Oklahoma State Department of Education

Version

1.1

Oklahoma State department of education

OTISS Documents

[Insert School Name]

OTISS Written Plan

Oklahoma State Department of Education

Written Plan Development Guide

Oliver Hodge Building

2500 North Lincoln Boulevard

Oklahoma City, Oklahoma 73105

Phone: (405) 521-3301

Email:

Webpage: SDE Service Desk

Fax: (405) 521-6938

Table of Contents

Purpose 2

Instructions 2

Leadership 3

Teaming 6

Professional Development 10

Universal Screening / Benchmarking 13

Tiered Interventions 16

Progress Monitoring 23

Decision Making 27

Family Engagement 32

Purpose

This tool is designed to assist with two major goals:

1. Organize and document the site’s current implementation of the eight core components of OTISS.

2. Provide a comprehensive manual for the training and informing of new staff and parents on the OTISS process at your specific site.

Instructions

1. Form a Committee. Identify members of the OTISS team to serve on the committee to complete the Written Plan.

2. Review Tool and Gather Supporting Documents. Prior to meeting as a committee to complete the OTISS Written Plan, each team member should familiarize him/herself with this tool and gather suggested or additional supporting documents that may evidence the site’s current level of implementation.

3. Meet to Compile Documents and Complete OTISS Written Plan. The written plan can be completed in a single occurrence or several meetings across time. The committee members can split components across members and then compile them together, or one committee member can fill out the written plan as others assist and provide feedback. This form is a template, and therefore, sections and wording can and should be modified to better reflect site-specific implementation.

4. Solicit Feedback on OTISS Written Plan from Entire OTISS Team. The OTISS Written Plan should be presented to the entire OTISS Team in draft format and feedback should be solicited. After receiving feedback, the team should immediately make necessary changes before distributing to the entire staff.

5. Distribute OTISS Written Plan to Entire Staff. The OTISS Written Plan should be distributed to the entire staff, and staff should be asked to provide feedback on the plan.

6. Make OTISS Written Plan Available to Families. Parents should be made aware of the OTISS Written Plan’s existence and how to easily access it if they wish.

7. Revise Regularly to Reflect Site Progress in OTISS Implementation. The OTISS Written Plan should be revised at least once per semester to reflect changes in the site’s implementation of the OTISS process.

Component

Leadership

n the OTISS model, Leadership is the provision of support, communication, and supervision for the OTISS process by site administrators. Administrative staff members may facilitate the implementation of each core component in these ways:

Core Component / Administrator Responsibilities
Teaming / · Identify knowledgeable and dedicated team members
· Facilitate scheduling and staff coverage as needed so team members can meet on a consistent basis
· Actively participate in team meetings and decision-making
Professional Development (PD) / · Identify staff training needs
· Select evidence-based PD aligned with OTISS core components
· Allocate time and resources needed to implement PD
· Require staff participation in PD opportunities as necessary
· Monitor staff response to PD and arrange follow-up as needed
Universal Screening/ Benchmarking / · Facilitate scheduling and staff coverage as needed to administer reading, math, writing, and behavior screeners as planned
· Initiate creative/strategic scheduling and staffing so that all students in need of tier 2 and tier 3 services receive interventions and progress monitoring in a consistent and systematic manner
· Ensure staff use screeners, tiered interventions, and progress monitoring tools with fidelity, and arrange follow-up coaching
· Allocate monetary resources to purchase or update screening, intervention, and progress monitoring tools for reading, math, writing, and behavior
Tiered Interventions
Progress Monitoring
Data-Based Decision Making / · Foster a school culture that values the use of data for decision-making by adhering consistently to decision rules
· Collect and use data for administrative decisions whenever possible
Family Engagement / · Communicate with parents regarding OTISS-related activities
· Facilitate parent-training opportunities aligned with OTISS core components

______, our school’s (choose one: principal/vice principal), provides site-based administrative leadership to facilitate OTISS implementation.

Administrator Presence
Our administrator supports the OTISS process by attending
__ OTISS-related team meetings
__ OTISS-related trainings
__ Data Review Meetings
Administrator Communication Schedule - Staff
Our administrator communicates regularly about our tiered systems of support with staff via:
Time of Year
ex: beginning of school year, fall, winter, etc. / Date / Format
ex: email, newsletter,
presentation, survey
Administrator Communication Schedule - Families
Our administrator communicates regularly about our tiered systems of support with families via:
Time of Year
ex: beginning of school year, fall, winter, etc. / Date / Format
ex: email, newsletter,
presentation, survey
Supervision of OTISS Implementation
Our administrator supervises staff implementation of tiered interventions via:
Frequency
ex: once a month, twice per year, etc. / Format
ex: classroom observations, performance evaluations, integrity checklists / Follow Up/Coaching

If available, insert sample administrator communications with staff and families.

