ISIS-SWIS Readiness Checklist
Individual Student Intervention System
School: ______Coordinator: ______ISIS-SWIS Facilitator: ______Date: ______
ISIS-SWIS Requirements / Data Source / Tasks to Complete / Who/When / Date of CompletionImplementation Capacity /
- School has an ISIS-SWIS Facilitator and a signed ISIS-SWIS License Agreement.
- Process/materials exist for orienting adults, students and families to the Individual Student Support Practices (as needed).
Coordination Capacity /
- Coordinator(s) within the school is/are identified and can consistently :
- Monitor the status of the system of support across individual interventions/students
- Manage student support teams/plans with ISIS-SWIS data
- Set up and monitor ISIS-SWIS student files
- Serve as a liaison between team, students, staff, and families
- A representative team meets regularly to develop and manage individual student supports across the school.
Individual Student Support Practices /
- School is implementing individual student support with documented guidelines/processes for:
- Individual student support identification & eligibility
- Individual student/family notification, progress monitoring and ongoing communication
- Individual student support assessment
- Individual student support intervention planning
- Individual student support evaluation
ISIS-SWIS-SWIS
Data Use /
- A 2-3 hour Swift at ISIS-SWIS training session is scheduled for the ISIS-SWIS users (2-3 people) & Coordinator/Coach; conducted by the SWIS Facilitator.
- ISIS-SWIS data entry people and data entry time are identified to enter student data at least twice per week.
- Schedule and assignments for ISIS-SWIS report generation are defined.
- Team is willing to use parameters of student file set up & data entry within ISIS-SWIS.
Student file set up checklist
Horner, R.H., Todd, A. W., Rossetto-Dickey, C., Sampson, N. K. & Conley, K. University of Oregon. March 2012
An Example of Documentation for ISIS-SWIS Readiness Requirements 2 and 5
Individual Student Support System
Coordinator: Jaqui WestDate last updated: 10/01/11
- Purpose of Individualized Student Support Interventions and expected student outcomes
- To provide function based support to students who need more support than the Tier I and Tier II supports provide
- To prevent chronically disruptive and escalating problem behavior
- To establish a system for identification, assessment, implementation, and evaluation of individual student support
- To establish regular communication with families of students participating in Individualized Student Supports
- Student screening and selection to program decision rules and procedures
- IEP driven goal
- Teacher/ family request
- 6 or more Office Discipline Referrals
- Unsuccessful on Tier II support
- Procedures for notification, participation in individualized student support, & for on-going communication
- What coordinator will do:
- Communicates with families, staff, and students
- Coordinates student progress through all phases of Tier III support
- What staff do:
- Implement, communicate, complete monthly satisfaction survey
- Contact coordinator if there are problems/concerns
- Communicate with staff about student’s mental and physical health
- What students do:
- Enter school ready to learn
- Cooperate with staff
- What families do:
- Check weekly record and attend monthly meetings
- Communicate with staff about student’s mental and physical health
- Procedures for training staff, students, families, transportation, substitute staff, and others
- Staff training at beginning of school year with boosters in winter and spring
- Program description on website and in the newsletter. Give parents who have students in initial identification phase a detailed description of what to expect from the coordinator/team
- Data system for monitoring student progress
- Coordinator defines and sets up student files for data entry
- Data Entry staff enters data daily
- Report generation schedule is defined for each team
- Decision making cycle and people responsible
- Program coordination
- Coordinator monitors implementation phases for all students receiving Tier III support
- Student progress monitoring
- Coordinator reviews each student file at least weekly
- If student has three difficult days, staff contact coordinator
- Guidelines for concern: 5 consecutive data points under goal that make a flat line or three consecutive days of decreasing point earned percentage under goal.
- Fidelity and effectiveness of intervention implementation
- Use ISIS-SWIS reports to measure student outcomes
- Get teacher satisfaction data monthly
Data Entry and Report Generation Schedule: ISIS-SWIS
School: ______Date: ______
Team: ______ Team Coordinator: ______
Data Entry ScheduleStudent Name / Data Entry Staff / Measures / Schedule
Report Generation
Student Name / Data Entry Staff / Reports / Schedule
Data Entry and Report Generation Schedule: ISIS-SWIS
School: Demo Examplar SchoolDate: September
Team: SW Tier 2/3 Support Team Team Coordinator: Principal Jones
Data Entry ScheduleStudent Name / Data Entry Staff / Measures / Schedule
B.B. / Margie / Assignment Completion
Frequency (Count) of Disrespect
Fidelity / Weekdays
Weekdays
Fridays
C.J. / April / (Daily Point Card/Schedule)
- Rate of disruptions
- Self-rating of on-task behavior
- Fidelity
Report Generation
Student Name / Data Entry Staff / Reports / Schedule
B.B. / Margie / (Measure) Freq. Disrespect with Fidelity comparison
(Measure) Assignment Completion with Fidelity comparison / 2nd & 4th Tue
PT Conferences
C.J. / April / (Measure) S.R. On Task with Fidelity comparison
(Measure) Rate of Disruptions with S.R. On Task comparison
(Time Segment) Rate of Disruptions
(Single Time Segment) Rate of Disruption segments if below goal line / Mondays (Sp.Ed. Staff meeting after school)
Horner, R.H., Todd, A. W., Rossetto-Dickey, C., Sampson, N. K. & Conley, K. University of Oregon. March 2012