Frequently Asked Questions


What is it?

IM4 is an application for all students (K-12) who are involved in intervention programming related to social, emotional, and behavioral challenges that serve as barriers to learning.  The IM4 system has many ready-to-go interventions based on whether the student’s main problems of concern are due to a performance-deficit (won’t do or lack of will) and acquisition-deficit (can’t do or lack of skill). Each intervention is coupled with an automated implementation-facilitation function, such as a step-by-step outline of the active ingredients, customizability progress monitoring tool that can be tailored case-by-case, and fidelity checklist to track the degree to which the intervention is delivered as planned. Also, there is a function to add Ad Hoc interventions and simply use the IM4 as an automated implementation aid to do planning, PM, graphing, fidelity check and decision making.

What systems does the system integrate with?

IM4 will integrate with the most common student data management systems that are in use by schools, such as Powerschool, Schoology, Infinite Campus, Skyward, eSchoolPlus.

When will it be available?

We are excited for the anticipated release of the IM4 product in time for the 2018-2019 school year. We are currently working on quality testing, ensuring this product is ready to effectively meet the needs of our users. If you haven't already, please sign up to be placed on our email list, you will be notified of our latest news, updates, and program offerings.

Can we preview the application?

A guided tour of the application is available to the public. You may view the tour here.

Is there a trial version I can use to see if the App meets our needs?

No, there is currently  not a trial version, however you can request a free consultation and demo to help determine if the web-based app will meet your site’s needs. This will allow you to essentially see and get a sense of all the features of IM4 that could help guide, manage and enhance intervention programming in your school.


How much is it and when can I purchase the application?

Based on license per school.

1 site $599
2-5 sites $579
6-10 Sites $559
11-20 sites $539
21-50 sites $519
51+ sites $499

How long is the license good through?

One full academic year, with option to renew.

Intended Audience

For what ages of children/students is this designed?

IM4 is designed for students in K-12.

How do I know which student I should use this IM4 process for?

Students who are ideal candidates for IM4 are those who are exhibiting social, emotional and behavioral challenges that interfere with their or others academic success and, therefore, in need of support above and beyond universal Tier 1 programming alone. Typically these students are determined to be in need of a formalized intervention process, like IM4, through proactive detection efforts, such as universal screening, existing data (office referrals, attendance, suspensions, lack of work completion), and/or teacher nomination or referral. If your school system does not currently have a procedure in place to proactively detect students who are in need of intervention, we can provide a validated behavior screening instrument at no cost, as well as help you use existing sources of school administrative data to detect students who need intervention or refine your current teacher referral method to be more structured and objective (that is, structured teacher nomination process).

Who usually manages IM4? Do teachers or does a Behavior Interventionist?

Ideally, there is a point-person in the building who is assigned responsibility for developing internal expertise on how best to optimize the use of IM4 to support intervention programming for students with social, emotional, and behavioral needs. This person could be an administrator, school counselor, behavior specialist, school psychologist, or another staff person with some background experience supporting students with social, emotional, and behavioral need.

With regard to actual implementation of the interventions, depending on the matched intervention, there are different levels of staff members who may be needed to deliver the active ingredients (core components) of the intervention. Any person within the school, such as paraprofessionals, behavior specialists, teachers, etc., can be trained to effectively implement the interventions. Training materials are provided within the IM4 application under the “Resource” tab. Additional training can be done for an extra fee.

Reporting and Fidelity Features

What reporting features are available?

There are several reporting features available in the IM4 platform. First, IM4 allows for reporting at the individual student-level, which involves (1) information related to the specific matched intervention, (2) a map outlining the implementation plan, (3) graphed progress monitoring data that depicts the students response to the intervention along with fidelity data capturing the degree to which the intervention was delivered as planned, and (4) results of any meeting that involved making a data-driven decision. This information is only a button click away once a student is activated in the system and is critical to track efforts within the school to support specific students who need information.

Second, IM4 allows for reporting at the class-level to track which students in a given class are currently active in the system and at some place in the intervention programming process (that is, match, map, monitor, or meet). It also provides summary data to get a sense of what intervention students are receiving, estimates of the fidelity with which the intervention is being delivered, and other relevant demographic information.

