Student Intervention and
Planning
A Guide for RTI
Implementation
Newberry County Schools
2010-2011
Before we begin…
Student Intervention Planning is not
a pre-referral process. It is the
process of collaborating with other
educators to determine appropriate
interventions for a struggling student.
Participation in SIP will not always
lead to a special education referral.
The mission of Response to
Intervention is to deliver targeted
instruction to remediate our most
needy students. SIP teams
determine the intervention and how
the students’ response will be
monitored. RTI is the process the
SIP team uses.
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SIP Team
Who makes up the team?
Intervention planning is a collaborative effort. Each SIP team will include the
curriculum coordinator, grade level teachers (at least two from the same grade),
the guidance counselor, and any other staff member who works with the student
(i.e. interventionists, ESOL educators, administrators). Parents are always
welcome to attend.
What does each member do?
Guidance Counselor:
-send notice to parents that their child will begin intervention
-organize the meetings and record minutes
-offer suggestions that relate to counseling/behavior
-counselors should refrain from offering academic interventions unless the help is
solicited from the curriculum coordinator or teacher
Curriculum Coordinator:
-help classroom teachers analyze assessment data to determine specific
weaknesses and targeted interventions
-work with classroom teachers to establish a goal for the student
Classroom Teacher:
-provide instructional suggestions for others on the team
-work with curriculum coordinator to determine and carry out targeted
intervention
-progress monitor students frequently to determine the impact of the intervention
-record data on a regular bases
Interventionist:
-share data and information relating to student progress
-help classroom teachers analyze assessment data to determine specific
weaknesses and targeted interventions
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The Process: Response to Intervention (RTI)
What is it?
o RTI is a general education initiative. It is designed as an early
intervention.
o The RTI process involves delivering research-based instruction and
interventions to students struggling to achieve in one or more
academic areas. The interventions are based on assessments,
work samples, and teacher and parent observations.
o The RTI process is not limited to academics. It is also the process
of delivering research-based intervention for students who are
struggling with appropriate behavior. Behavior intervention is
provided in the form of Positive Behavior Intervention and Supports
(PBIS).
o Students’ academic and behavioral progress is continuously
monitored through data collection.
Why RTI?
o The goal of RTI is not to determine the presence of a learning
disability, but to ensure that all students receive high-quality
general education instruction.
o RTI reduces unnecessary referrals for special education services
and improves learning in the general education setting.
o RTI eliminates inappropriate/inadequate instruction as a possible
explanation for student underachievement.
The Three Tier Model
o Tier I Instruction (Universal): Should be successful with 80-90% of
the student population. This includes general screenings and group
interventions (i.e. applied to the entire classroom). Assessments
occur 3 to 4 times per year (e.g., Dominie Assessments). Teachers
should use the results of formal and informal classroom
assessments to differentiate instruction.
o Tier II Instruction (Targeted): For students not making progress
with Tier I instruction (generally 5-10% of students). Interventions
are more intensive and are applied in small group or individual
settings. These interventions are provided in addition to the
general curriculum. Progress is monitored more frequently (e.g.,
weekly).
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Examples of Tier II Instruction:

Small group differentiated instruction that targets
an area of academic weakness. These groups
should meet 3-5 days a week for 15+ minutes.
Teachers should begin with a pre-assessment,
continue to progress monitor throughout, and end
with a post-assessment.

Individual differentiated instruction that targets an
academic area of weakness. Teacher and student
should meet 3-5 days a week for 15+ minutes.
Teachers should begin with a pre-assessment,
continue to progress monitor throughout, and end
with a post-assessment.

Reading Recovery

Reading Intervention (Small group instruction
conducted by the Reading Interventionist)

Odyssey Computer Lab (Considered Tier II if
additional assignments are added to address the
area of academic concern)

ESOL (progress monitoring must be done within
the ESOL class)

Speech (progress monitoring must be done within
the Speech class)

Individual Counseling (When behavior issues are
the area of concern. Progress monitoring in the
form of behavior charts must be completed.)
o Tier III Instruction (Intensive): Students who do not respond to
Tier II targeted interventions (1-5% of students) may be eligible to
undergo additional screenings in order to be considered for special
educational services. Qualifying students would receive
individualized interventions provided by special education teachers.