Component

Teaming

eaming unites knowledgeable and invested staff members and key stakeholders to advocate for data-driven school culture and fuel school-wide change. Teaming is the “engine” for all OTISS-related activities, including developing a written plan, implementing the plan, setting goals to improve implementation, and monitoring progress toward goal attainment. The OTISS team is also responsible for communicating with all staff regarding current and ongoing OTISS implementation.

OTISS Team Members and Roles
OTISS Team Role / Responsibilities / Name / Position
Facilitator / · Creates agenda
· Leads meeting / Principal or Internal Coach
Recorder / · Documents meeting
· Distributes notes to team
Time Keeper / · Monitors time
· Keeps discussion on track
Grade-Level/Subject-Area
Representative / · Brings perspective
· Shares feedback
· Engages other teachers
Parent Representative / · Brings perspective
· Shares feedback
· Engages other parents / Parent
Student Representative
(Secondary Sites Only) / · Brings perspective
· Shares feedback
· Engages other students / Student
(Add Additional Roles as
Appropriate)
OTISS Team Meeting Schedule
Our OTISS team meets a minimum of once each month of the school year
Month / Date / Time
August
September
October
November
December
January
February
March
April
May
OTISS Team Evaluation Schedule
Our OTISS team conducts the OTISS Fidelity Assessment 3 times per year to assess progress toward Full Implementation
Time of Year / Date / Time
Beginning of School Year
Middle of School Year
End of School Year
OTISS Team Communication Schedule
Our OTISS team communicates with all staff twice per semester regarding current and ongoing OTISS implementation
Semester / Date / Format
ex: email, newsletter,
presentation, survey
Fall
Fall
Spring
Spring

If available, insert sample OTISS Team meeting agenda template.

If available, include sample OTISS Team communications with all staff.

Component

Professional Development

rofessional Development is the act of developing staff knowledge and skills that directly improve student outcomes via a cycle of instruction and evaluation. The first goal of Professional Development is to build staff knowledge and skills related to specific components of the OTISS model. The second goal is for increased staff knowledge and skills to result in growth on relevant measures student academic and behavior outcomes.

Data-Based Professional Development (PD) Plan
Our site utilizes the following sources of data to develop our PD plan
Examples may include Screening Data, Progress Monitoring Data, Fidelity Assessment Data, Survey Data, or Needs Assessment Data
1)
2)
3)
4)
5)
6)
Evaluation of Professional Development (PD) Provided
Our site evaluates staff outcomes related to PD content by:
__ Evaluating staff knowledge of PD content before delivery
__ Evaluating staff knowledge of PD content after delivery
__ Using PD evaluation data to identify staff who need additional training
__ Providing additional training to staff as needed
Our site evaluates student outcomes related to PD content by:
__ Evaluating student outcome data related to PD content before delivery
__ Evaluating student outcome data related to PD content after delivery
__ Using student outcome data to identify staff who need additional training
__ Providing additional training to staff as needed
List student outcome data used (ex: screening data, progress monitoring data)

If available, insert site-based professional development plan.

If available, insert sample pre-/post-assessment used to evaluate PD staff outcomes.

Component

Universal Screening / Benchmarking

niversal Screening/Benchmarking is the process of briefly sampling student performance to identify individuals who are at risk for school failure. As its name suggests, “universal” screening/benchmarking is conducted with all students on a variety of skills predictive of later student performance. Universal screening initiates the process of identifying the most appropriate tier level of support based on a student’s current functioning. Follow-up assessments are conducted to determine the appropriate instructional level and intervention target skill(s).

Universal Screening/Benchmarking Plan
Area / We use these Screening Tool(s)
(Specify by grade if needed) / Administration Schedule
(Identify specific dates or screening windows) / Screening Data Review Schedule
(Specify by grade if needed)
Reading / Fall
Winter
Spring
Math / Fall
Winter
Spring
Writing / Fall
Winter
Spring
Behavior / Fall
Winter
Spring
Universal Screening/Benchmarking Analysis
Area / Available Follow-Up Assessment Tools / Tier Placement Guidelines
(Identify criteria, norms, or cut scores used to initiate tier placement)
Tier 1 / Tier 2 / Tier 3
Reading
Math
Writing
Behavior

If available, insert research supporting screening tool(s).

