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O K L A H O M A S T A T E D E P A R T M E N T O F E D U C A T I O N
Oliver Hodge Building
2500 North Lincoln Boulevard
Oklahoma City, Oklahoma 73105
Phone: (405) 521-3301
Email: sdeservicedesk@sde.ok.gov
Webpage: SDE Service Desk
Fax: (405) 521-6938

Introduction .............................................................................. 2
Leadership ............................................................................... 3
Teaming ................................................................................... 4
Team Members and Roles: ............................................................. 4
Team Meeting Schedule ................................................................. 4
Team Communication ..................................................................... 5
Professional Development ....................................................... 6
Developing a Professional Development Written Plan .................... 6
Written Plan Steps ............... Ошибка! Закладка не определена.
Universal Screening / Benchmarking ........................................ 8
Screening Instruments .................................................................... 8
Administration Procedures .............................................................. 9
Analysis of Screening Data for Initial Tier Placement.................... 11
Behavior screening results: .................................................................... 11
Reading screening results analysis: ....................................................... 11
Math screening results analysis: ............................................................. 12
Writing screening results analysis: ......................................................... 12
Tiered Interventions ............................................................... 13
Tiered Interventions by Area ......................................................... 14
Reading Interventions: ............................................................................ 14
Math Interventions: ................................................................................. 14
Writing Interventions: .............................................................................. 14
Behavior Interventions: ........................................................................... 15
Tiered Interventions by Personnel ................................................ 15
Reading Interventions: ............................................................................ 15
Math Interventions: ................................................................................. 15
Writing Interventions: .............................................................................. 15
Behavior Interventions: ........................................................................... 16
Progress Monitoring ............................................................... 17
Reading ......................................................................................... 17
Math .............................................................................................. 18
Writing ........................................................................................... 19
Behavior ........................................................................................ 19
Decision Making ..................................................................... 21
Decision Making Procedures Employed by the Team ................... 21
Changing Tier Placement to Match Changing Student Needs ...... 22

The written plan serves as a guide for the OTISS process and includes the eight core components of the model. All staff should be familiar with the written plan and have access to it for review when needed.
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Section 1
T o ensure the success of OTISS, the principal of [School Site] , [Name of
Principal], commits to ensuing that time is available for teachers and support personnel to adequately implement all aspects of OTISS and to identify and allocate physical resources, such as materials and programs, necessary to implement this model.
Principal [Last Name] also agrees to make personnel decisions regarding the assignment of various roles and responsibilities within OTISS, with the end in mind of placing the right people in the right roles to increase student success.
Finally, as implementing this blended model requires the development of additional skills in current personnel, Principal [Last Name] will identify professional development needs related to the full implementation of OTISS and ensure the necessary training is provided to personnel.
So that the OTISS process will be effective and successful, Principal [Last Name] will actively support the OTISS process by serving as a member of the OTISS team, attending the majority of meetings and trainings, and actively participating in the problem solving process (i.e., data review meetings). By fulfilling these duties,
Principal [Last Name] will serve as facilitator on the OTISS team.
As effective leadership also ensures time, resources, personnel, and training are allocated appropriately, Principal [Last Name] will ensure that adequate time is made available to conduct assessments, review data, provide interventions, and make decisions about student responses.
Principal [Last Name] will also ensure that all personnel and material needs are met by organizing schedules, providing classroom coverage, ensuring funding for the procurement of intervention materials, as well as managing or delegating any other structural needs of the school which support OTISS implementation.
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Section 2
T eaming , a crucial aspect of OTISS, serves as the organizational structure for facilitating successful outcomes across the school. School based teams at [School Site] will be composed of various site based personnel
(teachers, administrators, reading and math specialists, school counselors, speech pathologists, school psychologists, etc.). The current OTISS team at
[School Site] consists of the following roles and personnel.