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Interventions
Categories: Mathematics, Reading, Writing, Behavior
o Mathematics sub-categories: number sense, math calculation, math
reasoning
o Reading sub-categories: phonemic awareness, phonics, fluency, and
vocabulary, comprehension
Implementation
o Where do the interventions come from?
o All interventions must be derived from research; therefore, any
reputable journal may provide useful ideas
o Interventions found in the research of SCRI and Reading First
are acceptable
o Internet:
 The following websites contain many good interventions:
 Intervention Central: http://interventioncentral.org
 Florida Center for Reading Research:
http://www.fcrr.org/forTeachers.htm
 http://www.fcrr.org/FCRRReports/CReportsCS.aspx?r
ep=supp (comprehensive and supplemental reading
programs)
 Reading Rockets:
http://www.readingrockets.org/strategies
 Scientifically Based Research: http://www.gosbr.net/
 Cognitive Strategy Instruction:
http://www.unl.edu/csi/index.shtml
 Dr. Mac’s Amazing Site:
http://www.behavioradvisor.com/ (behavioral
interventions)
o For how long should interventions be implemented?
o When a student is recommend for the SIP process, the team will
meet regularly until significant improvement is shown and the
student has met his or her goal. The team decides how long to
implement a particular intervention before trying a different strategy.
Generally, an intervention should be attempted for 2-4 weeks.
When a successful intervention is found, the teacher will continue
the intervention as long as the student is progressing.
o If Tier II interventions have not proven successful after 20 weeks
(with a minimum of five different Tier II interventions), then
referral for Tier III will be considered. Many students will be able to
succeed with continued Tier II interventions and progress
monitoring and will not need to proceed to Tier III.
o 20 weeks is a general time frame. Many students will need more
than 20 weeks to show academic growth (or the lack there of);
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however, some students will demonstrate growth (or the significant
lack there of), in fewer weeks. 20 weeks is the general timeframe,
but some cases will require fewer or additional weeks of
intervention before the team can make an accurate decision based
on data.
o Students who the team suspects may have a specific learning
disability and already receive special education services in the from
of Speech, may cut their time in intervention from 20 weeks to 1012 weeks.
o If the student is evaluated and qualifies for Tier III intervention, the
student will exit the SIP process and will be served by the
Department of Special Services. The student’s progress will
continue to be carefully monitored and reviewed by the IEP team.
Progress Monitoring
Frequency and Goals
Progress monitoring should be done frequently. In the School District of
Newberry, it is recommended that Tier II students be probed weekly. This is in
addition to scheduled Dominie assessments. Teachers may choose to use
additional components of the Dominie assessment to serve as their weekly
probe. A goal for success must be established prior to administering the probe.
Goals should be measurable and reasonable. If using AimsWeb probes, goals
are set on national norms. Refer to the aggregated norm tables and consider the
10th to 25th percentile as your initial goals.
EX: The student will identify 23 out of 27 sight words correctly on weekly probes
(85% accuracy).
EX: The student will read 25 words correctly per minute on grade level probe
(85% accuracy)
Assessment
o Curriculum Based Assessment
o Short progress monitoring assessments called “probes” are
administered, usually by the classroom teacher or small group
instructor, on a weekly basis. *The probe should not be confused
with the intervention itself. The probe is simply a way to
measure the effectiveness of the intervention that should be
implemented throughout the week.
o Examples: 1) Reading Fluency: Student reads a short passage.
Teacher calculates score of correctly read words per minute. 2)
Math Calculation: Student completes a worksheet consisting of five
math problems. Teacher calculates score of percentage correct
answers. 3) Behavior: Student earns up to 10 stickers per day for
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
meeting his or her behavioral goals. Teacher tallies number of
stickers earned per week.
