well Observation Assessment
End of Unit Assessment:
Purpose:
Procedures:
Caution:
Team Data Meetings:
0
1
Comments
Individual Assessment
(required)
# of Minutes
Allocated
Unit/Lesson:__________________________
Rate of
Student
Engagement
Date/Time:___________________
Partially
Implemented
Observer:____________________________
Fully
Implemented
Teacher:_____________________
Individual Problem Solving
When: Conducted after 2 group interventions have been unsuccessful
Purpose: To review student information (progress monitoring, cumulative file, developmental
history), and use it to plan an individually designed intervention for that student.
Before meeting:
1.
2.
3.
4.
Designate a point person
Invite parents to the meeting by sending the EBISS Team Meeting Notice
Send parents a copy of the RTI Parent Brochure
Complete the Developmental History by choosing one of the following:
a. Send it home for parents to complete
b. Have a knowledgeable team member conduct the interview over the phone
c. Set up a meeting with the parents to complete the form in person
5. Complete the Individual Problem Solving Worksheet using the cum file
6. Review and summarize key findings
During meeting:
1. Review data and information collected
2. Plan one additional intervention based on the team’s hypothesis as to the cause of the
problem(s)
After meeting:
1. At the next EBISS 6 week Intervention Team meeting, the point person will update the
progress of the student
2. After 6 weeks of the new intervention, the team will determine if it is time to move to a
special education referral for LD
Note: You will find the above letters/forms in the HSD Manual on the following pages:
1. Parent Notice of EBISS Meeting (Page for English and Page for Spanish)
2. RTI Parent Brochures can be obtained through Stephanie Zumwalt, and are available in
English and Spanish
3. Developmental History (Pages
in English and Pages
in Spanish)
4. Individual Problem Solving Worksheet ( Pages
)
Parent Notice of EBISS Team Meeting
Hillsboro School District
OFFICE FOR SCHOOL PERFORMANCE
3083 NE 40 PL
HILLSBORO OR 97124-6008
TEL: 503-844-1500
FAX: 503.844.1782
Date: ______________
Dear Family of ___________________________,
The team has been monitoring you child’s progress, and would like to invite
you to a meeting to discuss his/her current needs, and to plan for next
program options. A meeting has been set for:
____________________________.
(Date)
We invite you to attend this meeting and would welcome your participation
in this process. If you would like to attend, please contact
_____________________ at _______________ for more
(Team Contact)
(Phone Number)
information on the time and place.
The RTI Parent Brochure is included with this meeting notice. Please feel free
to call with any questions you may have.
Parent Notice of EBISS Team Meeting Spanish
Distrito Escolar de Hillsboro 1J
OFICINA P ARA EL DESEMPE ÑO ESCOLAR




