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Intervention System
Version 1.0September 2017
Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act
(IDEA) through the Michigan Department of Education.
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 1 of 15
Table of ContentsTable of Contents.........................................................................................................2
Intervention System.........................................................................................................3
Identifying Students......................................................................................................3
Assessment System.................................................................................................3
Existing Students......................................................................................................3
New Students............................................................................................................4
Intervention Grid...........................................................................................................4
Placement and Grouping Procedures.........................................................................10
Interventionist Training and Implementation Supports...............................................10
Intervention Program Initial Professional Learning:................................................10
Intervention Management:......................................................................................10
Fidelity........................................................................................................................12
Intervention Fidelity.................................................................................................12
System Fidelity........................................................................................................12
Data Use and Analysis...............................................................................................12
Logistics for Data Collection....................................................................................13
Intervention Program Assessment Data Analysis Questions..................................13
Intervention Access Data Analysis Questions.........................................................13
Intervention Effectiveness Data Analysis Questions...............................................13
Intensifying Interventions............................................................................................14
Enablers..................................................................................................................14
Core Features.........................................................................................................14
Communication Protocols...........................................................................................14
Potential Groups.....................................................................................................15
Potential Communication Topics.............................................................................15
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 2 of 15
Intervention System
A strong Intervention System is made up of multiple components lead by a team within the school. The components include:
Identifying students Intervention Grid Placement and Grouping Procedures Interventionist Training and Implementation Supports Fidelity Data Use and Analysis Intensifying Interventions Communication Protocols
Identifying Students
Assessment System Includes information about what assessments are used to identify students that are in need of intervention supports, assessment windows, methods for administration and scoring of assessments, personnel, and timeline for inputting of data into the data systems
Existing Students
Elementary Schools
Recommendations for intervention supports to begin right away in the fall based on spring benchmark assessment data and ongoing progress monitoring
Adjustments made based on fall benchmark assessment data and any additional placement testing
Secondary Schools:
Deadlines for each semester / trimester for when the school principal and key individuals who are responsible for scheduling need to know the number of students that may need to receive intervention supports
Deadline for each semester / trimester when program placement data will be collected and shared with the principal and key individuals that are responsible for intervention scheduling
New Students
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 3 of 15
Identify what should happen from the time a student is enrolled in your district and assigned to your school to when people would know if the student is in need of intervention supports. Be sure to include parameters such as:
The number of days from when the student arrives to when s/he is assessed Person responsible for administering the assessment(s) Person responsible for inputting data into data system(s) Person(s) responsible for analyzing the assessment data and determine if
intervention is needed Number of days from when program placement tests will be administered,
analyzed, to when the decision is made about the appropriate intervention program the student needs to be placed
Secondary Schools
Protocol for how to address situations where a student needs to be placed into an intervention program that is currently not being offered:
o Statement about waiting until the new semester / trimester to have the student scheduled into the intervention class that s/he placed into. This would require teaching parents about the ramifications of inappropriately placing students in intervention programs: Students should not be fit into an intervention program they did not appropriately place into (e.g., student placed in Phonics for Reading Level 2 but was placed in REWARDS Secondary due to that being the only intervention option for the student)
o Statement for alternate supports that are accessible to new students that are waiting for the next semester to start an intervention (e.g., before school / after school options; statement about the core subject area teachers are using strategies to increase student’s access to the textbooks they are teaching from, etc.)
Intervention GridThe Intervention Grid provides an “at-a-glance” view of interventions accessible to students within the school. The grid outlines critical information for each intervention within a school. This information includes:
Description/Purpose of the intervention Entrance criteria (decision rules) Progress monitoring guidelines Exit criteria (decision rules)
The Intervention Grid helps to standardize the process of intervention selection while ensuring intervention selection continues to be driven by student needs and ensuring equitable access to intervention supports for all students. When teams consider the interventions outlined in the Intervention Grid, they should pay close attention to the
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 4 of 15
description of the interventions that allow to match functions to the selection of intervention keeping in mind that academic interventions can provide behavior support.
For example, a kindergarten student with academic needs in the area of phonemic awareness along with behavior concerns where the function of the behavior is to obtain adult attention could benefit from an intervention such as Phonemic Awareness: The Skills That They Need to Help Them Succeed since the intervention is designed to target phonemic awareness skills and would naturally provide increased adult attention in the small group intervention.
