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 

        core programs

    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


    The Problem Solving Process


    • Contact Us:

      Picture of Morgan Whitney
      Morgan Whitney
      K-12 Literacy & RTI TOSA
      (503) 431-4194