Fecha: ___________________________
Apreciada familia de: _______________________:
El equipo ha venido monitoreando el progreso de su hijo(a), y nos gustaría
invitarles a una reunión para que discutamos las necesidades actuales de su
hijo(a), y para hacer planes para las próximas opciones del programa. La
reunión ha sido programada para:
_________________________
(Fecha)
Les invitamos a que vengan a la reunión y nos encantaría contar con su
participación en este proceso. Si desean asistir, por favor comuníquense con
la persona que indicamos en esta carta, quien les dará más información sobre
la fecha y el lugar de la reunión.
_____________________________ ____________________________
(Miembro del Equipo para contactar)
(Número del Teléfono)
El Folleto RTI para los Padres, ha sido incluido en esta carta. Si tienen
preguntas, por favor siéntanse libres de llamar.
Response to Intervention
(RTI)
The approach described in this
brochure is called Response to
Intervention (RTI). This is a way of
organizing instruction that has two
purposes:
1. To identify children needing help in
reading and prevent the
development of serious learning
problems; and
2. To identify children who, even when
they get extra help, make very
limited progress. Research has
shown that these children
sometimes have learning
disabilities.
You may also request an evaluation at
any time if you think your child may
have a disability. No evaluation would
take place without a conference with
you, and your written consent.
If you have any questions about this
information, please contact the
school’s literacy specialist or Principal.
The following diagram shows the three tiers
TIER I
(This is what we do for all students.)
· High quality reading instruction every day
· Test all students for reading at least three times per year
· Analyze reading test results to make decisions
· Plan instruction based on student needs
TIER II
TIER I plus small group
interventions for students
who need additional
support
TIER III
Tier I plus intensive
interventions for
students who need
individualized
reading
support
Your child’s instructional
program in the Hillsboro School
District
The Hillsboro School District is 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 this process,
called “Effective Behavior and Instructional
Support Systems (EBISS).” Look inside to
see how this process can help your child.
Response to Intervention
Hillsboro School District is committed to
providing your child with excellent
educational opportunities. Hillsboro uses
an approach called Response to
Intervention (RTI) to ensure that all
students receive excellent reading
instruction.
All students are given a short assessment.
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 general
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 working
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. You are invited to participate in this
process. During individualized interventions, we
monitor children’s progress each week. If a student
makes limited progress during an individualized
intervention, we may ask for your permission to
conduct an individual evaluation. This evaluation
might result in the identification of a learning disability.
No evaluation would be conducted without your
written consent.
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 determine what your
child’s educational needs are, and to
consider whether he or she might have a
learning disability.
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 work 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 program.
QUESTIONS
If you have any questions about
RTI, your child’s progress or
educational supports, please
contact your child’s teacher or
principal.
RESPUESTA A LA INTERVENCION
(RTI)
Este diagrama muestra los tres niveles:
Nivel I
El método descrito en este folleto, es llamado
Respuesta a la Intervención (RTI). Esta es
una forma de organizar la instrucción, y tiene
dos propósitos:
1. Identificar a los niños que necesitan ayuda
con la lectura, las matemáticas, y la
escritura; previniendo el desarrollo de
serios problemas de aprendizaje.
2. Identificar a los niños que, aunque tienen
ayuda extra, hacen muy poco progreso.
Los estudios han demostrado que esos
niños, algunas veces tienen una
discapacidad para aprender.
Usted puede hacer una solicitud de evaluación, si
en algún momento piensa que su hijo (a) pueda
tener una discapacidad. No se harán evaluaciones,
sin antes reunirnos con usted, y con su permiso
por escrito.
Si tienen preguntas acerca de esta información,
por favor comuníquese con el especialista de
alfabetización de la escuela o con el director (a).
(Esto es lo que hacemos para todos los estudiantes).
Una instrucción en lectura de alta calidad todos los
días.
Hacerles pruebas de lectura a los estudiantes, por lo
menos tres veces al año.
Analizar los resultados de las pruebas para tomar
decisiones.
Planear la instrucción basándose en las necesidades
del estudiante.
Nivel II
Nivel I más intervenciones de
grupos pequeños para estudiantes
que necesitan apoyo adicional
Nivel III
Nivel I más
intervención
intensiva para
estudiantes en
necesidad de
ayuda
individualizada
en lectura
El programa pedagógico del Distrito
Escolar de Hillsboro para sus hijos
El Distrito Escolar de Hillsboro está
comprometido a asegurar, que cada niño haga
un progreso académico significante. Para
lograrlo, revisamos continuamente la
información que nos indica, como está
progresando cada niño. El grupo de educadores
en cada escuela utiliza, este proceso, llamado
“El Comportamiento Efectivo y el Apoyo
Pedagógico”. Este folleto le informa como este
proceso, le puede ayudar a su hijo (a).
Respuesta a la Intervención
El Distrito Escolar de Hil
Table of Contents
TYPE CHAPTER TITLE (LEVEL 1) ...............................1
TYPE CHAPTER TITLE (LEVEL 2) .....................................2
Type chapter title (level 3) ...............................3
TYPE CHAPTER TITLE (LEVEL 1) ...............................4
TYPE CHAPTER TITLE (LEVEL 2) .....................................5
Type chapter title (level 3) ...............................6
lsboro, tiene el compromiso de ofrecerle a su hijo (a)
unas oportunidades educacionales excelentes.
Hillsboro utiliza un método llamado Respuesta a la
Intervención (RTI), para asegurar que todos los
estudiantes reciben una instrucción excelente en
lectura.
A todos los estudiantes se les hace una corta
evaluación. En otras ocasiones, un grupo de
profesionales revisan la información existente con
respecto a las calificaciones, el comportamiento, y la
asistencia. Este grupo utiliza los datos para decidir a
cuales estudiantes les está yendo bien, cuales
estudiantes pueden necesitar instrucción
suplementaria, y cuales estudiantes pueden necesitar
instrucción individual.
Cuando los estudiantes reciben instrucción
suplementaria o individualizada en pequeños grupos,
revisamos su progreso frecuentemente. Usamos “el
reglamento de las decisiones”, para ver el progreso
de los estudiantes y decidir si el niño (a) necesita
tener una instrucción suplementaria diferente. La
idea clave es hacer los cambios, cuando la
instrucción no está funcionando para los niños.
El primer paso es dar las intervenciones a un estudiante en un
grupo pequeño. Si, después de un periodo de instrucción,
todavía existen inquietudes, entonces planearemos una
intervención individualizada. Usted está invitado a participar
en este proceso. Durante las intervenciones individualizadas,
monitoreamos el progreso de los niños cada semana. Si un
estudiante hace proco progreso durante una intervención
individualizada, le pediremos a usted su permiso, para
conducir una evaluación individualizada. El resultado de esta
evaluación, puede ser la identificación de una discapacidad de
aprendizaje. No haremos ninguna evaluación, sin antes haber
obtenido su permiso por escrito.
Cuando los niños continuan teniendo
dificultades
La escuela le informará si su hijo (a) está haciendo
el progreso suficiente, o si continua teniendo
dificultades. Si usted y la escuela han tratado varias
intervenciones, pero el progreso aún es limitado, le
pediremos su consentimiento para hacer una
evaluación. El propósito de dicha evaluación es
determinar cuales son las necesidades educacionales
de su hijo (a), y considerar si él o ella, pueda tener
una discapacidad de aprendizaje.
Participación de los Padres
Los padres son esenciales para el éxito de los niños en la
escuela. Cuando un niño necesita instrucción suplementaria,
nosotros describiremos esa instrucción para usted. También le
preguntaremos si usted cree que algo está afectando el
aprendizaje de su hijo (a). Por ejemplo, es importante para
nosotros saber si el niño (a) ha faltado mucho a la escuela, ha
experimentado un trauma, o si está teniendo problemas con
los amigos en la escuela. Esta clase de problemas pueden
afectar el progreso de un estudiante, y si nos enteramos de
éstos, podremos diseñar una intervención más efectivamente.
Los padres con frecuencia trabajan con la escuela, para
ofrecer una práctica extra en el desarrollo de las destrezas de
los niños. Si usted desean ofrecer un apoyo extra en la casa,
puede trabajar junto con la escuela, para así formar parte del
programa de su niño (a).
PREGUNTAS
Si tiene preguntas con respecto a RTI, el
progreso de su hijo (a), o sobre los apoyos
educacionales, por favor contacte al maestro
o al director de la escuela de su hijo (a).
Developmental History
Date
Student’s Legal Name
