Using the Identification,
Interventions and Monitoring
Tool (IIM) for Instructional
Decisions
https://webinter.lcps.org/IIM/Login.aspx
Agenda
• The Practice of TA01-03
• Completing the Interactive Achievement Item
Analysis or similar activity to identify tier 2 and 3
students (Students of Concern)
• Using the Identification, Interventions and
Monitoring (IIM) Tool
• Planning for interventions
Purpose
Joy of Teaching and Learning
• Delivering instruction and seeing students learn
• Discussing problems of practice (students struggling with
content or skills) and finding and implementing solutions
with other teachers
• Differentiating our instruction and seeing the results
• Sending students to the next grade or college/career with
the skills and knowledge to be successful
• Working with one child who has struggled and helping
him/her to succeed
Indicators of Effective Practice-Required (ES
and MS)
TA01
The school uses an identification process (including ongoing
conversations with instructional leadership teams and data points to be
used) for all students at risk of failing or in need of targeted interventions.
TA02
The school uses a tiered, differentiated intervention process to assign
research-based interventions aligned with the individual needs of identified
students (the process includes a description of how interventions are
selected and assigned to students as well as the frequency and duration of
interventions for Tier 2 and Tier 3 students).
TA03
The school uses a monitoring process (including a multidisciplinary team
that meets regularly to review student intervention outcome data and
identifies “triggers” and next steps for unsuccessful interventions) for
targeted intervention students to ensure fidelity and effectiveness.
Indicators of Effective Practice - Areas for Self
Assessment (ES and MS)
IE08
The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including
classroom observations.
IF08
Professional development for the whole faculty includes assessment of strengths and areas in need of improvement
from classroom observations of indicators of effective teaching.
ID10
The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation
data and uses that data to make decisions about school improvement and professional development needs.
IID11
Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional
plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students
needing enhanced learning opportunities because of their early mastery of objectives).
VA10
Teachers create effective classroom discussions, questions, and learning tasks that elicit evidence of learning.
These include strategies for gathering information such as on-the-fly, planned, and curriculum embedded assessments.
VC01
Teachers use evidence of student learning as feedback to adapt and differentiate instruction to meet the needs of the
different students.
VC02
Teachers use feedback to respond quickly to students’ learning needs. This includes on the spot changes during a
lesson (when it is obvious students are not understanding), as well as anticipating where students might struggle and
planning ahead to address those needs.
Indicators of Effective Practice-Required
(HS)
TA01
The school uses an identification process (including ongoing conversations with instructional leadership teams
and data points to be used) for all students at risk of failing or in need of targeted interventions.
TA02
The school uses a tiered, differentiated intervention process to assign research-based interventions aligned
with the individual needs of identified students (the process includes a description of how interventions are
selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3
students).
TA03
The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student
intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted
intervention students to ensure fidelity and effectiveness.
Targeted Interventions (High Schools Only)
EE2.03
An early warning system is established to identify students who may be at-risk for dropping out of
high school and to match students to appropriate interventions.
Indicators of Effective Practice - Areas for Self Assessment (HS)
The following indicators must be assessed by all schools (two must be chosen for implementation)
HS2.04
The principal spends at least 50% of his/her time working directly with teachers to improve instruction, including
classroom observations.
HS2.13
Professional development for the whole faculty includes assessment of strengths and areas in need of improvement
from classroom observations of indicators of effective teaching.
HS1.12
The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation
data and uses that data to make decisions about school improvement and professional development needs.
HS1.14
Instructional Teams meet for blocks of time (4 to 6 hour blocks, once a month; whole days before and after the school
year) sufficient to develop and refine units of instruction and review student learning data.
EE2.01
Multiple assessment strategies, including formative assessment, are implemented across all content areas.
EE1.05
Instruction is informed by student data across all content areas and is differentiated to meet the needs of all students.
HS3.19
The school provides all students with opportunities to enroll in and master rigorous coursework for college and career
readiness.
TA01
The school uses an identification process (including ongoing
conversations with instructional leadership teams and data points to be
used) for all students at risk of failing or in need of targeted interventions.
When this objective is fully implemented, the school will conduct quarterly
grade level data sessions, using information from a variety of sources to
identify students in need of academic and behavioral interventions. The
process for identifying at-risk students will include math, reading, social
studies, science, ELL, SPED and other teachers/staff to ensure that the
academic and behavioral needs of all students are being considered.
The IIM tool will identify students by tier based upon criteria determined by content
experts.The IIM tool enables schools to download data or view charts.
TA02
The school uses a tiered, differentiated intervention process to assign
research-based interventions aligned with the individual needs of identified
students (the process includes a description of how interventions are
selected and assigned to students as well as the frequency and duration of
interventions for Tier 2 and Tier 3 students).
When this objective is fully implemented, the school will conduct quarterly
meetings to identify and monitor all students who are at risk of failing or in
need of target interventions. Students will be assigned to interventions
that are aligned to students’ individual instructional needs and level of
need for Tiers 2 and 3 as determined by assessment data. The
interventions and strategies will be based on research with identified
supporting documents. The interventions and strategies will include
recommendations on frequency and duration.
The Item Analysis activity will provide data on the specific instructional needs of tier 2
and 3 students by standard (see the Students of Concern section of the worksheet).
Standard Analysis (Whole% Class
Class Instruction– & Writing) Correct
Analysis of why students did Instructional Plan
not learn specific standards
What standards warrant
more time for whole-class
instruction and review?
#1-2 (5.4) Problem
Solving with whole
number operations
# 5-8 (5.7) Order of
Operations
What techniques will you use to
address these standards?