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 5 of 15
Table 1. Blank Intervention Grid updated annually by School Leadership Team or Intervention System Team
Intervention Support
Description(critical skill and/or function addressed by intervention)
Entrance Criteria(Decision rules based
on screening data, individual student
data such as discipline referrals or program placement
test results)
Progress Monitoring Data
Exit Criteria(Decision Rules)
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 6 of 15
Table 2. Worked Example of Intervention Grid
Intervention Support
Description(critical skill and/or function addressed by intervention)
Entrance Criteria(Decision rules based on screening data, individual
student data such as discipline referrals or
program placement test results)
Progress Monitoring
Data
Exit Criteria(Decision Rules)
Check-In, Check-Out
Designed for students with persistent behavior concerns that are not dangerous; provides more immediate feedback on behavior through use of a daily progress report and additional opportunities for positive adult interactions
Parents participate by signing off on daily sheets; students are assigned a staff member to check in and out with daily
One or more of the following:
Behavior:
More than 3 ODRs and student seeks adult attention
SRSS some or high risk on Internalizing or Externalizing scale
Academic
Report Card marked “N” on study skills or organization
Fidelity Data:
CICO checklist
Student Data:
Daily progress reports collected by CICO facilitator and viewed by parent/guardian
Data are graphed using CICO SWIS
Decrease Intensity:
Meets goal on the daily progress report for 3 consecutive weeks – student is moved to self-monitoring phase
Self-monitoring phase is exited at the end of the next marking period as long as students continues to maintain behavior
Increase intensity:
Three consecutive data points when student’s progress is not on the aim line and fidelity is established
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 7 of 15
Intervention Support
Description(critical skill and/or function addressed by intervention)
Entrance Criteria(Decision rules based on screening data, individual
student data such as discipline referrals or
program placement test results)
Progress Monitoring
Data
Exit Criteria(Decision Rules)
Phonics for Reading © Level 1
Critical Skill: Basic Phonics
Phonics for Reading for Level 1 teaches students how to read one- and two- syllable words by using knowledge of letter sound relationships. The program assumes students can say the sounds for single consonants.
Student’s universal screening data from DIBELS Next indicates the following:
Composite score is below or well below benchmark
Nonsense Word Fluency CLS and/or WWR below or well below benchmark
ANDScore on Phonics for Reading Placement Test appropriately places the student at Phonics for Reading Level 1 – Student receives a score of < 80% on subtest A or B
Fidelity Data:
Phonics for Reading Level 1 Checklist
Student Data:
DIBELS Next Progress Monitoring (select based on student’s performance on most recent assessment)
NWF CLS NWF WWR ORF
ANDTeacher Check Up completed
Decrease Intensity
At least 3 data points from progress monitoring that are at or above the goal at grade level and agreement from classroom teacher and interventionist that the student is ready to exit prior to the next benchmark period
Score of > 80% on the post-test (placement test Level 1 Subtest A and B)
Increase Intensity
Three consecutive data points from DIBELS Next progress monitoring probes when
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 8 of 15
Intervention Support
Description(critical skill and/or function addressed by intervention)
Entrance Criteria(Decision rules based on screening data, individual
student data such as discipline referrals or
program placement test results)
Progress Monitoring
Data
Exit Criteria(Decision Rules)
every 4 lessons (last activity) with 95% accuracy
student’s progress is not on the aim line and fidelity is established
Three consecutive data points from the Teacher Check Up where student is below 95% accuracy
Read Naturally ©
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 9 of 15
Placement and Grouping Procedures Ensuring students are appropriately placed in intervention programs and grouped
appropriately is critical Failure to appropriately place and group students will lead to minimal or no gains
in remediating the skill deficits Intervention placement and grouping decisions require multiple steps using
specific information and materials Intervention System Team is charged with:
o Defining the school’s intervention placement and grouping procedures ando Ensuring that the staff are trained in how to apply the intervention grid
along with the placement and grouping procedures including: Overview of the steps (often outlined in a flow chart) Modeling Practice with feedback
Interventionist Training and Implementation Supports
Intervention Program Initial Professional Learning: All individuals providing intervention must receive high-quality professional learning in each intervention program they are going to be using with students. The following conditions would need to be met for ensuring interventionists received high quality professional learning:
Overview of the program (contents, organization, program components, placement test, program assessment).
Modeling each program component for the first lesson and lessons where new program components are introduced. This includes the instructional routines, methods for cueing student responses, error correction procedures, strategies for intensifying the instruction during lessons, and pacing considerations.
Practice opportunities in using the instructional routines and error correction procedures for each program component for the first lesson and lessons where new program components are introduced.
Overview of the intervention program fidelity checklist. This includes practice opportunities in using the tool with the presenter and with a partner.
Intervention Management: Interventionists will receive at a minimum all of the resources needed to
successfully use intervention programs for two weeks
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 10 of 15
This includes documents such as, teacher displays, supplemental resources, and student copies
Interventionist will have opportunities to co-facilitate program lessons and / or program components with an individual that are knowledgeable of the intervention program and have successfully used the program until they are able to implement independently
Areas of need will inform re-teaching and further implementation supports
As an Intervention System Team begins developing their plan for providing intervention program initial and ongoing professional learning for staff, organizing the information into a table can help focus the planning. Teams are directed to identify all of the individuals (certified staff and paraprofessionals) who will be or are providing intervention and identify the specific program(s) the interventionist will need training in along with when the training will occur and who will provide the training.
Table 3. Organizing Professional Learning for Interventionists completed by the Intervention System Team
Interventionist
Training Needs(check all that apply)
By When? By Whom?
