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EBIS Meetings

EBIS Meetings. Bend- LaPine School District Sep 28, 2010 Jon Potter Dean Richards. School Data Teams. Individual Problem Solving Team. EBIS Team. Schoolwide Data Team. Targets. Understand the purpose of an EBIS meeting Understand what types of decisions are made at EBIS meetings

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EBIS Meetings

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  1. EBIS Meetings Bend-LaPine School District Sep 28, 2010 Jon Potter Dean Richards

  2. School Data Teams Individual Problem Solving Team EBIS Team SchoolwideData Team

  3. Targets • Understand the purpose of an EBIS meeting • Understand what types of decisions are made at EBIS meetings • Understand how to use different types of data to make those decisions

  4. General Features • Who • When • What • Why

  5. Who is on the Tier 2 Team Who What Facilitator Data manager Communicator Recorder • Principal • Literacy Specialist/Title I • Counselor • Grade level team • May also include • Special Education teacher • ELL teacher • School Psychologist • Teacher representatives from other grade levels • Paraprofessionals

  6. When does the team meet? • Meetings are regularly scheduled AND regularly occurring every 4-6 weeks. • Meetings are held for 30-45 minutes

  7. What do we talk about at meetings? • Discuss cohort groups in interventions. Are the interventions working? • Discuss individual students who are already in interventions • Discuss the students who may need an intervention. What student data supports placement? • Be solution focused

  8. Purpose of a Tier 2 Meeting • To determine: • Which students need an intervention? • What interventions will be given? (protocol) • When do interventions and progress monitoring occur? • Are current interventions effective? • Do we continue, discontinue, or change interventions?

  9. Tier 2 Meeting Decisions • Intervention Cohort Groups • Continue intervention • Evaluate Implementation Fidelity • Modify intervention • Individual Students • Continue intervention • Change current intervention • Modify (more or less intensive) • Change intervention placement (more or less intensive) • Discontinue

  10. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  11. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s (Generally) Effective Intervention Isaiah Aimline Mary Amy Chase

  12. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Ineffective Intervention Aimline Amy Isaiah Chase Mary

  13. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  14. Fidelity of Implementation • Fidelity to curriculum • All lesson parts taught following outlined procedures • Curriculum decision rules followed (lesson checkouts, mastery tests, etc) • Fidelity to research-based instructional procedures • High pacing (high rate of student opportunities to respond) • Corrective feedback • Behavior management system evident • Students are accurate before moving on to new material

  15. Fidelity Checklists www.aea11.k12.ia.us/idm

  16. Modifying a group intervention:Questions to Consider • Behavior management strategies • Have expectations been explicitly taught? • Is there a group reinforcement system? • Is participation and effort consistently reinforced? • Is the intervention matched to student need? • Does the group need additional time? • Does the group need to be split into smaller groups?

  17. Individual Students • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  18. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Individual Change Needed Isaiah Aimline Mary Amy Chase

  19. When Making a Change… • Always start with existing data sources • Screening data, in-curriculum assessments, state-testing data, etc. • Examine existing groups first if a change in group is needed • Match the rigor of the decision-making process with the intensity of the problem

  20. Making Decisions: What’s at Stake • Initial Evaluation for IEP • Individualized intervention • Moving student to a different Tier 2 intervention • Initial placement in Tier 2 intervention Stakes of your decision

  21. Using existing Data:Going Beyond the Numbers… • Benchmarks are set by a “number” • 1st Grade = 40 wpm • 2nd Grade = 90 wpm • 3rd Grade = 110 wpm • Instructionally - Need to pay attention to the behaviors around the “numbers” • Accuracy Rate • Error Patterns • Phrasing or Not • Quality of the Reading MUST hear students read to get an understanding of the reading “Behaviors”!

  22. Organizing Fluency Data:Making the Instructional Match Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-Tap Method. If student can correct error easily, teach student to self- monitor reading accuracy. If reader cannot self- correct errors, complete an error analysis to Determine instructional need. Teach to the instructional need. • Core Instruction • *Check Comp* • +Fluency building • +Decoding then fluency • Self-Monitoring

  23. Screening and Progress Monitoring -Not Always Enough • Screening assessments sometimes do not go far enough in answering the question: • We will need to “DIG DEEPER!” • Quick phonics screener, Error Analysis, Curriculum-based evaluation procedures, etc. Digging Deeper!