Curriculum Based Assessment Teacher Manual available at
http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf
o Where do the probes come from?
o Dominie Assessment
o AIMS Web
o The following websites:
 Behavior Report Cards:
http://www.jimwrightonline.com/php/tbrc/tbrc.php
 Curriculum Based Measurement Warehouse:
http://www.interventioncentral.org/htmdocs/interventions/cb
mwarehouse.php
 Math Worksheet Generator:
http://www.interventioncentral.org/htmdocs/tools/mathprobe/
addsing.php
 CBA List Builder (for word/letter/number identification):
http://www.interventioncentral.org/htmdocs/tools/cbaprobe/c
ba.php
 Reading Probe Generator:
http://www.interventioncentral.org/htmdocs/tools/okapi/okapi.
php
o Other sources of intervention:
 Odyssey (all schools have Odyssey or Compass Learning)
 Reading Recovery
 Reading Intervention-Small Group Pull-Out
 PALS
 Destination Math (all schools have access to this through
Think Central)
 Starfall (Free computer intervention)
 Earobics
 Reading A-Z
o Other sources of data:
 Report cards
 Standardized test results (State or District Benchmark
Assessments, MAP, PASS, etc.)
 Informal assessments
 Rating scales
 Classroom work samples
 Observation
 Behavioral Logs
 Discipline referrals
 Attendance data
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
*A graph comparing the student’s performance on the target
skill as compared with the performance of the rest of the
class
Graphing
o A time-series graph containing the baseline and intervention data should
be created. This visual display allows team members to easily see
whether an intervention is working.
o Sample graph:
o How do I make a graph?
o Graphing can be done by hand, using a spreadsheet program (e.g.,
Excel), or one of the following programs:
 Chartdog 2.0:
http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.
php
 Create a Graph:
http://nces.ed.gov/nceskids/createAgraph/default.aspx
o Graphs should include the date each probe was administered and
should indicate when the baseline phase ends and the intervention
phase begins
o When using AimsWeb probes, the program will graph data—
including baseline, trend line, and target line
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SIP Procedures
Recommendation for Intervention: FAQ
o When do I recommend a student for intervention?
o Recommend a student as soon as you are concerned that the
student is not achieving to his or her potential. Ideally, this is after
six weeks or more of poor progress in Tier I intervention. You may
also recommend a student based on observations, grades, MAP
scores, and Dominie scores. Most students who are recommended
early benefit from Tier I and II interventions. The goal is to
intervene early, not to wait for the student to fail.
o How do I recommend a student for intervention?
o Contact the SIP team chair who will provide you with forms in order
to collect background information (see Background Information
form) on the student and your concerns.
o What happens after a student is recommended for intervention?
o The SIP chair will send a letter to the parents informing them of the
team’s intent to begin intervention.
o The SIP chair will schedule the first meeting.
o What happens during the initial meeting?
o The team will review the collected data including attendance
records, discipline referrals (if applicable), grades, standardized test
scores, Dominie scores, and teacher records and observations,
along with documentation of Tier I interventions (general
differentiation).
o The team will decide upon an intervention plan and how it will be
implemented. The team will establish a learning goal and
determine how probes will be administered. The team will also
decide who will oversee the probes administration.
o The team will schedule the next meeting date, which is usually after
four weeks of intervention.
o How long does the process last?
o The SIP team will continue to meet, reviewing the student’s
progress and intervention plan. Each meeting the team will
determine if changing the plan or developing new interventions are
warranted. These decisions are made based on the data.
o After a minimum of 20 weeks, if the team agrees that adequate
progress was not shown with Tier II interventions, the team can
then consider referral for further evaluation by the school
psychologist. At that point, the team should contact the RTI
coordinator to review existing data. If the RTI coordinator
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o
o
o
o
determines the need to refer to the school psychologist, she will
direct the team to invite the school psychologist and the parents to
the next SIP meeting.
The school psychologist will be invited to the subsequent team
meeting, where he or she will review all of the collected data and
explain the evaluation process to the team and to the parent. If the
student does qualify for the special education program, he or she
will begin receiving Tier III instruction provided by specialized
teachers.
If the school psychologist does not feel that testing is appropriate,
then Tier II intervention must continue.