Birthdate
School
Grade
or Ungraded Program
Form completed by
Relationship to Student
Student resides with
Relationship to Student
1.
___________
mm/dd/yy
FAMILY HISTORY
Father
Mother
Name
Occupation
Years of Schooling
Marital Status
Health Status
Hereditary Health Conditions
Learning Problems
Auditory, hearing, etc. complications
Is or has the student ever been in foster care
Is the student adopted
[ ] Yes
[ ] No
[ ] Yes
[ ] No
Date
Please give the above information about the natural parents, if available
Since birth of this student, changes within family (e.g., divorce, relocation, death)
Ages of other children in family
II.
PREGNANCY AND DELIVERY
During pregnancy, did the child’s natural mother do any of the following:
[ ] Smoke tobacco
[ ] Was injured or fell
[ ] Used prescription drugs
[ ] Drink alcohol
[ ] Had serious illness
[ ] Surgery
Complications or illnesses during pregnancy
Complications of delivery
Birth weight
Condition at birth
Breathing Problems?
Oxygen Needed?
Feeding Problems?
Incubator Used?
Jaundice?
Cyanosis?
Convulsions?
Other?
III.
EARLY DEVELOPMENT
Feeding problems or allergies
Special care or treatment needed for infant
Approximate Age
Check one:
Approximate Age
held head up
rolled over
crawled
sat alone
stood alone
walked alone
first tooth
first word
spoke in sentence (3+ words)
fed self/spoon
daytime bladder control
nighttime bladder control
dressed self
showed hand preference
picked up small objects
rode tricycle
Generally development was:
Problems
Birth Defects
Accidents
Surgeries
Important Illnesses
[ ] early
Age
[ ] average
[ ] late
Treatment
IV.
MEDICAL HISTORY
Has had trouble with:
[ ]
ear infections
[ ]
other infectious diseases
[ ]
hearing
[ ]
throat infections
[ ]
high fevers
[ ]
vision problems
[ ]
eating problems
[ ]
[ ]
loss of consciousness
[ ]
allergies to:
_______ sleeping problems
[ ]
repeated rocking or head banging
[ ]
[ ]
very low activity level
[ ]
[ ]
clumsiness
[ ]
[ ]
asthma
[ ]
Other
[ ]
[ ] hearing aid?
[ ] has glasses
convulsions/seizures
very high activity level
temper tantrums
bladder/bowel control
head trauma
Present health:
How would you describe this student’s personality?
V.
SPEECH AND LANGUAGE DEVELOPMENT
Student’s first language
Primary language spoken in the home
[ ]
[ ]
Cooed and babbled as an infant
[ ]
Language development stopped for a time
Recent changes in language
[ ]
Uses gestures in place of words
Abnormalities of tongue or palate
[ ]
Prior or current speech/language therapy
[ ]
Augmentative communication device
Does any aspect of the student’s speech or language concern you?
VI.
SCHOOL DATA
Attended kindergarten/preschool
[ ]
Repeated grade
[ ]
Attendance Issues
Other schools attended
What problems has your student had in school?
How have you or the school attempted to help?
Special school programs?
What does he or she like in school?
Dislike?
After-school interests and activities
IV.
[ ]
[ ]
[ ]
CURRENT INFORMATION
Usually appears to hear you
[ ]
Usually appears to understand you
Usually appears able to see close
[ ]
Usually appears able to see far
Taking medications now
Recently seen by:
Physician:
Type:
Specialist:
Type:
Therapist:
Type:
Clinic:
Type:
Court or social service agency:
Type:
Type:
Other:
Recent evaluations:
Name
Address
HISTORIA DEL DESARROLLO
Fecha
m/d/a
Coordinador del Caso
_______________________________
del Estudiante
Fecha de
Nacimiento
Escuela
Grado
, o Programa de régimen
especial
Completó la forma
Relación con el
Estudiante
El Estudiante vive con
Relación con el
Estudiante
2.
HISTORIA FAMILIAR
Padre
Madre
Nombre
Ocupación
Años de Estudio
Estado Civil
Estado de Salud
Condiciones de Salud Hereditarias
Problemas de Aprendizaje
Complicaciones Auditivas, etc.
Está o ha estado el estudiante en un hogar de
paso
El estudiante es
adoptado
[ ] Sí
[ ] No
[ ] Sí
[ ] No
Fecha
Si está disponible, por favor de la información anterior acerca de los padres
naturales
Desde el nacimiento del estudiante ha habido cambios (eje. divorcio, reubicación, muertes)
Edad de los otros niño en la familia
II.
EMBARAZO Y NACIMIENTO
Durante el embarazo, la madre natural del niño vivió algunas de las siguientes situaciones
[ ] Fumó tabaco
[ ] Fue herida o se cayó
[ ] Usó drogas prescritas
[ ] Tomó alcohol
[ ] Tuvo una enfermedad seria
[ ] Cirugía
Complicaciones o enfermedad durante el
embarazo
___________
Complicaciones durante el
nacimiento
Peso al nacer
Condición al nacer
¿Problemas al
respirar?
¿Se necesitó
oxigeno?
¿Problemas al
alimentarle?
¿Se usó
incubadora?
¿Ictericia?
¿Cianosis?
¿Convulsiones?
¿Otro?
III.
DESARROLLO DURANTE PRIMERA ESTAPA
Alergias o problemas de
alimentación
El infante necesitó cuidado o tratamiento
especial
Edad Aproximada
Marque uno:
IV.
Edad Aproximada
Levantó lo cabeza
Se volteó
Gateó
Se sentó solo
Se paró solo
Caminó solo
Primer diente
Primera palabra
Dijo una frase (+ de 3 letras)
Comió solo/cuchara
Control de la vejiga en el día
Control de la vejiga en la
noche
Se vistió solo
Mostró preferencia por el uso
de una mano
Recogió objetos pequeños
Manejó el triciclo
El desarrollo general fue:
[ ] pronto
[ ] promedio
[ ] tardío
HISTORIA MÉDICA
Problemas
Edad
Tratamiento
Defectos de nacimiento
Accidentes
Cirugías
Enfermedades Notorias
Ha tenido problemas con:
[ ]
infección del oído
[ ]
otras enfermedades infecciosas
[ ]
audición
[ ]
infecciones de la garganta
[ ]
fiebre alta
[ ]
visión problema
[ ]
problemas de alimentación
[ ]
alergia a:
_______ problemas de sueño
[ ]
pérdida de la conciencia
[ ]
[ ]
mueve o se golpea la cabeza repetidamente
[ ]
[ ]
un nivel bastante bajo de actividad
[ ]
[ ]
torpeza
[ ]
[ ]
asma
[ ]
[ ]
otro
[ ]
[ ] ¿ayuda auditiva?
[ ] tiene lentes
convulsiones/ataques
un nivel de actividad bastante alto
berrinches
control de la vejiga/intestino
trama de cabeza
Salud actual:
¿Cómo describiría la personalidad del estudiante?
V.
DESARROLLO DEL HABLA Y DEL LENGUAJE
Idioma natal del
estudiante
Principal idioma hablado en la casa
[ ]
[ ]
Siendo infante arrullaba y
balbuceaba
[ ]
Cambios recientes en el lenguaje
[ ]
El desarrollo del lenguaje se detuvo por un
tiempo
Usa gestos en vez de palabras
Anormalidades de la lengua o el
paladar
[ ]
Terapia del habla/lenguaje previa o actual
[ ]
Dispositivo de comunicación
aumentativa
¿Hay algún aspecto del habla/lenguaje del estudiante que le
preocupe?
VI.
DATOS DE LA ESCUELA
Asistió al preescolar/kínder
[ ]
Otras escuelas a las
que ha asistido
¿Cuáles son los problemas que su estudiante ha
tenido en la escuela?
¿Cómo ha intentado ayudarle usted o la
escuela?
¿Programas especiales en
la escuela?
Repitió un grado
[ ]
Problemas de asistencia
¿Qué es lo que a él o ella le gusta de
la escuela?
¿No le
gusta?
Intereses y actividades después
de la escuela
IV.
[ ]
[ ]
[ ]
INFORMACION ACTUAL
Usualmente parece que le oye
[ ]
Usualmente parece que le comprende
Usualmente parece ver de cerca
[ ]
Usualmente parece que ve de lejos
Está tomando medicinas
Recientemente le
han visto:
Médico:
Tipo:
Especialista:
Tipo:
Terapista:
Tipo:
Clínica
Tipo:
Corte o agencia de servicio social:
Tipo:
Tipo:
Otro:
Evaluaciones
recientes:
Nombre
Dirección
Individual Problem Solving Worksheet
File Review and Problem Identification
Date:
Student Name:
Grade
School Year
School Attended
Days Total
Student’s
Attendance
per Year
Student Total
for all Years
DOB:
School:
Point Person:
K
1
2
3
171
342
513
684
Grade:
Teacher:
Team Members:
ATTENDANCE REVIEW
(based on an average of 171 school days per year)
4
5
6
7
855
1026
1197
1368
Current Services:
8
9
10
11
12
1539
1710
1881
2052
2223
Grand Total of Days of School Attended: ______ Divide by 171: ______. Years + Months of Actual Attendance: ______
Review of report cards, progress reports, and teacher remarks by grade level significant for:
Reading achievement:
Math achievement:
Behavior (including attending skills):
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.
Hearing/Vision Screening Results:
English Language Development:
Prior Schooling:
Other:
Individual Problem Solving Worksheet--Continued
STUDENT: _______________________ DATE: _________
Achievement Review-Reading
Grade
BENCHMARKS
EXPECTED GAINS
STUDENT SCORE
K
1
PSF: 35 NWF: 25
N/A
PSF:
NWF:
Grade
NWF: 50 (Winter)
ORF: 40-60
2
4
ORF: 90
ORF: 118
OAKS: 211
ORF: 1.9 Words per Week
ORF: 1.2 Words per Week
ORF: 1.1 Words per Week
ORF: .9 Words per Week
OAKS: 7 points
ORF:
ORF:
ORF:
OAKS:
ORF:
OAKS:
5
6
7
BENCHMARKS
ORF: 124
OAKS: 218
ORF: 125
OAKS: 222
EXPECTED GAINS
ORF: .9 Words per Week
OAKS: 7 points
ORF: .7 Words per Week
OAKS: 5 points
STUDENT SCORE
ORF:
OAKS:
ORF:
OAKS:
%tile:
3
ORF: 110
OAKS: 204
%tile:
8
10
OAKS: 227
OAKS: 231
OAKS: 236
OAKS: 6 points
OAKS: 5 points
OAKS: 8 points
OAKS:
OAKS:
OAKS:
%tile:
%tile:
%tile:
Other information: Summary of teacher concerns, referral questions, etc.
Grade
ELPA Proficiency Level
Early Intermediate level 2
Intermediate Level 3
Early Advanced Level 4
Advanced Level 5
TOTAL Student Score
Reading
Writing
Listening
Speaking
Comprehension
K
1
Achievement Review ELL Language
2
3
4
5
6
7
8
9
10
483
492
498
507
T ___
R ___
W___
L ___
S ___
C ___
492
507
514
523
T ___
R ___
W___
L ___
S ___
C ___
495
508
514
523
T ___
R ___
W___
L ___
S ___
C ___
497
506
515
522
T ___
R ___
W___
L ___
S ___
C ___
497
507
517
524
T ___
R ___
W___
L ___
S ___
C ___
499
508
518
526
T ___
R ___
W___
L ___
S ___
C ___
491
501
515
526
T ___
R ___
W___
L ___
S ___
C ___
493
501
516
527
T ___
R ___
W___
L ___
S ___
C ___
501
514
521
529
T ___
R ___
W___
L ___
S ___