Component

Tiered Interventions

iered Interventions provide instructional and behavioral support at varying levels of intensity matched to the severity of each individual student’s needs. Tiered intervention is the actual process of providing differentiated instruction and varying levels based on Universal Screening and follow up assessment results.

Ideally, around 75-80% of students should be expected to reach successful levels of competency in Tier 1, indicating that the core curriculum is adequately meeting the instructional needs of a majority of students.

Approximately 10-15% of students will require supplemental instruction provided in Tier 2, and approximately 3-5% of students will require intensive, individual instructional support provided in Tier 3.

Knowledge of Intervention Selection & Implementation
A majority of our staff can effectively / Evidence of Accomplishment
Examples may include PD Presentation Topics/Dates, Pre-/Post-Assessment Data, Intervention Data
__ Select intervention target skill based on screening data and additional assessment
__ Implement evidence-based intervention matched to target skill
__ Modify intervention intensity
__ Document intervention data
Availability of Intervention Materials
Content Area / Location of Intervention Library / Intervention Library Includes
Reading / __ Intervention protocols
__ Intervention materials (flashcards, reading probes, etc.)
__ Intervention integrity checklists
Math / __ Intervention protocols
__ Intervention materials (flashcards, reading probes, etc.)
__ Intervention integrity checklists
Writing / __ Intervention protocols
__ Intervention materials (flashcards, reading probes, etc.)
__ Intervention integrity checklists
Behavior / __ Intervention protocols
__ Intervention materials (flashcards, reading probes, etc.)
__ Intervention integrity checklists

If available, insert intervention library list here.

Reading Tiered Intervention Support System
Tier Level / Describe Available Instruction/Interventions / Personnel Responsible for Implementing Interventions
1
2
3
Math Tiered Intervention Support System
Tier Level / Describe Available Instruction/Interventions / Personnel Responsible for Implementing Interventions
1
2
3
Writing Tiered Intervention Support System
Tier Level / Describe Available Instruction/Interventions / Personnel Responsible for Implementing Interventions
1
2
3
Behavior Tiered Intervention Support System
Tier Level / Describe Available Instruction/Interventions / Personnel Responsible for Implementing Interventions
1
2
3
Implementation Fidelity
At our site, we currently evaluate how staff effectively implements intervention via / Description of Procedures and Personnel Utilized
__ Intervention documentation presented at all data review meetings
__ Procedural integrity monitored by interventionist with integrity checklists
__ Procedural integrity monitored by secondary observer with integrity checklists
__ Inadequate fidelity remedied through individualized staff training

If available, insert curriculum overviews and intervention protocols.

If available, insert schedules for when and where interventions will be provided throughout the school day.

Component

Progress Monitoring

t each tier level, student progress is monitored to measure the effect of tiered supports on student learning. Progress monitoring is conducted at a frequency consistent with the level of tiered support the student is receiving. By collecting progress monitoring data on targeted skills, educators can make more informed decisions about whether the instruction provided is meeting the student’s needs, or if improvements could be made to strengthen student outcomes.

Reading Progress Monitoring Plan
Tier Level / Frequency / Progress Monitoring Tool(s) / Personnel Responsible for Progress Monitoring
1
2
3
Math Progress Monitoring Plan
Tier Level / Frequency / Progress Monitoring Tool(s) / Personnel Responsible for Progress Monitoring
1
2
3
Writing Progress Monitoring Plan
Tier Level / Frequency / Progress Monitoring Tool(s) / Personnel Responsible for Progress Monitoring
1
2
3
Behavior Progress Monitoring Plan
Tier Level / Frequency / Progress Monitoring Tool(s) / Personnel Responsible for Progress Monitoring
1
2
3

If available, insert research that supports progress monitoring tools and documentation of staff training.

If available, include sample progress monitoring data collection form or sample progress monitoring data.

Component

Decision Making

ata-Based Decision Making is the process of collecting data to inform decisions about student needs and instructional supports. Within the larger OTISS framework, Universal Screening/Benchmarking and Progress Monitoring data are used to make decisions about the most appropriate level of tiered support for each student.

The Data-Based Decision Making process is based in the Problem Solving model, which includes four steps:

1. Assess – What is the problem and why is it occurring?

2. Plan – What are we going to do about the problem?