If the student is tested and does not qualify, the student must
continue receiving Tier II intervention. Intervention never stops.
If the team suspects cognitive delays or a disability that would
not be considered a learning disability (i.e. developmental
delays, traumatic brain injury, autism, etc.) the team should
begin intervention and immediately contact the school
psychologist. Cases of this nature need to be addressed with
urgency.
Data Collection
o What needs to be collected, when, and by whom?
o Background information form: The teacher should submit the
form to the SIP chair upon recommendation so that a folder can be
started on the student.
o Anecdotal records, teacher observations, records of
previously attempted instructional methods and interventions:
The teacher can submit these documents to the SIP chair at any
point after making a recommendation or bring to the first team
meeting.
o Documentation of Tier I classroom interventions (See
Classroom Intervention Documentation Form): The teacher
should bring these to the first SIP team meeting.
o Classroom grades and work samples (if applicable): The
teacher should bring these to the first team meeting and any
updated examples to subsequent meetings. *A chart showing the
student’s performance in comparison to the rest of the class in the
targeted skill area is helpful*
o MAP, Dominie, and other standardized test scores: The teacher
should bring these to the first team meeting and any updated
scores to subsequent meetings.
o Attendance Records: The SIP chair will bring these to the first
team meeting.
o Discipline Referrals (if applicable): The SIP chair will bring these
to the first team meeting.
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o Additional observations and statements by other teachers or
staff: These may be provided by others who work with the student
at any time during the SIP process or as requested by the team.
Such examples might include a statement of progress from the
ESOL teacher, reading teacher, or speech therapist.
o Tier II progress monitoring data and graphs: The person
responsible for administering the probes (or tallying “points” if the
concern is behavior) should keep a record of student progress and
record scores. This data should be made into a graph prior to the
next team meeting.
The Steps for Beginning Intervention Planning:
Step 1: Making the Recommendation
The classroom teacher will recommend a student for intervention. He or
she will provide the student’s name to the guidance counselor. The
guidance counselor will send a notification letter to the parents (see
Sample Parent Letter). A copy of this letter and all correspondence
should be made and placed in a folder. The guidance counselor will then
ask the referring teacher to complete the Student Background
Information Form. This form should be completed and returned to the
guidance counselor within a week. The referring teacher should keep a
copy for his or her records. Guidance counselors no longer need to
contact the District Office for the “red folders.”
Step 2: Setting up the Meeting
The guidance counselor should confer with the curriculum coordinator and
all grade level teachers to determine a standing date for meetings.
Parents can be invited at the discretion of the team and should only be
invited when the meeting focuses on their child specifically. Meetings are
held monthly and, out of courtesy, should be scheduled well in advance. It
is suggested that each grade level have a standing monthly date to hold
intervention meetings. At these meetings, all students receiving
intervention (in that grade level) should be discussed by the group.
Meetings should be held monthly and minutes should be placed in the
intervention file.
Note: The school psychologist and the RTI coordinator will not review
intervention files that do not have monthly meeting minutes. The
intervention team should be present at each meeting—not just the
guidance counselor and teacher. Meeting minutes that indicate a team was
not present will not be reviewed.
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Step 3: Conducting the Meeting
The guidance counselor will take meeting minutes (see Intervention
Meeting Minutes). Teachers should bring recent data (Dominie text level,
progress monitoring data, recent MAP scores, anecdotal notes, and
grades) to each meeting. The meeting should be conducted in a “round
robin” fashion—allowing each teacher to share their recent intervention
data and time for each teacher to hear suggestions from the team. The
curriculum coordinator and fellow teachers should provide instructional
suggestions. guidance counselors should refrain from making
instructional suggestions unless suggestions are solicited by the
curriculum coordinator or the teacher. Guidance counselors should feel
free to make suggestions regarding behavioral or social interventions.
Meetings should be run efficiently and focus on using the data to drive the
instruction. Because various students will be discussed, parents should
not be in attendance. If the team wants to meet the parents, schedule a
separate meeting time to do such. Again, inviting parents is the team’s
discretion.