Role in the OTISS process*
Facilitator
Recorder
Time Keeper
[add additional roles as appropriate]
Parent Representative
(does not attend data review meetings)
Student Representative
(high school only, does not attend data review meetings)
Name School Job Title
Principal
Parent
Student
*Depending upon the size of the system in which OTISS is being implemented, one person may hold multiple roles or multiple people may hold the same role.
School based teams make decisions regarding the implementation of OTISS at their school site. School based teams generally meet twice a month to review data in order to make decisions regarding school wide, as well as individual student academic and behavioral concerns. All meetings are scheduled at the beginning of the year, and the majority of the OTISS team is expected to attend all meetings. A sign-in sheet should be utilized to record attendance.
Team meetings at [School Site] are scheduled for [____ times per
month/week/semester] and each meeting is scheduled for [X Minutes].
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Recognizing that teaming requires communication and collaboration, [School Site] will allocate sufficient time for teams to meet and discuss implementation and students’ concerns, as well as arrive at solutions. [School Site’s] OTISS team has also developed a plan for communicating the progress of the OTISS process with both school based staff and parents at least four times a year.
Team Communication Plan for [School Site]:
Method
News Letter*
Audience
Parents and teachers*
Teachers*
Frequency
Monthly*
Person Responsible
Principal*
Survey* Bi-annually* OTISS Coach*
*examples
At the heart of the OTISS process lies data-based decision making, including using data to evaluate the success of implementing OTISS at our site. The [School Site]
OTISS team is will be responsible for enacting a systematic process of reviewing data and making decisions, while keeping the process and outcomes transparent to all key stakeholders impacted by the decisions.
The [School Site] OTISS team currently has a system in place to measure the progress and fidelity of OTISS activities and make programming decisions. This system includes:
1) The following data collection instruments: a.
[ Fidelity Assessments, b.
Site Action Plans, c.
Goal Attainment Forms, d.
etc]
2) A schedule for collecting data using each instrument: a.
(frequency of data collection-by instrument)
3) A schedule for the team to review data generated by each instrument: a.
(timing of data reviews)
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Section 3
C ontinuous professional development (PD) is necessary to ensure adequate implementation of the OTISS model and to maintain those levels over time.
If adequate implementation is not achieved and sustained, positive outcomes for students are less likely. The [School Site] OTISS team recognizes that sites implementing OTISS need PD delivered in a system of consistent support provided at multiple levels and points of contact. To ensure full implementation of the OTISS model, the [School Site] OTISS team commits to developing and implementing a comprehensive system of PD and technical assistance. A [School Site] OTISS
Professional Development Written Plan to guide continuous professional development will be developed based upon data from several sources and use the model described below. Designed to address weaknesses in School Site’s] current implementation of
OTISS , this written plan will be reviewed and revised, at a minimum, annually, to meet changing needs and will be provided to all building staff.
The development of a Professional Development Written Plan consists of 5 steps and should be completed at least annually.
Step 1: Conduct an adequate assessment of the system using multiple sources of data
(i.e., teacher surveys, universal screening results, End if Instruction [EOI] results). Put the data into a format that can be easily evaluated, i.e., by graphing the data and/or putting the data into tables.
Step 2: Evaluate the data collected and prioritizes the areas of weakness, determining which area(s) will be addressed with the current written plan.
Step 3: Identify professional development designed to address the weakness identified by the data.
Step 4: Provide the PD via multiple formats over time, using evidenced-based professional development strategies and taking into account adult learning theory.
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Step 5: Evaluate the PD immediately after the event (for feedback on delivery and teacher understanding) and conduct follow up evaluations of the PD content’s integration into practice.
The current Professional Development Written Plan for [School Site] is included in
Appendix B.
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Section 4
A ssessment should identify students who are at risk for poor academic or behavioral outcomes. Therefore, all students at [School Site] will be screened/benchmarked to ensure data is the basis for choosing which students receive intervention services. These assessments will be brief measurements that are valid, reliable, and demonstrate diagnostic accuracy for predicting relevant learning or behavioral problems. Screeners should be administered at least three times per year (e.g., fall, winter, spring).