  24. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

  25. Digging Deeper • How deep you dig depends on the intensity of the problem. OR

  26. Reading Skills Build on Each Other Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  27. Phonemic Awareness Developmental Continuum Vital for Diagnostic Process! Hard • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison IF DIFFICULTY DETECTED HERE.. THEN check here! Easy

  28. Instructional “Focus” ContinuumMATCH to INSTRUCTIONAL FOCUS as well!

  29. Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  30. Individual Students: What to Change • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  31. The Problem Solving Model • Define the Problem: • What is the problem and why is it happening? • Design Intervention: • What are we going to do about the problem? • Implement and Monitor: • Are we doing what we intended to do? • Evaluate Effectiveness: • Did our plan work?

  32. Alterable Variables How do we know what to change when students are not making adequate progress? Follow the data

  33. What do we change?: TTSD Example Time Group Size Time/ Engagement Different program Individual Problem-solving

  34. Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  35. Time http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  36. Time • Possible Data Sources/Questions to consider • Initial screening and progress monitoring data • Is progress being made but not closing the gap quick enough? • Program placement tests • Is the student placed appropriately? • Daily student accuracy data • Is the student fairly accurate in daily lessons? (>85-90%) • Lesson checkouts • Is the student passing checkouts regularly? • Instructional observation data: • Is a lot of time spent in transitions/non-academic activities? • Is the student actively engaged and responding? • Does the student get sufficient opportunities to respond (8-12 per minute in intensive interventions)?

  37. Group Size http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  38. Group Size • Possible Data Sources/Questions to Consider • Initial screening and progress monitoring data • Is progress being made but not closing the gap quick enough? • Daily student accuracy data • Is the student fairly accurate in daily lessons? (>85-90%) • Lesson checkouts • Is the student passing checkouts regularly? • Instructional observation data: • Does the student get enough individual attention (i.e. opportunities to respond, corrective feedback, praise, etc)? • Is the student at the same instructional level as other students in the group?

  39. Different Program http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  40. Different Program • Possible Data Sources/Questions to Consider • Initial screening, progress monitoring, diagnostic data • Is the intervention matched to student need? • Does the student have multiple instructional needs? • Is the student not making any progress? • Are there pre-requisite skills the student is lacking? • Daily student accuracy data • Is the student inaccurate in daily lessons, even when provided regular corrective feedback? (>85-90%) • Lesson checkouts • Is the student not passing these consistently? • Instructional observation data • Is the student off-task a lot?

  41. Communication/EBIS Meetings Fidelity http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  42. Individual Students • If a student is making better than adequate progress (based on data decision rules), can the intervention be de-intensified or discontinued? • If de-intensifying an intervention, determine which alterable variables to adjust • If discontinuing an intervention, create a progress monitoring plan to determine ongoing need.

  43. Things to Consider When De-intensifying or Discontinuing • Create a data decision rule for exiting students • i.e., 3 consecutive data points above the final goal • Create a plan for monitoring exited students for future needs • i.e., Students exited from interventions may be progress monitored once every six weeks

  44. TTSD Example (2010-2011) Consider Exiting students from interventions when: • The student has met the DIBELS grade level end of year benchmark three times consecutively. • Core reading assessments and intervention assessments indicate grade-level proficiency. • Student has met the benchmark goal on OAKS (for students in grades 3 to 5).

  45. Decision Rule Example: Exiting students from intervention 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Oral Reading Fluency Aimline

  46. Video Example: Heartland AEA

  47. Highlights • Started with expectations for the meeting • Focused on data and identifying why students are struggling • Problem-solving as a team • Made a plan to progress monitor student(s) exiting intervention • All staff who work with the students are at the table and participating • Principal an active participant (and leader) • Snacks!!!

  48. Questions/Concerns • Didn’t address intervention groups as a whole • A lot of time spent on individual students • Some interventions could be more systematic/research-based • Interventions not completely clear

  49. Big Ideas of Tier 2 Meetings • Data “bring” the students to the table… not individual teachers • Meetings are regularly scheduled AND regularly occurring • Every 4-6 weeks • Focus is on alterable variables and creating solutions to problems • Different from “pre-referral” meetings

  50. Final Thought “If the shoe doesn't fit, must we change the foot?‘” Gloria Steinem

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