C ___
497
508
514
521
T ___
R ___
W___
L ___
S ___
C ___
497
508
516
523
T ___
R ___
W___
L ___
S ___
C ___
INDIVIDUAL PROBLEM SOLVING WORKSHEET - CONTINUED
STUDENT: _______________________ DATE: _________
ACHIEVEMENT REVIEW – ELL LANGUAGE Continued
Grade
AQS Score
Resiliency Checklist Priority Area
Socio-Cultural Checklist Priority Area
K
1
2
3
4
5
6
7
8
9
10
Achievement Review-Math
Grade
BENCHMARKS
EXPECTED GAINS
STUDENT SCORE
3
4
5
6
7
8
10
OAKS: 205
OAKS: 212
OAKS: 218
OAKS: 221
OAKS: 226
OAKS: 230
OAKS: 236
N/A
OAKS: 6 points
OAKS: 7 points
OAKS: 5 points
OAKS: 6 points
OAKS: 5 points
OAKS: 8 points
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
OAKS:
%tile:
%tile:
%tile:
%tile:
%tile:
%tile:
%tile:
Other information: Summary of teacher concerns, referral questions, etc.
Achievement Review-- Writing
Grade 4
COMPOSITE
BENCHMARK
STUDENT
SCORE
(Note areas of
concern by traits)
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.
INDIVIDUAL PROBLEM SOLVING WORKSHEET – CONTINUED
STUDENT: _______________________ DATE: _________
Hypothesis Review
Summarizing evidence above, address questions below:
1. Does evidence support that the student’s problems may be primarily due to problems with attention, motivation, or other behavioral difficulty? Include data along
with progress monitoring of behavioral supports.
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. What interventions have been put in place to address this issue”
3. Does evidence support that the student’s problems may be primarily due to other concerns like trauma, economic or cultural disadvantage, or other disabilities?
Describe. Be sure to note when these issues occurred and their correlations with any academic concerns. What will be done to help the student be more successful?
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 support the hypothesis that the difficulty is due to limited English proficiency? Indicate next steps.
6. Does the evidence suggest that the student has low skills and slow progress despite intensive interventions?
LD Eligibility Checklist
Be sure the Individual Problem Solving Worksheet is filled out. It is located on pages 49-51 in the EBISS Manual.
Section #1-Background information
____ Developmental History
____ Input from parents, teacher, counselor, etc.
Section #2- Students who qualify for special education as having…..
____ DIBELS information (current grade level data, any off-grade level data, previous data from website,
and %ile score from DIBELS website)
____ HM Phonics Screener
____ OAKS/TESA information (for grades 3-6)
____Any evaluation data (cognitive, achievement, communication, etc.)
____ If needed, any CBM data
Section #3-Students with learning disabilities have academic skills deficits…..
____ EBISS Student Profile sheet (s)-Literacy and Behavior
Section #4-The student’s academic performance…..
____ Observation
Section #5-The student has been provided the opportunity to learn the skills
____Previous schools student has attended
____ Attendance data (tardies, absences)
Section #6-The student does not have another disability….
____Vision/hearing screening
____ Previous medical concerns or suspected disabilities (previous referrals)
____Outside evaluations (psychological, behavior checklists, etc.)
____FBA or BSP data
Section #7-The student’s problem is not the result……
____ Pertinent family literacy level
____ Family stressors (previous and current such as divorce, homelessness, etc.)
Section #8-The student’s problem is not the result of English Language proficiency
____ELPA data
____LAS (Language Assessment Scales)
Section #9-Is there sufficient evidence to support the conclusion……
There is sufficient data to support the conclusion ……Statement for this portion might look something like this. The above
information will be used to make decisions regarding eligibility and educational planning. If you need further information or have
questions regarding the content of this report, please contact_______________________ , Learning Specialist at (503) 844-_____.
Sample Learning Disability Eligibility Report
Name: Xxxx XXXX
School: XXXXXX Elementary School
Birth Date: 07/31/2099
Grade: 5th
Report Date: 06/17/2010
Prepared by: XXXX XXX, Learning Specialist
Evaluation Team: XXXX XXX-Classroom Teacher, XXXX XXXX, Learning Specialist, XXX XXXXX-Child Development
Specialist, XXXXX XXXX-Principal, XXX XXXXXXX-ESL Specialist, XXXX XXXX-Speech Language Pathologist
Background Information
Xxxx was referred for a special education evaluation by the school’s Effective Behavior and Instruction Support
Systems (EBISS) team, due to concerns about his skill development in the area of reading fluency. Xxxx has been
attending XXXX XXXX Elementary, his neighborhood school in Hillsboro, Oregon. XXXX has been attending XXXXX
Elementary since the beginning of fifth grade, when the school opened in the fall of 2008. Prior to that, he
attended Kindergarten through fourth grade at XXXX Elementary also in the Hillsboro School District. Xxxx was
evaluated for special education at the beginning of his 4th grade year and was not found eligible as a child with a
specific learning disability. At that time the school was using a pattern of strengths and weaknesses to identify
students with a specific learning disability. This year the school implemented the Response to Intervention (RTI)
model. Given the continued concerns with Xxxx’s growth in reading, the team determined it was in Alex’s best
interest to examine whether he qualifies as a student with a specific learning disability using the RTI model.
Developmental History
Xxxx’s parents filled out a developmental history as part of the evaluation process. He reached developmental
milestones at typical ages. His hearing and vision are within normal limits. According to the developmental history,
no significant indicators appeared that may be cause for Xxxx’s resistance to instruction in reading.
Students who qualify for special education as having learning disabilities have very low skills
All elementary school students in the Hillsboro School District are assessed using the Dynamic Indicators
of Basic Early Literacy Skills (DIBELS), a collection of simple assessments designed to measure progress toward key
early reading skill acquisition. The following tables reflect Xxxx’s scores for each trimester of fifth and sixth grade,
as well as the percentile for each score (the 50th percentile is average, with the 25th to 75th percentiles reflecting
the low- to high-average range).
4th
Fall
Score
ORF
%ile**
50
11
Benchmark
4th Winter
Score
104
69
%ile
12
Benchmark
115
4th Spring
Score
88
%ile
12
Bench
-mark
124
Retell Not Available
5th
Fall
Score
ORF
70
Benchmark
%ile
12
109
5th
Winter*
Score
%ile
18
28
Benchmark
120
5th Spring
Score
90
%ile
10
Benchmark
125
Retell Retell average on last 4 progress monitoring: 37 words per minute (ORF average = 121)
**all percentile scores are drawn from student being compared with other students of the same grade in the
Hillsboro School District.
Oral Reading Fluency considers how well a child reads grade level text aloud, with scores reported as correct words
per minute, reflecting both the speed and accuracy with which the student reads. The grade level expectation in
the end of sixth grade is 125 correct words per minute. Xxxx’s oral reading fluency is low, since he is reading a
median score of 90 correct words per minute on his Spring DIBELS Benchmark assessment. Accuracy is particularly
important. Students need to read with 95%-98% accuracy to comprehend the text they are reading. Xxxx reads at
an average accuracy of 96% accuracy (looking at the last 4 progress monitoring probes administered). Xxxx
accuracy does not appear to be a concern for Alex at this time.
Reading Retells: After reading a DIBELS passage, a student is asked to give a retell of what they have just read in a
one minute timed assessment. His average retell on the last 4 progress monitoring was 37 words per minute or an
average of 31% of the words read. A retell of 25% or more of the words read is considered proficient.
Xxxx’s oral fluency reading skills are best described as low. He struggles with decoding (breaking down) words at a
rate that allows his to be an efficient reader. In 3rd and 4th grade at the end of each year Xxxx’s report cards
indicated that he had not yet met in reading fluency, vocabulary, or comprehension. As of the end of 5th grade
(6/9/2010) Xxxx has not yet met in fluency in reading, in spite of continued effort on his part to work with diligence
during intensive, small group reading intervention instruction.
Students with learning disabilities have academic skills deficits that are resistant to well-planned and
implemented research-based interventions that were designed to increase the child’s rate of learning: Difficulties
with reading were first identified for Xxxx during third grade when he was attending XXXX Elementary School. He
was referred to special education towards the end of his 3rd grade year. The XXXX XXXX Student Study team
followed up on the referral and Alex was evaluated for a specific learning disability. The evaluation showed that he
did not meet the criteria and he was not found eligible in December of 2008. While Alex was going through the
evaluation process, he was receiving intensive intervention for reading as he had been placed in Language! in the
fall when he entered Free Orchards. Xxxx had been screened for entrance into the program and was placed in