The screening instruments that [School Site] will utilize for the essential areas are listed below:
(if multiple screening instruments are used for the same essential area or across different grades, list all)
 Behavior Screener- Fill in universal screener used for Behavior
*(if available include research citations supporting this screener)
 Reading Screener- Fill in universal screener used for Reading
*(if available include research citations supporting this screener)
 Math Screener- Fill in universal screener used for Math
*(if available include research citations supporting this screener)
 Writing Screener- Fill in universal screener used for Writing
*(if available include research citations supporting this screener)
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Screeners will be implemented with integrity to ensure valid results. Personnel administering the screeners will received training in administration on ( indicate when
training has occurred for each screener). As new personnel are included in the administration of the screeners, they will receive training ( indicate how new faculty
will be trained in administration).
Administration of each screener will be scheduled prior to the beginning of the academic year. When screeners for the upcoming year will occur and who will conduct them are indicated in the chart below.
Math
Writing
Screener Type and Name
Behavior
Reading
Administration
Dates [SY___]
Fall Winter Spring
Who Will Administer
( List by grade level if appropriate)
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Procedures for inputting and summarizing the data from screeners (and who will be responsible for this) are detailed in the charts below:
Screener Type and
Name
Behavior
Reading
Math
Writing
[School Site]
Fall [SY___]Administration of Screeners
Person Responsible For
Inputting Data
Procedure Used to
Summarize the Data
Winter [SY___] Administration of Screeners
Screener Type and
Name
Behavior
Person Responsible For
Inputting Data
Procedure Used to
Summarize the Data
Reading
Math
Writing
Spring [SY___]Administration of Screeners
Screener Type and
Name
Behavior
Person Responsible For
Inputting Data
Procedure Used to
Summarize the Data
Reading
Math
Writing
No more than two weeks after screening has begun, the data should be available for review by the OTISS team to be used in decision making for tiered interventions.
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Upon completion of screening, analysis and decision making regarding risk status and supports provided will be made. The tables below indicate the assessment or assessments used by [School Site], the grade or grades assessed, the cut score used to indicate risk status, and the support provided based on the risk level.
Behavior screening results:
[Behavior Screener] Cut Score Per Review Period
[Grade Level] Behavior
Type
Minors
Majors
Critical
Offenses
Tier 1 Tier 2 Tier 3
When students have been identified as at-risk using the Behavioral Screener, they may be given an additional assessment such as: ( describe assessment given) to follow up and further define behavioral targets.
Reading screening results analysis:
[Reading Screener] Cut Score
[Grade Level] Assessment
Timing
Fall
Tier 1 Tier 2 Tier 3
Winter
Spring
When students have been identified as at-risk using the above Reading Screener, they may be given an additional assessment such as: ( describe assessment given) to follow up and further define academic targets.
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Math screening results analysis:
[Math Screener]
[Grade Level] Assessment
Timing
Fall
Winter
Tier 1
Cut Score
Tier 2 Tier 3
Spring
When students have been identified as at-risk using the Math Screener, they may be given an additional assessment such as: ( describe assessment given) to follow up and further define academic targets.
Writing screening results analysis:
[Writing Screener] Cut Score
Tier 1 Tier 2 Tier 3 [Grade Level] Assessment
Timing
Fall
Winter
Spring
When students have been identified as at-risk using the Writing Screener, they may be given an additional assessment such as: ( describe assessment given) to follow up and further define academic targets.
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Section 5
T iered instruction provides instructional and behavioral support (i.e., intervention) at varying levels of intensity matched to the needs of the student.
[School Site] will provide tiered interventions to students who are identified at risk based upon the application of the decision rules developed for the analysis of the universal screening results. To ensure that students receive adequate support within the tiered intervention structure, [School Site] will provide school personnel with adequate professional development in the following areas: understanding the difference between accommodations, modifications, and interventions, the steps involved in conducting academic and behavioral interventions, and methods used to increase and decrease intervention intensity.
