Individual Intensive Intervention and Planning Meetings
Purpose: At least two substantial changes have occurred to a student’s intervention and these changes have been
determined to be unsuccessful by the data review team using the district decision rules. At this meeting, a plan for
individualizing and intensifying intervention needs to be developed.
Who: Building principal, classroom teacher, Title One Coordinator, Special Education teacher, Intervention Specialist, any
other specialist determined relevant by the team AND the parent(s).
Estimated Time: 45 minutes to 1 hour in length
Planning for the Individual Student: After at least two substantial changes have occurred to a student’s intervention and
these changes have been determined to be unsuccessful by the data review team using the district decision rules, parents
are invited to attend a meeting where their child’s needs will be discussed and an action plan formulated. This level of
intervention is typically necessary for only a small percentage of students. The team assigns a member of the team
(typically the classroom teacher) to complete the Individual Student File Review and a member to complete the
Developmental History (typically the Intervention Specialist). These are conducted prior to the meeting and should be
reviewed by all members of the team in an effort to be efficient in the meeting and to help design an effective,
individualized intervention and action plan. At the meeting, parents are provided with the Parent Notification when using
Response to Intervention under the Individuals with Disabilities Act (IDEA). At the individualized planning meeting, it is also
necessary to assign a case manager (typically the Title One Coordinator). The case manager’s responsibility is to ensure that
monitoring is conducted according to the schedule agreed upon by the team. In addition the case manager continues
tracking intervention details using the Student Intervention Profile. Case managers will report back to the data review
teams on student progress.
Meeting Outcomes: A plan for individualizing and intensifying intervention is developed. After the Individual Intervention
and Action Plan is in place for a minimum of 20 to 30 instructional days, the team should reconvene to discuss the results.
There are four possible outcomes of individualized planning:
 Progress is adequate and the student is reintegrated into the general education curriculum and/or Tier II supports
are sufficient to maintain progress
 The students’ progress in not adequate and it is determined that an effective intervention has not been found for
the student – a referral to Special Education is considered
 The student has made some press as a result of a heavy dose of interventions that cannot be maintained long-term
with the current general education resources – a referral to Special Education is considered
 The student continues to struggle, but his or her difficulties appear to be due to other factors such as behavior,
attendance, or Limited English Proficiency. Interventions targeted toward these issues will be initiated.
Agenda
I.
Community Agreements and Purpose of the meeting
II.
Review of current documentation and concerns
a. Student Intervention Profile (including data to support area of concern)
b. Individual Student file review (list additional strengths, concerns, and modifications tried for the area(s) of
concern)
c. Developmental History (any additional items to note
III.
Complete the Individual Intervention and Action Plan form
IV.
Determine outcome and develop a plan to reach the desired outcome
Questions to ask in the Intervention Planning Stage
1.
Do we suspect any other disability?
Other Health Impaired
Autism
Mental Retardation
Issues with vision and/or hearing
Speech and Language (involve the speech pathologist)
2.
Instructional Questions
Do we have the problem well defined?
How much instructional time has this student received?
What program are they in? Is it intensive enough?
Do we have the student in the right program?
How many students are in the group?
What’s the group’s rate of progress?
Is the student making less progress then their peers receiving similar services?
How long have they been in the intervention?
3.
Data
Does a discrepancy exist between your student’s performance and the standard?
How far off the standard is the student?
What’s the student’s rate of growth?
4.
Is this a student who requires specially designed instruction?
Parent Notification when using Response to Intervention under the
Individuals with Disabilities Education Act (IDEA)
-----------------------------------------------------------------------------------------------------------Response to Intervention (RTI)
Response to Intervention (RTI) is a way of organizing instruction and assessment that has two purposes:
1. To identify children needing help in reading, math, and writing, and prevent the development of
serious learning problems; and
2. To identify children who, even when they get extra help, make very limited progress. Research has
shown that these children sometimes have learning disabilities.
General education services to be provided and strategies for increasing the child’s rate of learning
Each school district using a RTI model must have standard intervention protocols for each level of intervention
and the curricula and interventions that will be used for students at each level. Typically, RTI models provide
interventions at universal, targeted, and intensive levels.
Core Level: These are research based interventions used with all students at a particular age or grade level.
Strategic Level: These are research-based interventions used with students whose progress places them at some
risk for not meeting instructional goals and whose deficiencies are easily grouped with other students with
similar deficiencies.
Intensive Level: These are research-based interventions that are used with students whose progress places
them at high risk for not meeting instructional goals and whose deficiencies are so unique as to require
individualized instructional approaches.
School districts have decision rules regarding the amount and nature of student performance data that will be
collected as part of the district’s RTI model. Progress monitoring must be conducted on a schedule that:
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Allows comparison of the child’s progress to the performance of peers,
Is appropriate to the child’s age and grade placement,
Is appropriate to the content monitored, and
Allows for interpretation of the effectiveness of the intervention.
In Grants Pass School District, we are committed to the success for every student. We review all elementary
students’ progress three times a year with a special focus on reading. We also look at math and writing
performance and monitor attendance, grades, and behavioral data throughout the year. Our students
participate in a multi-tiered instruction program which offers different levels of instruction and support based
on need and may include: classroom instruction, small group instruction, and individualized instruction.
When students receive supplemental small group or individualized instruction we monitor progress on a routine
basis to see how the student is responding. We also use consistent “decision rules” to look at student process
and decide if the student needs to have a different kind of supplemental instruction. If, after two small group
interventions, there is still a concern, we will plan and implement an individualized intervention. Parents are
invited to participate in this process. Students in individualized interventions are progress monitored every
week.
When children continue to have difficulty:
The school will tell you whether your child begins to make sufficient progress or if your child has continued
difficulty. If you and the school have tried several interventions, and progress is still limited, you will be asked to
give your consent for an evaluation. The purpose of such an evaluation is to determine your child’s specific
educational needs, and to consider whether a disability may impact his or her learning.
Parent participation:
Parents are essential to children’s success in school. When a child needs supplemental instruction, school staff
will describe that instruction to you. School staff will also ask you to tell them about anything you think might
affect your child’s learning. For example, it is important for the school to know if a child has missed a lot of
school, experienced a trauma, or is having problems with friends at school. These types of problems may affect a
student’s progress, and if we know about them, we can design an intervention more effectively. Parents
frequently partner with the school to provide extra practice to develop skills. If you do want to provide extra
support at home, you can work with the school to make yourself part of your child’s program.
Parent request for evaluation:
A parent may request an evaluation for special education at any time, including during any stage of the RTI
process. To request a special education evaluation, contact the school principal, a special education teacher or
counselor at your child’s school, or the district’s special education director.
______________________________________
Kirk Kolb / (541) 474-5706
Special Education Teacher/Phone Number
Director of Special Education/Phone Number