46%
25%
18%
21%
Multi-step problem
solving
Key words that indicate
mathematical operations
Logic/ reading skill
Reading skill
Knowledge of using
PEMDAS (Stressing left
to right computation)
Identification of “dot” as
multiplication symbol
Whole group mini-lesson on
multi-step problem
Spiral in morning work and
home learning after mini
lesson (need a bank of
similar items)
Mini-Lesson
Do now/Check
Spiral into morning work and
formative assessments
(Centers)
Students of Concern
% Student What do they need most Instructional Plan
Correct
help with?
When/how will they get tutored, supported,
and addressed?
Jennifer
Paulina
Nakayla
Frankie
Giselle
50%
57.5%
52.5%
50%
50%
5.1; 5.11; 5.12; 5.18;
5.19; 5.7
5.11; 5.18; 5.19; 5.7
5.11; 5.12; 5.13;
5.18; 5.19; 5.7
5.11; 5.13; 5.18;
5.19; 5.4; 5.7
5.11; 5.12; 5.13; 5.3;
5.4; 5.7
5.1: Rounding Decimals - Individual
5.4: Problem Solving – Small group
5.7: Order of Operations – Whole
group
5.11: Measuring Angles – Whole
group/ Follow-up Small Group
5.12: Classifying Angles/Triangles –
Small Group
5.13: Combining and Subdividing Plane
Figures – Whole Group/ Follow-up
Small Group
5.18: Variable, Expressions, Equations
– Small Group
5.19: Distributive Property – Whole
Group, Introduction of Unit Study
Find the Bright Spots
• Are certain teachers producing great results in the standard
or skill in their class?
• What did they do in their classroom?
• Was there something different about their instruction
(planning/activity, differentiation, etc.)?
• What can we learn from them?
• Are we experiencing success in certain standards?
• Why are we successful in those areas?
• How can we expand those strategies to other areas?
Using the Identification, Intervention and
Monitoring Tool (IIM)
• The Home Page View
•
•
•
•
•
View by year
View by quarter/term
View by grade or instructor
Active or inactive status
Search for individual students
• The Student View
• Demographic information
• Assessment information
• Behavior information
• Student Report
• Summary of student and
intervention information
• Charts
• Visual representation of tier
placements
The Home Page View
•
•
•
•
•
View by year
View by quarter/term
View by grade or instructor
Active or inactive status
Search for individual students
https://webinter.lcps.org/IIM
The Student View (click on
DETAILS)
• Demographic information
• Assessment information
• Behavior information
The Notes Field
•Background information on the student (behavior in the classroom,
mannerisms, tendencies, academic strengths and areas for
improvement, behavior, etc.)
•Insights from the classroom teachers and specialists about the
student
•Other assessment results (classwork, formative assessments)
•Interactions with parents and family
•The notes field enables us to have a history of discussions and
supports for the student
Student Report (Reports > Student Intervention
Data
• Summary of student and intervention information
Charts
• Visual representation of tier placements
Activity-Planning for Interventions
➢Transfer the data from the Item Analysis
worksheet into the student view in the IIM.
○ Review and update the tier placements.
○ Enter the interventions and link to provider,
intervention and standard.
○ Go to Interventions Report view and export to
Excel.
Activity-Planning for Interventions
Questions
• To what extent are we able to meet the needs
of tier 2 and 3 students in our core instruction?
• When do we need to plan for interventions
outside of the regular day?
• Read the Wise Ways on TA01-03.
Planning for Interventions
•After identifying the tier 2 and 3 students and the
needed interventions by provider, intervention
and standard, begin planning for interventions.
• Core instruction
• Resource time
• Before and after school
Planning for Interventions
● Complete the planning for interventions
activity with a grade level or content area
CLT.
TA03
The school uses a monitoring process (including a multidisciplinary team that meets regularly to
review student intervention outcome data and identifies “triggers” and next steps for unsuccessful
interventions) for targeted intervention students to ensure fidelity and effectiveness.
When this objective is fully implemented, the school will utilize data to
monitor students’ progress with the implemented academic and/or
behavioral tiered intervention(s) program. The data will identify the
effectiveness or lack of effectiveness of the interventions(s) implemented
and whether or not the students are making gains towards established
goals. The process will include guidance for determining when students
should receive different intervention(s) or level of service or exit the
program.
Previous Questions/Discussions about IIM
•SOL data is NOT factored into the tier
placements.
•Alternate versions of SOLs are not currently
included but this practice is being reconsidered.
•AIMSWEB-MCOMP has been added and is being
used for tier placements for math.
Previous Questions/Discussions about IIM
•Central office and school staff must work together to maintain the
quality of the data. Central office loads the data and checks for
errors. The schools inform central office when there are
discrepancies (student name, ID and data issue).
•Interactive Achievement assessments (quarterly and Student
Growth) are rigorous. Tier 2 students may be trending towards
proficiency. Perhaps Tier 3 students should be our focus?
Yearly Schedule for IIM
•Tier placements are updated as new data becomes available.
•The main tier placements occur each quarter.
•Interventions can be provided at the beginning and middle of each quarter based on
need.
Supporting Resources for IIM
These resources can be found under the School
Improvement (Indistar, IIM) link under the “Staff” tab on the
LCPS website:
● School Improvement
o Link to IIM
o TA01-03 Best Practices for Identifying, Intervening
and Monitoring
o Tier Chart Calculations
LCPS Staff Supporting the IIM
Department of Technology
Services
Department of Pupil Services
● Don Bell
● Linda Soukup
● Rachel Johnson
●
●
●
●
Research Office
Office of Elementary Education
● Michelle Ko
● Derek Kaufman
● Scott Meisenzahl
● Dr. Mike Martin
● Dr. Virginia Crawford-Patterson
● Michele Freeman
Kristin McGraw
Stefanie LaPolla
Deborah Dupree
John Lody
Questions