Table 2. Worked Example of Intervention Grid Intervention Description Entrance Criteria Progress Exit Criteria Support Monitoring (critical skill and/or function (Decision rules based on (Decision Rules) Data addressed by intervention) screening data, individual student data such as discipline referrals or program placement test results) Check-In, Designed for students with One or more of the Fidelity Data: Decrease Intensity: Check-Out persistent behavior concerns following: CICO checklist Meets goal on the daily that are not dangerous; Behavior: progress report for 3 Student Data: provides more immediate consecutive weeks – More than 3 ODRs and feedback on behavior through Daily progress student is moved to student seeks adult use of a daily progress report reports phase attention and additional opportunities for collected by Self-monitoring phase is SRSS some or high risk positive adult interactions CICO facilitator exited at the end of the on Internalizing or and viewed by Parents participate by signing next marking period as Externalizing scale parent/guardian off on daily sheets; students long as students Academic are assigned a staff member to Data are continues to maintain check in and out with daily graphed using Report Card marked behavior CICO SWIS on study skills or “N” Increase intensity: organization Three consecutive data points when student’s progress is not on the aim line and fidelity is established
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 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
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