Third, IM4 allows for reporting at the school-level. All the data at the individual student level can be aggregated to the school-level to create summary statistics for review by administrators. For example, an administrator can produce a summary of the number of students who are actively receiving intervention in the school, the types of interventions being delivered, the average fidelity of the interventions that are currently being implemented, and general indicators of the success of the intervention effort (for example, the percent of students who are responding positively to the interventions).

What documentation/resources can I bring to my administrator that will help persuade to purchase for my school?

We have some infographics, as well as a sheet that highlights the current problems/difficulties with selecting, delivering, and monitoring interventions for students with social, emotional and behavioral needs. These problems are paired with the features of IM4 that serve as solutions to the everyday problems/difficulties schools face on their own when trying to support students with social, emotional and behavioral needs. We also have a document that describes why and how a school administrator can strategically approach integrating the IM4 system into there school, such as connecting it to the school improvement plan, linking it to the overall mission and vision of the school, and demonstrating the connection between how use of IM4 is linked to job expectations and performance evaluations (e.g., differentiating supports for students who need them, using data to inform decision making, collaborating with others to support students who are struggling in school).

How will this support our MTSS implementation - how do the systems we already have in place here differ?

IM4 is a solution that is designed to fit within a multi-tiered system of support. It serves as a problem-solving-oriented platform for guiding effective intervention programming for students who exhibit a need for intervention above and beyond that of Tier 1 alone. Schools that are already undertaking the implementation of MTSS find IM4 to be helpful with refining current systems of support they already have in place to enhance the likelihood that intervention efforts for students with social, emotional and behavioral needs will produce positive outcomes.

In particular, IM4 helps schools incrementally refine and improve (a) the process of matching students to more precise and likely effective interventions, (b) implementation plans to ensure the intervention is delivered with fidelity, (c) the monitoring of both progress monitoring and intervention fidelity data, and (d) problem-solving oriented meetings to facilitate data-driven decision making that inform the next action steps educators will take to support the student.

Evidence based interventions included in IM4

What interventions does the system includes?

The IM4 system has many ready-to-go interventions based on performance-deficit and acquisition deficit. Each intervention is coupled with an automated implementation-facilitation function, such as a step-by-step manual, customizable PM tool that can be tailored case-by-case, and fidelity checklist. There is a function to add Ad Hoc interventions and simply use the IM4 as an automated implementation aid to do planning, PM, graphing, fidelity check and decision making.

The performance-based interventions include:

  • Class pass intervention
    • (for students who are capable of doing academic work but seek to avoid/escape doing it)
  • Self-monitoring protocol
    • (for students who are capable of staying on-task but need reminders, encouragements and nudges to do so)
  • School-home note system
    • (for students who are capable of exhibiting the desired behavior but can benefit from greater continuity and consistency of consequences for behavior across school and home)
  • Positive peer reporting
    • (for students who are socially capable but are in need of additional social opportunities to be recognized by peers for the positive things they do in school)
  • Behavior contract
    • (for students who are capable of exhibiting the desired behavior but currently those behaviors do not result in enough payoff relative to problem behaviors. These students are eager to earn access to desired experiences based on behavior and receive recognition/acknowledgment for doing so)
  • Check in/check out mentoring/coaching
    • (for students who are capable of exhibiting desired behavior and respond positively to adult attention. Structured adult attention is used to get the day off to a good start and debrief on the backend of the day to encourage and motivate the student to continue to do well)

The acquisition-based interventions include:

Emotion regulation (student is in need of learning knowledge and skills to better manage emotions that are currently impacting behavior and academic performance)

  • Anxiety/depression
  • Anger/aggression
  • Trauma

Behavioral regulation (student is in need of better regulating behavior during social and/or academic situations)

  • Social skills deficit
  • Executive functioning skills deficit (organization, planning, impulse control/attention regulation)

The acquisition-based interventions involve the use of an evidence-based curriculum that has been shown to improve skill acquisition in the identified area of need. For example, the Coping Cat intervention is an evidence-based small group intervention designed for students with acquisition deficits in the area of emotion regulation as it relates to managing anxiety. IM4 includes an overview of the different evidence-based interventions that fall under the different categories of acquisition deficits (Emotion Regulation: anger, anxiety, trauma; Behavior Regulation: social skills, executive functioning).

What additional resources are needed in order to effectively implement the interventions?

We can suggest using external programs that cost $25-$150 for the acquisition-based deficit interventions that are not included in IM4. We have a document with a list of the curriculum that might be needed. This list is kept constrained to only include those we found to be backed by science and data.

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