Recognizing that it is also essential that the integrity (both the frequency and accuracy of delivery) of interventions being provided to students is monitored, the following intervention integrity process will be put in place at [School Site].
1.
2.
3.
4. etc.
Intervention
Intervention Integrity Monitoring Process
Person
Responsible For
Monitoring
How Often
Monitored
Person Responsible for
Providing Assistance if Integrity
Falls Below Expectation
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When monitoring integrity regarding accuracy of delivery instrumentation must be developed to assess the implementation of each of the key steps in the intervention protocol. This instrument must contain, at a minimum, the following elements:
 Description of intervention and all the key steps
 Person monitoring the conduct of the intervention
 Person conducting the intervention
 Date/Grade Level of student
 Criterion for evaluation (acceptable level of accuracy)
This instrument should be utilized as appropriate based on the integrity monitoring schedule at the site. If evidence of inadequate integrity, is discovered, remediation will be provided by in the form of additional training, problem solving, goal setting, and any other support deemed necessary to improve integrity to acceptable levels.
Reading Interventions:
 Tier 1- List Evidence-Based Curriculum used for all students
*(if available include research citations supporting this curriculum)
 Tier 2- List All Evidence-Based Interventions used at Tier 2
(if available include research citations supporting these interventions)
 Tier 3- List All Evidence-Based Interventions used at Tier 3
(if available include research citations supporting these interventions)
Math Interventions:
 Tier 1- List Evidence-Based Curriculum used for all students
(if available include research citations supporting this curriculum)
 Tier 2- List All Evidence-Based Interventions used at Tier 2
(if available include research citations supporting these interventions)
 Tier 3- List All Evidence-Based Interventions used at Tier 3
(if available include research citations supporting these interventions)
Writing Interventions:
 Tier 1- List Evidence-Based Curriculum used for all students
(if available include research citations supporting this curriculum)
 Tier 2- List All Evidence-Based Interventions used at Tier 2
(if available include research citations supporting these interventions)
 Tier 3- List All Evidence-Based Interventions used at Tier 3
(if available include research citations supporting these interventions)
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Behavior Interventions:
 Tier 1- List Evidence-Based Curriculum used for all students
(if available include research citations supporting this curriculum)
 Tier 2- List All Evidence-Based Interventions used at Tier 2
(if available include research citations supporting these interventions)
 Tier 3- List All Evidence-Based Interventions used at Tier 3
(if available include research citations supporting these interventions)
Tier 2 and Tier 3 interventions are located in (indicate where the intervention
library resides) and are accessible to (indicate which personnel can access the interventions, if different interventions are accessible by different personnel
provide this detail here).
Implementing interventions provided within the tiered continuum are the responsibility of all personnel at [School Site]; however, to ensure resources are adequately distributed, specific personnel have primary responsibility for delivering interventions at each tier. Below is a list of each intervention tier and the personnel primarily responsible for delivery.
Reading Interventions:
 Tier 1- General Education Teachers
 Tier 2- List All personnel responsible for delivery of Tier 2 interventions.
 Tier 3- List All personnel responsible for delivery of Tier 3 interventions.
Math Interventions:
 Tier 1- General Education Teachers
 Tier 2- List All personnel responsible for delivery of Tier 2 interventions.
 Tier 3- List All personnel responsible for delivery of Tier 3 interventions.
Writing Interventions:
 Tier 1- General Education Teachers
 Tier 2- List All personnel responsible for delivery of Tier 2 interventions.
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 Tier 3- List All personnel responsible for delivery of Tier 3 interventions.
Behavior Interventions:
 Tier 1- General Education Teachers
 Tier 2- List All personnel responsible for delivery of Tier 2 interventions.
 Tier 3- List All personnel responsible for delivery of Tier 3 interventions.