Language! A with a group of 11 other students. This is a scientifically researched based program created to meet
the needs of struggling readers. This class was taught by a highly qualified teacher. He received instruction for 90
minutes per day. Throughout 4th grade the DIBELS Fluency assessment was administered monthly. His initial
benchmark score in 4th grade was 50 correct words per minute. At the end of 4th grade Alex was reading 73 correct
words per minute. The benchmark goal for the end of fourth grade is at least 118 correct words per minute. He
had grown but not enough to catch up with his same age/grade peers. Given his Summative Assessment scores in
Language!, his DIBELS scores and his OAKS scores (see scores below) at the end of 4th grade the educational team
determined that he should continue in the program
Language! Summative Assessment Data at the end of 4th grade:
Test of Silent Contextual Reading Fluency: 1.7 grade level
Test of Written Spelling: 3.7 grade level
Language! Reading Scale: Lexile 70 (approximately 1st grade level)
He was moving onto 5th grade and this data indicated that he was performing at the mid first grade level in reading.
Per the program recommendation and Xxxx’s summative assessment for Language! Xxxx was placed in Language! B
at the beginning of his 5th grade year. Given his need for reading intervention as evidenced by the scores above,
the team determined that more of Xxxx’s day should be dedicated to reading instruction. An additional 30 minutes
was added to his 90 minute reading block. This extra 30 minutes per day focused on the entire reading process
including decoding, fluency, vocabulary, and comprehension. He was in a group of 12 children- a significantly
smaller group than most of his same age/grade peers. The average group size is 25-28 students. Xxxx was
progress monitored at least 2 times per month using the DIBELS measure. At the end of December his 5 th grade
year he had had 6 data points below the aim line on his progress monitoring chart. Still not performing at
benchmark the educational team determined that could benefit from an additional intervention. Xxxx was placed
in Phonics for Reading; a district approved targeted intervention to address decoding deficits for students. This
intervention, as with the others he participated in, was taught by a highly qualified teacher. He started that
intervention at the end of March for 20 minutes a day, four days per week. He continues in the intervention to
present. His progress monitoring scores have slightly improved over the past 8 weeks of intervention. His scores in
April and May follow: 115,132, 87,106,114,149,121,110 and 90 (Benchmark score) words per minute. The
benchmark for the end of the year for 5th grade is at least 125 correct words per minute. At present he is estimated
reading between the 12th and the 30TH percentile when compared to his same age/grade peers. Exact percentile
scores will not be available until the end of the school year. The team does have concerns about the wide
fluctuation of his oral reading scores.
The following chart display a summary of the progress monitoring scores for Xxxx throughout 6th grade.
Xxxx’s Oral Reading Fluency Progress monitoring scores in 6th grade:
ORF
Sept- Oct-09 Nov-09 Dec-09 Jan-10 Feb-10
09
Week 1
Week 2
62
70(BM
)
79
108
76
94
77
109
80
Week 3
77
89
Week 4
107
89
90(BM
)
Mar- April10
10
May10
June10
115
114
90
(BM)
132
140
Spring
Break
87
121
112
106
110
60
84
103
Xxxx ‘s Language! Content Mastery Scores are shown below (after reteach in areas of challenge)
Language Content Mastery Scores 2009 -2010
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Sound Spelling Sound Spelling Sound Spelling Sound Spelling Sound Spelling
– 90%
– 90%
–100%
– 100%
– 90%
Spell Posttest
– 100%
Spell Posttest
–100%
Spell Posttest
–100%
Spell Posttest
–100%
Spell Posttest
– 100%
Word Relation
– 80%
Word Relation
–80%
Word Relation
– 80%
Word Relation
– 100%
Word Relation
– 80%
Spell Posttest
– %
Spell Posttest
– 67%
Spell Posttest
– 100%
Spell Posttest
– 100%
Grammar –
87%
Grammar –
73%
Grammar –
87%
Grammar –
87%
Spell Posttest
– 87%
Grammar –
93%
Spell Posttest
– 100%
Spell Posttest
– 100%
Xxxx has participated in statewide assessments since 3rd grade. The following table reflects his scores.
State Assessment Scores
Reading
Math
Writing
Science
3rd grade
191 (Meet 204)
187 (Meet 205)
N/A
N/A
4th grade
198 (Meet 211)
198 (Meet 212)
28 (Met Condit.)
N/A
5th grade
198 (Meet 218)
205 (Meet 218)
N/A
208 (Meet 225)
The student’s academic performance and behavior were observed in a regular classroom setting.
Xxxx was observed on May 25, 2010 by our district Response to Intervention Coach during his replacement core
reading program Language! Level B. The teacher to student ratio is 1:12 and Xxxx sits in the front row, in the center
of the classroom, where instruction is happening at the front of the room. This replacement core program is taught
by a highly qualified teacher, XXXX XXXX, Learning Specialist at XXXX XXXXX . Xxxx was observed to be quiet and on
task for 50% of the time. He was observed to fidgety and restless during the 25 minute observation. Xxxx entered
the classroom promptly, read the directions clearly written on the board and begin to “buddy read” with a partner.
The class was working on Unit 12, Lesson 4, which began on page 110 in the student books. This passage was in
reference to a “hero sandwich” where the class choral read, then individual students read. When Xxxx was asked
to read aloud, he was able to do so with 85% word accuracy, but needed some support from the teachers. Learning
Specialist was observed to have spent an extra amount of time on specific, targeted vocabulary instruction during
this observation. In addition, Learning Specialist was observed to give explicit instruction on difficult multisyllabic
words in this passage. Class was asked to describe “condiments” as a result of reading this passage and Xxxx was
able to share with a peer some examples of condiments appropriately. However, when the class was expected to
read aloud, Xxxx did not participate. His peers were engaged and meeting the teacher’s expectations. Xxxx was
not, during this particular activity within the Language! B lesson.
The student has been provided the opportunity to learn the skills. Xxxx has attended schools in the Hillsboro
School District since he was in kindergarten grade. A review of his cumulative file revealed that he has attended
school 91% of the days that school was in session. The district has a target of at least 90% attendance. Xxxx’s
attendance has been consistent since kindergarten. During Xxxx’s last two years at XXXX XXXXX Elementary he has
been in the intensive intervention program, Language!. Throughout all of 4th grade Language! was taught 90
minutes per day. In 5th grade he was in Language! for 120 minutes per day plus two additional interventions as
mentioned above. Since kindergarten Xxxx has been participating in English Language instruction for at least 30
minutes a day to facilitate his transition from Spanish to English. Xxxx has had ample opportunity to learn the
reading skills being taught him.
The student does not have another disability or sensory problem.
As the EBISS team reviewed current information for Xxxx there was no indication that he has another disability or
sensory issues. He has passed the annual hearing and vision screenings at school. Xxxx is a motivated student. He
works hard, and stays on task as directed by his teachers. His behavior is typical when compared with his same
age/grade peers.
The student’s problem is not the result of cultural factors or environmental or economic disadvantage. Xxxx’s
parents are supportive and involved in his learning. His parents are concerned regarding his lack of progress in
reading and are supportive of Xxxx in this academic setting. There is no evidence to support other issues due to
trauma, economic or cultural disadvantage.
The student’s problem is not the result of limited English proficiency. Xxxx is second language learner. For 30
minutes each day he attends ESL (English as a Second Language) classes using the scientifically researched based
SIOP stategies. Xxxx’s ESL teacher reports that while he has made consistent progress he continues to struggle with
literacy skills. Her 6th grade English language proficiency is Intermediate with a composite score of 509 and with
sub scores as follows:
Reading: 504 – Early Intermediate
Writing: 511 - Intermediate
Listening: 504 – Early Intermediate
Speaking: 530 - Advanced
Comprehension: 504 – Early Intermediate
He has been in ESL classes since kindergarten. Given the discrepancy between Xxxx’s speaking and
reading/comprehension scores in English, there is indication that he may have a learning disability in reading. With
advanced proficiency in speaking, his reading skills should follow, but there is a distinct deficit. The
multidisciplinary team does not believe his being a second language learner is the challenge he faces in becoming a
proficient reader. The above ELPA scores support that hypothesis.
Is this sufficient evidence to support the conclusion that the student is eligible for special education as a student
with a learning disability?
Xxxx has had access to high quality research-based instruction in reading using the replacement core reading