__ Intervention Management
__ Check-in, Check-Out
__ Social Skills Group
__ Phonics for Reading Level 1
__ Phonics for Reading Level 2
__ Phonics for Reading Level 3
__ Read Naturally
__ Intervention Management
__ Check-in, Check-Out
__ Social Skills Group
__ Phonics for Reading Level 1
__ Phonics for Reading Level 2
__ Phonics for Reading Level 3
__ Read Naturally
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 11 of 15
Fidelity
Intervention Fidelity Teacher actions and student actions will guide the fidelity in which interventions are being used. Intervention fidelity will be determined by using the approved checklist.
Frequency of Use:
Daily for the first week until the interventionists can use the intervention program with integrity. After intervention integrity has been achieved, integrity can be measured
Lessons where new program components are introduced After an analysis of program assessment data indicate that two or more students
are falling below the mastery threshold. If a mastery threshold is not provided, the general rule of thumb is 80-90% mastery should be obtained for skills that have been previously taught and cumulatively reviewed.
Identify the person(s) responsible for conducting the intervention fidelity that will need to receive professional learning. Be sure these individuals’ names have been added to Organizing Professional Learning for Interventionists table.
System Fidelity An Intervention System Team will assess the fidelity of the system at least annually to answer the question as a system, are we doing what we said we would do? Measures that allow the system to assess fidelity of implementation include:
School-wide Positive Behavioral Interventions and Supports Tiered Fidelity Inventory (SWPBIS TFI)
Reading Tiered Fidelity Inventory (R-TFI)o Elementary-Level Editiono Secondary-Level Edition
Data Use and Analysis Data are used to determine the overall health of your school’s Intervention System and to determine which component(s) of the Intervention System needs attention. Data needed for analysis includes:
Intervention Program Assessment Data Intervention Access Data Intervention Effectiveness Data
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 12 of 15
Logistics for Data Collection Intervention System Teams need to plan for ensuring these data are available for use and analysis.
How will the student in program progress data be collected (e.g., mastery assessments, in-program check-outs)?
Will this information be cross-referenced with out-of-program progress monitoring?
Who will be inputting data into the Intervention Access and Effectiveness Monitoring tool?
How will information regarding individual intervention groups and fidelity data be coded such that teacher identity is protected?
How frequently will this data be considered by the Intervention System Team? When will monitoring start? How will needs and suggested supports be communicated between the
interventionists and the Intervention System Team?
Intervention Access and Effectiveness Tool
Intervention Program Assessment Data Analysis Questions These questions are locally defined based on the specific interventions available in each school.
Intervention Access Data Analysis Questions How many students at each grade level were identified as being in need of
intervention supports based on the universal screening data? How many of those students are currently receiving intervention supports? What percentages of students are in need of intervention supports are receiving
intervention supports? If less than 100% of students in need of intervention supports are receiving
supports then raise this barrier to your District Implementation Team (DIT) If you do have a fully functioning district implementation infrastructure led by a
DIT, then raise this barrier to central office leadership for further problem solving
Intervention Effectiveness Data Analysis Questions How many students are participating in each intervention group? How many students are responding to the intervention (student’s scores are at or
above the mastery criteria for the intervention program assessment or student has met the exit criteria for the intervention program)?
What percentage of students are responding to the intervention supports? If two or more students in an intervention group are not responding to
intervention supports, schedule a fidelity check with the interventionists
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 13 of 15
For the students that are not responding, determine which intensive intervention strategies are being used during lessons
Intensifying InterventionsShifting our thinking around two concepts:
Enablers to intensifying instruction Core Features to address when intensifying interventions
Enablers Variables that are not sufficient on their own to improve student outcomes, but are the “conditions under which” we can intensify intervention. Enablers set the stage for intensification to happen. The enablers we consider are:
Time Grouping Instructor/Interventionist
We can increase time spent on instruction but if we do not do something different with the increase time more time will not be enough to make a difference.
We can put the student in smaller and smaller groups, but if we do not do something different within the groups it will not be enough to make a difference.
We can provide a more skilled instructor or interventionist but if they do not do something different with instruction it will not be enough to make a difference.
Core Features Core features are necessary to intensifying interventions, critical to improving outcomes for students, and are enhanced by enablers. The core features we consider are:
Precision Engagement Feedback Practice
Communication ProtocolsProtocols for how to communicate information from your school’s intervention system will improve the accessibility of the system, appropriate use of the system, and will help identify and remove barriers within the system.
Intervention System Teams will identify the specific groups with which they will need to routinely communicate. Once the groups are identified, the team should also identify
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 14 of 15
what information each group needs within in the communication and what needs to flow back to the Intervention System Team.
Potential Groups School Leadership Team (if different make-up from the Intervention System
Team) Grade Level Teams Cross-Department Teams Interventionists School Improvement Team District Implementation Team Parents/Guardians School Board Full Staff
Potential Communication Topics
Full Staff:
Understanding and using the Intervention System Other
Parents/Guardians:
Understanding the intervention supports available to students Requesting intervention supports Parent engagement opportunities in the intervention Other
District Implementation Team (Central Office Administration)
Understanding staffing and funding needs Student progress Celebrations and Barriers
Intervention System (September 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),
funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of EducationPage 15 of 15
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