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Section 6
P rogress monitoring is an evidenced based approach to evaluating student performance. Progress monitoring occurs within the OTISS framework every time student performance is measured and evaluated and serves as both a summative and formative evaluation of academic or behavioral response to instruction and intervention. Progress monitoring tools are brief measures of performance that are reliable and valid for the skill assessed. They must also be available in multiple forms of similar difficulty, be sensitive to student growth, and be administered by trained personnel in a consistent manner. Progress monitoring of student outcomes must occur in all areas of academic and behavior performance , at all levels of intervention , and with increasing frequency as students receive additional tiered interventions. Progress monitoring of Tier 1 occurs in conjunction with the screening process and allows for continued evaluation of both student performance and Tier 1 instruction. As interventions may become more targeted at Tier 2 and Tier
3, [School Site] will identify additional progress monitoring tools to assess performance and response in these areas. Students receiving Tier 2 targeted intervention will be progress monitored _____________ times per month, distributed across this time period (ie. 2 times per month on a biweekly basis). Students receiving Tier 3 intensive intervention will be progress monitored ___________ times per month distributed across this time period (ie. 4 times per month on a weekly basis). Target skill(s) and progress monitoring data will be recorded on a [School Site] Student Intervention
Tracking Form and represented in a graphed format to display at data review meetings.
The table below lists the Progress Monitoring tools [School Site] will utilize to examine performance in each area of targeted intervention at Tier 2 and Tier 3.
Instructions: Provide names of Progress Monitoring tools for all reading domains of intervention. Add additional areas as appropriate .
Phonics
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Sight Words
Reading Accuracy
Oral Reading Fluency
Comprehension
Instructions: Provide names of Progress Monitoring tools for all math domains of intervention. Add additional areas as appropriate..
Early Numeracy
Calculations
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Application
Instructions: Provide names of Progress Monitoring tools for all writing domains of intervention. Add additional areas as appropriate..
Letter Writing
Grammar
Composition
Instructions: Provide names of Progress Monitoring tools for all writing domains of intervention. Add additional areas as appropriate..
Work Completion
Disruption
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Aggression
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Section 7
D ata-Based Decision Making utilizes data to guide and inform decision making. To accomplish this task, [School Site] will develop rules regarding the determination of initial risk status as well as success or failure within the tiers. [School Site] will design data-driven decision rules that will assist in making efficient and consistent decisions and that are documented and implemented in all areas including behavior, reading, math, and writing, at all levels, including tiers 1, 2, and 3. Student data will be collected, documented, and graphed for use as the primary source for decision making in all areas at all levels. Data will also be reviewed at least twice a month by a team of staff members including administrators, general education teachers, special education teachers, specialists and school psychologists. Data will also be used to inform decisions related to planning, implementing, and evaluating instructional and behavioral strategies. Data-based decision making at [School Site] will be an ongoing process of analyzing and evaluating information to inform important educational decisions and actions. The overall purpose of data-based decision making is will be to make informed and consistent decisions when matching instruction to the unique needs of each student.
Every ( indicate the number of weeks) weeks, the data review team(s) at [School Site] will meet to review individual student data and make decisions regarding the appropriateness of the selected target skill, intervention, and tier placement. Staff members who attend these meetings will include ( list the staff members involved).
Every student receiving Tier 2 or Tier 3 services will be discussed at every data review team meeting. ( List person(s) responsible for bringing tracking form to meeting) will be responsible for bringing the up-to-date [School Site] Student Intervention
Tracking Form to the meeting, complete with current progress monitoring data and any other relevant data, such as ( List other relevant data).
Progress monitoring data will be presented in a graphed format in order to visually represent the student’s growth on the target skill relative to an expected growth trajectory, as indicated by an aim line or relative to a specific level of performance represented by a goal line. The use of an aim line or a goal line is dependent upon the
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skill being targeted. Skills that the student can do but are not exhibited without an intervention, such as performance problems, will be evaluated using a goal line. Skills that are not present but are being learned as a result of the instruction or intervention will be evaluated using an aim line.
When a target skill and intervention have been selected, an aim line for expected growth or goal line representing goal level performance will be drawn using the following guidelines: ( indicate aim line and goal line guidelines).