intervention program, Language! as well as a series of interventions including small group instruction of no more
than 12 students in both fourth and fifth grade. In fifth grade, an additional 30 minutes per day during the reading
block were added. He was eventually placed in an additional intervention for 20 minutes four times per week.
Both of these interventions were in addition to the replacement reading core curriculum for 90 minutes per day.
Highly qualified teachers and assistants have instructed all of these programs. Despite this high level of
intervention and reading support, Xxxx’s skills in reading fluency are low and his progress in reading has been very
slow in comparison to his same age/grade peers. The evidence suggests that Xxxx may be eligible for special
education services as a child with a learning disability in reading. The above information will be used to make
decisions regarding eligibility and educational planning. If you need further information, or have any questions
regarding the content of this report please contact:
_______________________________________ at (503) _________________________________
Learning Specialist
XXXX XXXXX Elementary School
Hillsboro School District
HILLSBORO SCHOOL DISTRICT
Learning Disability Eligibility Report Template
Student:
Birthdate:
Evaluation Team:
School:
Grade:
Report Date:
Background Information
Students who qualify for special education as having learning disabilities have very low skills.
K-Fall
Score
%ile
Benchmark
K-Winter
Score
%ile
Benchmark
K-Spring
Score
%ile
Benchmark
1stFall
Score
%ile
Benchmark
1st-Winter
Score
%ile
Benchmark
1st-Spring
Score
%ile
Benchmark
ISF
LNF
PSF
NWF
LNF
PSF
NWF
ORF
2nd
Fall
Score
%ile
Benchmark
2nd Winter
Score
%ile
Benchmark
2nd Spring
Score
%ile
Benchmark
3rd Winter
Score
%ile
Benchmark
3rd Spring
Score
%ile
Benchmark
4th Winter
Score
%ile
Benchmark
5th
Fall
Score
%ile
Benchmark
5th Winter
Score
6th
Fall
Score
%ile
Benchmark
6th Winter
Score
%ile
Benchmark
%ile
Benchmark
4th Spring
Score
%ile
Benchmark
%ile
Benchmark
5th Spring
Score
%ile
Benchmark
%ile
Benchmark
6th Spring
Score
%ile
Benchmark
NWF
ORF
3rd
Fall
Score
ORF
4th
Fall
Score
ORF
ORF
ORF
Initial Sound Fluency assesses a student’s skill in isolating and naming the beginning sound of common
objects.
Letter Naming Fluency assesses how quickly a student names uppercase and lowercase letters of the
alphabet in random order. Rapid naming is a key indicator of early literacy skills.
Phoneme Segmentation Fluency assesses a student’s skill in breaking a word into the smallest units of
sound (phonemes). A student is presented a word (orally) and asked to repeat the individual phonemes
in that word.
Nonsense Word Fluency looks at a student’s understanding of basic letter-sound relationships (phonics). “Non
words” are presented for the student to read as if they were real words. In the fall of second grade, students are
expected to read 50 correctly in one minute.
Oral Reading Fluency considers how well a child reads grade level text aloud, with scores reported as correct words
per minute, reflecting both the speed and accuracy with which the student reads. Accuracy is particularly important.
Students need to read with 95%-98% accuracy to comprehend the text they are reading.
The Word Reading subtest considers a student’s grasp of letter sounds, differentiating between words
with same and different sounds, and the reading of basic sight words.
The Pseudo word subtest is designed to check a student’s understanding of phonics patterns and rules in
an approach similar to Nonsense Word Fluency (DIBELS).
Reading Comprehension looks at a student’s skill in gaining meaning from what she reads. Students read
a short passage or story and are the asked to answer how questions related to the reading.
The Listening Comprehension subtest assesses a student’s receptive and expressive vocabulary skills.
Students are given a word by the examiner and asked to point to the corresponding picture among
several choices. Next, the examiner reads a sentence and asks the student to point to the corresponding
picture among several choices. Last, the student is shown a picture and given an oral prompt. The
student then gives a word that suits both the prompt and picture.
Oregon Assessment of Knowledge and Skills (OAKS) Table
3rd
Reading
Benchmark
Student
Score
Percentile
Math
Benchmark
4th
204
5th
211
6th
218 222
184
199
(+15)
2
2
205
212
218 221
212
Student
Score
200
(+12)
Percentile
20
18
Writing
Benchmark
Student
Score
32-39
14
21 (+8)
Students with learning disabilities have academic skills deficits that are resistant to well-planned and
implemented research-based interventions that were designed to increase the child’s rate of learning:
List interventions tried here, including dates implemented, who taught the intervention (highly qualified
teacher/instructional assistant) group size, duration, intensity and outcome.
Unit 7
Sound
Spelling __%
Spelling
Posttest __%
Word Relation
__%
Spelling
Posttest__%
Grammar –
__%
Unit 8
Sound
Spelling __%
Spelling
Posttest __%
Word Relation
__%
Spelling
Posttest __%
Grammar –
__%
LANGUAGE! Content Mastery Data
Unit 9
Unit 10
Unit 11
Sound
Sound
Sound
Spelling __%
Spelling __%
Spelling __%
Spelling
Spelling
Spelling
Posttest __%
Posttest __%
Posttest __%
Word Relation Word Relation Word Relation
__%
__%
__%
Spelling
Spelling
Spelling
Posttest __%
Posttest __%
Posttest__%
Grammar –
Grammar –
Grammar –
__%
__%
__%
Unit 12
Spelling
Posttest-__%
Spelling
Posttest – N/A
The student’s academic performance and behavior were observed in a regular classroom setting.
The student has been provided the opportunity to learn the skills.
Based on a cumulative file review……attendance, vision, hearing, etc.
Brief summary of opportunity to learn skills ….”Despite consistent progress monitoring and targeted skill instruction
using research based curriculum to increase their rate of learning, __________________ can be described as having
skill deficits that are non-responsive to intervention.
The student does not have another disability or sensory problem.
In a developmental history questionnaire that was given to ____________________’s parents, they
indicated…………(normal/abnormal milestones-crawling, walking, talking etc., difficulty when younger with….asthma,
chronic ear infections, etc.)
The student’s problem is not the result of cultural factors or environmental or economic disadvantage.
The student’s problem is not the result of limited English proficiency.
Grade
ELPA Proficiency Level
Early Intermediate level
2
Intermediate Level 3
Early Advanced Level 4
Advanced Level 5
TOTAL Student Score
Reading
Writing
Listening
Speaking
Comprehension
K
1
2
3
4
5
6
7
8
9
10
483
492
498
507
492
507
514
523
495
508
514
523
501
514
521
529
497
508
514
521
497
508
516
523
497
506
515
522
497
507
517
524
499
508
518
526
491
501
515
526
493
501
516
527
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
T ___
R ___
W___
L ___
S ___
C ___
Is there sufficient evidence to support the conclusion that the student is eligible for special education as
a student with a learning disability?
The evidence suggests that Xxxx may be eligible for Special Education services as a child with a learning disability in
reading. The above information will be used to make decisions regarding eligibility and educational planning. If you
need further information, or have any questions regarding the content of this report, please contact:
___________________________________________at (503)_____________________________________
Learning Specialist
XXXX XXXXX Elementary School
Hillsboro School District
How to Find %ile Scores for Math and Reading
1.Go to the ODE Website- http://www.ode.state.or.us/
2. Testing and Accountability (in gray bar on the left of screen), click on this. It opens a pull
down menu.
3. Click on Accountability
4. Click on Assessment Results
5. Click on Conversion Tables (third bullet down the page). This table is
in Excel form.
6. Click on either tab at the bottom (reading or math) to find the %ile.
EBISS Individual Problem Solving Worksheet-Electronic Version
1. Go to Internet Explorer, type in my hsd
2. Look for Departments (towards the top left), click on OSP
3. Look for Information (on the right side of the page), click on EBISS Documents
4. Look for the form needed (Individual Problem Solving Worksheet), double click on the
form
5. Type in information and “Save As” to U:Drive , or to Teamworks Site
To Find DIBELS Percentile Scores:
Log onto DIBELS
Click on Reports
Under District and School Reports, click on District-Wide Norms (WEB)
Click on the year you want
Click on the grade want
Submit
Click on assessment period
Click on assessment (depends on grade chosen)
Submit
Read chart for correct words per minute and it will give you the percentile
Language! Replacement Core Program:
Decision Guidelines for Entering Students in Language! 2010-11
Language! is a replacement program for Grades 3-12. The K-12 Literacy Plan allows for replacing the core
instructional program for students who are at the intensive level in reading. This is a serious decision and
should only be considered after good instruction in the core program has failed and assessments confirm
that the student is in need of a “catch up” program and is at risk for the reading gap widening further.
 The goal of any intervention program that is used as a replacement core, such as Language! is to get
students back into the core program as quickly as possible

