Effective Behavior and Intervention Supports
Tigard-Tualatin 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.”
Effective Behavior and Instructional Support (EBIS)
Team Processes in Elementary Schools
The EBIS team has three purposes:
1. To review school-wide behavior and academic data in order to evaluate the effectiveness of
2. To screen and identify students needing additional behavior and/or academic support
3. To plan, implement and modify interventions for these students. Depending on each student’s
“response to intervention,” a formal referral for special education may result
EBIS is intended to be a structured, systematic process involving the following components:
▪ Culture: A system based on a growth mindset, a continuous cycle of improvement, and
High expectations for ALL student populations, focused on reducing the achievement gap.
Teachers deliver culturally responsive, evidence-based instruction that is systematic and
reliable and understand that they are responsible for ensuring students learn the material,
rather than just being exposed to it.
▪ Teaming/Data-Based Decision Making: Team meetings utilize district-developed Decision
Rules. These Decision Rules are reviewed and analyzed yearly as part of a sustainable
▪ Leadership: At both the district and building level, leadership is crucial to an effective
system. This includes a vision for the district/school culture and effective practices,
developing standards of practice, effectively allocating resources, installing effective
communication loops, and creating leadership team structures.
▪ Professional Learning: Learning that is ongoing and sustained rather episodic, collective
rather than individualistic, job embedded with opportunities to practice, results oriented,
driven by data, current research and feedback supports effective school change and
promotes a learning focused culture.
▪ Core Instruction: The basis for all EBIS work is a research-based core curriculum
delivered with fidelity. The curriculum must be taught by skilled and trained teachers for the
designated amount of time so that at least 80% of students are at benchmark on curriculum
based measures and aren’t in need of interventions.
▪ Universal Screening: These screenings occur three times per year (fall, winter, and
spring), and the data from these assessments help to guide instruction through the three
tiers of the EBIS process. They serve to help evaluate the health of your core system of
supports (Tier 1) for all students and to identify at-risk students who may need additional
▪ Interventions: Intervention support for at-risk students is evidence-based, provided in
addition to core/Tier 1 supports that all students receive, targeted and matched to the
specific skills, and implemented with fidelity.
▪ Progress Monitoring: This provides weekly data that allows team members to gauge the
Student’s response to the intervention and to adjust, modify or intensify the intervention as
▪ SLD Decision Making: The determination that a child has a specific learning disability
(SLD) and is in need of special education requires a carefully implemented multi-step
process. The objective is to ensure that the child receives the instruction, support and
services needed to succeed in school.
Team Membership: Principal leadership is essential and required for all EBIS teaming
structures. Other required membership includes classroom teachers representing grade
levels, Literacy Specialist, Counselor/Psychologists, Learning Specialist, and ELL Specialist
All team meetings follow the same Problem Solving Process
K-5 Literacy Specialist/MTSS TOSA
6-12 Literacy/MTSS TOSA