If the intervention has been implemented with adequate levels of intervention integrity and the student’s progress monitoring performance on a Tier 2 intervention falls below the aim/goal line for _____ consecutive weeks, the team will intensify or change the intervention and continue to progress monitor for ( indicate interval of time).
If adequate levels of intervention integrity are not present, no decision can be made , and the team should focus on problem solving the cause of the inadequate integrity. If a student’s progress monitoring performance on a Tier 2 intervention is above the aim/goal line for ____ consecutive weeks, the team will utilize procedures for changing placement to match the student needs, as outlined below.
If the intervention has been implemented with adequate levels of intervention integrity and the student’s progress monitoring performance on a Tier 3 intervention falls below the aim/goal line for ____ consecutive weeks, the team will intensify or change the intervention and continue to progress monitor on a ________ basis. If a student’s performance on a Tier 3 intervention is above the aim/goal line for _____ consecutive weeks, the team will utilize procedures for changing tier placement to match the student’s needs, as outlined below.
When a student’s progress monitoring performance on a Tier 2 intervention exceeds expectations, as indicated by ____ progress monitoring data points above the aim/goal line, or when a student exceeds the overall performance goal for
_____ weeks, the team may transition the student off of Tier 2 services to Tier 1 services only.
When a student’s progress monitoring performance on a Tier 2 intervention falls well below expectations, as indicated by _____ progress monitoring data points below the aim/goal line even after modifications to the intervention have been systematically tested, the team may supplement Tier 2 services with an intensive
Tier 3 intervention.
When a student’s progress monitoring performance on a Tier 3 intervention exceeds expectations, as indicated by _____ progress monitoring data points above the aim/goal line, or when a student exceeds the overall performance goal for _____ weeks, the team may transition the student off of Tier 3 services to Tier
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2 services only. If the student is moved to Tier 2 services only, the decision rules regarding Tier 2 services will now apply.
When a student’s progress monitoring performance on a Tier 3 intervention falls well below expectations, as indicated by ______ progress monitoring data points below the aim/goal line even after modifications to the intervention have been systematically tested, the team may consider referring the student for psychoeducational evaluation.
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TIER __
Date Begun :
/
/
/
/
Intervention area : Reading Math
Target Skill_____________________________
Writing Behavior
Dimension targeted______________________
Intervention Description :
Date Ended
___________
:
Baseline performance:______________
Goal:___________ week:______________
Previous progress monitor:___________________
Intervention frequency per
Progress monitoring data:___________
Results of Intervention :
Measureable progress
Weeks on current tier with this skill:____________
No measurable progress
Decision :
Continue Current Intervention Modify Intervention Change Tier Change skill
Detailed action: __________________________________________________________________
M T W TH F
Date
Interventionist
Initials
Daily Data
M T W TH F Integrity
Data
Date
Interventionist
Initials
Daily Data
%
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Step 1. Assessment of Strengths and Weaknesses
Data Sources Person(s) Responsible for Collecting and Formatting
Summary of Results
(Attach Graphs) a. b. c. etc.
Step 2. Areas of Weakness Prioritization
Identified Areas of Weakness a. b. c. etc.
Step 3: Identification of PD for Each Area of Weakness
Rank Ordered (Prioritized) Areas of Weakness
1.
2.
Rank
Order
Description of Proposed
PD to Address
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3. etc.
3. etc.
Step 4: Provisions of the PD via multiple formats over time, using evidenced-based professional development strategies and taking into account adult learning theory
PD Description
1.
Date/Location Evidenced-Based
Strategies Utilized
Adult Learning
Theory Utilized
2.
3. etc.
Step 5: Evaluate the PD immediately after the event (for feedback on delivery and teacher understanding) and conduct follow up evaluations of the PD content’s integration into practice
PD (Title-Date-Location)
1.
Immediate Evaluation
(Who will be responsible? What instrument will be used? Results?)
Follow-up
Evaluation
(Who will be responsible?
What instrument will be used?
Results)
2.
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