If the core program is taught effectively, beginning at kindergarten through eighth grade, 80% of
students should be at benchmark or above. This would include re-teaching some concepts and
providing additional time for students who need more instruction.

We currently have more students in Language! as a replacement core than we should have. Some
believe that the reason so many students are in Language! in the upper grades is because they did not
have the advantage of receiving systematic reading instruction.

The fact is, that in one year of our Literacy Plan, we have already begun to see a decrease in the
number of students who qualify for Language! at the middle school and high school. We expect to see
these numbers continue to decrease as more students receive systematic instruction in reading.

Generally, students who are placed in Language! are 2 years or more behind their peers. Depending on
the grade that could mean 2 to 8 years behind their peers.

In some cases, students could be severely behind in reading, because they have not received
systematic reading instruction and have huge gaps in their learning based on one of the components of
reading especially with older students. Those students can catch up quickly once those skills are
acquired.

The Language! Placement Test should be given in the spring for only the students who are not
currently in Language! and who are identified as needing intensive instruction on universal
screen, OAKS, program assessments, and other assessments. Never give Language! Placement Test
to all students at a grade level.

In the fall, wait until the fall universal screen data to determine which missed or new students need to
be given a Language! Placement Test. If you do not want to wait, administer the universal screen to
any missed or new students the first week of school to identify whether they need to be given the
Language! Placement Test.

While we can create decision rules for who to give the Language! Placement Test, it is important for
literacy leaders and teachers to analyze all assessments data and to use all information to make the
best instructional decision for each student. When there are questions, it is wise to gather more data,
ask for help from a coach or colleague in the building and at the District level who can assist you in the
analysis and decision.

Consider giving students Phonics Screener if assessment data is conflicting.

Students who are at the strategic instructional level should not be placed in Language! These students
should be in the core reading or language arts curriculum with additional instruction in a targeted area
of need, such as breaking down complex words, vocabulary, fluency, and comprehension.
Who should you consider for Language!? Who should be given a Language! Placement Test?
3rd Grade: Students are only placed in Language! A
 Students who are at high risk on universal screen
 Students who have been in an intensive reading program in lower grades and have not caught up
significantly
 Students should be able to exit to core after completing Language A and part of B
4th Grade: Students are only placed in Language! A or B
 Students who are at high risk on universal screen and did not pass the 3rd grade OAKS
 Students who were in Language A! but did not score at grade level in the end of A
assessments
and did not pass the 3rd grade OAKS
5th Grade: Students could be placed in Language! A/B or C
 Students who are at high risk on universal screen and did not pass the 4th grade OAKS
 Students were in Language A! and B, but did not score at grade level on end of B assessments
and did not pass the 4th grade OAKS
 Students were in C, but did not score at grade level on end of C assessments would benefit by
completing D
6th Grade: Students could be placed in Language! A/B or C/D
 Students who are at high risk on universal screen and did not pass the 5th grade OAKS
 Students were in Language! A/B, but did not score at grade level on end of B assessments
 Students were in Language! C but did not score at grade level on end of C assessments and would
benefit by completing D
7th Grade: Students could be placed in Language! A/B or C/D
 Students who are at high risk on universal screen and did not pass the 6th grade OAKS
 Students were in Language! A/B, but did not score at grade level on end of B assessments, move
on to C/D
 Students were in Language! C, but did not score at grade level on end of C assessments and
would benefit by completing D
8th Grade: Students could be placed in Language! A/B or C/D or E/F
 Students who are at high risk on universal screen and did not pass the 7th grade OAKS
 Students were in Language! A/B, but did not score at grade level on end of B assessments, move
on to C/D
 Students were in Language! C/D, but did not score at grade level on end of D assessments and
would benefit by completing E/F
9th Grade: Students could be placed in Language! A/B or C/D or E/F
 Students who are at high risk on universal screen and did not pass the 8th grade OAKS
 Students were in Language! A/B, but did not score at grade level on end of B assessments, move
on to C/D
 Students were in Language! C/D, but did not score at grade level on end of D assessments, move
on to E/F
 Students who were in Language! E, but did not complete F and did not score at grade level on the
end of E assessments, move on to F
10th Grade: Students could be placed in Language! A/B or C/D or E/F
 Students who did not pass the 8th grade OAKS
 Students who were in Language! A/B, move on to C/D
 Students were in Language! C/D, but did not score at grade level on end of D assessments, move
on to E/F
 Students who were in Language! E, but did not complete F, move on to F
Language! Replacement Core Program:
Decision Guidelines for Exiting Students from Language!
2010-11
There are many questions regarding when students who are placed in Language! as a replacement program
are ready to return to the core instructional program. Before we share the decision guidelines for placing
students into the core program, there are some important concepts to remember:

The goal of any intervention program that is used as a replacement core, such as Language! is to get
students back into the core program as quickly as possible using the criteria below. Generally students
do not exit Language! midyear and complete two levels within the year. However, anytime a student
demonstrates grade level proficiency, that student should be returned to core instruction with support.

