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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

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



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



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.



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)



Table 2. Worked Example of Intervention Grid



Entrance Criteria(Decision rules based on screening data, individual

student data such as discipline referrals or

program placement test results)

Progress Monitoring

Data


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








Progress Monitoring

Data


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








Progress Monitoring

Data


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 ©



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



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



__ Read Naturally

__ Intervention Management

__ Check-in, Check-Out

__ Social Skills Group




__ Read Naturally



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



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



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



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



Documents

Intervention System - rti- Web viewIntervention Grid. Placement and ... Intervention Management: ... As an Intervention System Team begins developing their plan for providing intervention