If the core program is taught effectively, beginning at kindergarten through eighth grade, 80% of our
students should be at benchmark or above. This would include re-teaching some concepts and
providing additional time for students who need additional instruction.

We currently have more older students in Language! as a replacement core than we should have.
Some believe that the reason so many students are in Language! in the upper grades is because they
did not have the advantage of receiving systematic reading instruction.

The fact is, that in one year of our Literacy Plan, we have already begun to see a decrease in the
number of students who qualify for Language! at the middle school and high school. We expect to see
these numbers continue to decrease as more students receive systematic instruction in reading.

Generally, students who are placed in Language! are 2 years or more behind their peers. Depending on
the grade, that could mean 2 to 8 years behind their peers.

In some cases, especially older students could be severely behind in reading because they have not
received systematic reading instruction and have huge gaps in their learning based on one of the
components of reading. Those students can catch up quickly once those skills are acquired.

While we can create decision guidelines, it is important for literacy leaders and teachers to watch
students closely through assessments and to use all information to make the best instructional decision
for each student. When there are questions, it is wise to gather more data, ask for help from a coach or
colleague in the building, and at the District level, who can assist you in the analysis and decision.
End of Year Exit Strategy from Language
3rd Grade
Student begins in Language! A and completes A or B at least through unit 9
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book A
Scores at or above the 35th percentile on grade level ORF
Passes OAKS
Returns to Houghton Mifflin in 4th grade with 30 minutes of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonics, comprehension)
4th Grade
Student begins in Language! A and completes A and/or B at least through unit 9
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book B
Scores at the 35th percentile on grade level ORF
Passes OAKS at 214 or better
Returns to Houghton Mifflin in 5th grade with 30 minutes of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonetic, comprehension)
5th Grade
Student begins in Language! A and completes A and B
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book B
Scores at the 35th percentile on grade level ORF
Passes OAKS at 222 or better
Returns to Houghton Mifflin in 6th grade with 30 minutes of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonetic, comprehension)
Student begins in Language! C and completes C and D or at least half way through D
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book C
Scores at the 35th percentile on grade level ORF
Passes OAKS at 222 or better
Returns to Houghton Mifflin in 6th grade with 30 minutes of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonetic, comprehension)
6th Grade
Student begins in Language! A and completes A and B
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book B
Scores at the 40th percentile on grade level ORF
Passes OAKS at 225 or better
Returns to Houghton Mifflin in 6th grade with 30 minutes of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonetic, comprehension)
Student begins in Language! A and completes A and B
Does not meet ORF standards and does not pass OAKS
Moves to Language C/D in 7th grade
Begins in Language! C and completes C and D or half way through D
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book C (if did not complete D)
Scores at grade equivalent in the four end of Book D assessments (if completed D)
Scores at the 35th percentile on grade level ORF
Passes OAKS at 225 or better
Returns to language arts core with extended language arts block for a targeted intervention in
the component the student needs support (vocabulary, fluency, phonetic, comprehension) in 7th
grade
7th Grade
Begins in Language! A and completes A and B
Does not meet ORF standards and does not pass OAKS
Moves to Language C/D in 8th grade
Begins in Language! C and completes C and D
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book D
Scores at the 35th percentile on grade level ORF
Passes OAKS at 230 or better
Returns to the core language arts class with an extended language arts of a targeted
intervention in the component the student needs support (vocabulary, fluency, phonetic,
comprehension) in 8thgrade
8th Grade
Begins in Language! A and completes A and B
Does not meet ORF standards and does not pass OAKS
Moves to Language C/D in 9th grade
Begins in Language! C and completes C and D
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book D
Scores at the 35th percentile on grade level ORF
Passes OAKS at 232 or better
Returns to the core language arts class with extended language arts of a targeted intervention
in the component the student needs support (vocabulary, fluency, phonetic, comprehension) in
9th grade
9th Grade
Begins in Language! A and completes A and B
Does not meet ORF standards and does not pass OAKS
Moves to Language C/D in 10th grade
Begins in Language! C and completes C and D
Scores 80% or better in most of the Content Mastery Assessments
Moves to Language! E/F in 10th grade
Begins in Language! E and completes E and F
Scores 80% or better in most of the Content Mastery Assessments
Moves to Language! core language arts in 10th grade
Celebrate!
Need a follow up system to assign language arts proficiency for all Language! classes when
he/she passes OAKs in 10th grade
10th Grade
Begins in Language! A and completes A and B
Does not meet ORF standards and does not pass OAKS
Moves to Language C/D in 11th grade
Begins in Language! C and completes C and D
Scores 80% or better in most of the Content Mastery Assessments
Scores at grade equivalency in all 4 assessments at the end of book D
Passes OAKS
Moves to 11th Grade language arts
Receives proficiency credit for Language! classes
Celebrate!
Begins in Language! C and completes C and D
Does not meet ORF standards and does not pass OAKS
Moves to Language! E/F in 11th grade
Begins in Language! E and completes E and F
Scores 80% or better in most of the Content Mastery Assessments
Passes OAKS
Moves to 11th grade language arts
Receives proficiency credit for all Language! classes
Celebrate!
HILLSBORO SCHOOL DISTRICT
Effective Behavior and Instructional Support Systems (EBISS) Transitions
Notification Form
School:__________________________________________
Name of Student:___________________________________
Date:____________________________________
The above named student has been part of the EBISS and RTI/LD Eligibility at our school. Attached you will
find the following information pertaining to his/her reading instruction:
_____Student Intervention Profile(s)
_____Progress Monitoring Graphs
_____Individual Problem-Solving Worksheet
_____Developmental History
Please call_________________________________at______________________________________if you have
any questions.
Referral Management Team: File Review and Meeting Request
Student:_______________________ Grade:
____________ _____ Teacher:_________________
DOB: ___________Gender:______ Date referred: ___________ Meeting Date: ___________________
Enrolled at Mooberry since: ____________________________________________________________
Prior Schools (grade/year, location): _____________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
Vision screening (grade, scores per eye): __________________________________________________
___________________________________________________________________________________
Hearing screening (grade, score): ________________________________________________________
___________________________________________________________________________________
Reading teacher: ____________ Math teacher: ______________ ELD teacher: ___________________
Other staff working with student and subject: _____________________________________________
Concerns with (check all that apply)
 Attendance
 Reading
 Behavior/Attitude
 Writing
 Attention (to directions or to tasks)
 Math
 Speech/Communication
 Peer Interactions
 Fine Motor
 Adult Interactions
 Gross Motor
 Other Health Issues
Attendance Report
Grade
Kinder
1st
2nd
3
Absent
OAKS Scores (D, N, M, E)
Tardy
Grade
3rd
4th
rd
4th
5th
6th
5th
6th
Reading
Math
Science
Writing
DIBELS Report
Grade
ISF
F
PSF
W
S
F
NSF
W
S
F
ORF
W
S
F
W
S
Kinder
1st
2nd
3rd
4th
5th
6th
Date
Subject
(A, B, M, R)
EBISS Notes
Interventions/Concerns
ESL Notes
Scores in:
Speaking
Listening
Reading
Writing
Kinder
1st
2nd
3rd
4th
5th
6th
Behavior Report
Grade
Trackers
Referrals
Notes (Major behavior concerns):
Suspensions
Kinder
1st
2nd
3rd
4th
5th
6th
Comments/Concerns not addressed above:__________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________