Note: Numerous intervention meetings are tiresome and counter
productive. It is suggested a monthly grade level planning period or a
monthly after-school grade level meeting be assigned as intervention
planning time.
Step 4: After 20 Weeks
20 weeks is a general timeframe for intervention. If the team feels
significant progress has been made, then intervention continues and the
student is progress monitored less frequently. The team may choose to
“check in” on this student rather than focusing on him or her with intensity.
If after 20 weeks, the progress has been minimal, then the team may
invite the RTI coordinator to review the file. One team member should
complete the Intervention Outline Form before inviting the RTI
coordinator to review the file. The RTI coordinator will review the file and
provide suggestions. The RTI coordinator may return the file with further
suggestions for the team or she may refer the file to the school
psychologist. Testing is not an automatic occurrence after 20 weeks of
intervention and referring the file to the psychologist does not guarantee
such. If the file is returned by either the school psychologist or the RTI
coordinator, the team is to continue intervention. Furthermore, if a child is
tested for a learning disability and does not qualify, he or she is to
continue receiving intervention.
Note: Testing should never be promised to a parent, student, or teacher.
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FAQ
-What should the school do if a parent makes a formal
request for special education testing?
They should immediately contact the school
psychologist and the RTI coordinator. The school
psychologist will send “prior written notice”
acknowledging the request and detailing the school’s
intent to begin intervention.
-How many weeks of interventions do speech students need
before being referred?
They need as many weeks as it takes to show progress;
however, if after 10-12 weeks the progress is minimal,
the team can refer the packet to the school
psychologist. If this happens, the speech pathologist
will hold a “re-evaluation review” meeting and invite the
school psychologist.
-Do we begin SIP for behavior?
Yes. The team can put in place interventions that focus
on improving behavior.
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References:
Casbarro, J. (2008). RTI: Response-to-intervention. [Brochure]. Port Chester,
NY: National Professional Resources, Inc.
Fuchs, L.S., & Mellard, D.F. (2007). Helping educators discuss responsiveness to
intervention with parents and students. [Brochure]. Lawrence, KS: National
Research Center on Learning Disabilities.
Shapiro, E.S. (2004). Academic skills problems: Direct assessment and
intervention. New York: Guilford Press.
Special thanks to Jessica Farris Smith, Gallman Elementary, for providing
the basis for this document.
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Suggested Forms
The following pages are suggested forms for your
use. Schools may create their own forms;
however, schools should not be reusing old forms
labeled “CST” nor should schools be using 504
forms to document Intervention Planning meeting
minutes.
Ideally, you can use these as a Word template and
print them on your school’s letterhead.
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Sample Parent Letter:
Date:____________________
School:__________________
Student:_________________
Dear______________________________________:
As we have discussed earlier, your child has experienced some difficulty this
academic year. In an effort to address the areas of concern, we have begun
to monitor your child’s progress carefully through the Student Intervention
Planning (SIP) team.
This team will include your child’s teachers and other school staff who will
meet to develop an intervention plan for improving your child’s
performance. The team will design interventions to assist your child in
overcoming obstacles. The SIP team will also maintain records and identify
any trends or patterns in your child’s learning.
The SIP team will include you as parents/guardians in addressing these areas
of concern. Please feel free to contact the SIP team leader or your child’s
teachers when you have questions or concerns.
Sincerely,
Team Members:
________________________, team leader
________________________
________________________
________________________
________________________
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Student Background Information Form
Student Intervention Planning Team
Student Name: _________________
Grade:________________
Student’s date of birth:____________
Teacher:_______________
Date of SIP Referral:______________
1) Is the student currently receiving speech services?
2) Has the student ever been retained? If yes, when?
3) What are the student’s academic or other strengths?
4) What concern prompted this intervention recommendation? Be specific and
include any relevant information (Continue on back if needed):
5) If the concern is academic, do you feel that behavioral issues, attention
difficulties, attendance, or motivation are factors? If yes, explain.
6) Please list the student’s current grades.
7) Please list the student’s most recent Dominie score and reading level.
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8) Is the student being pulled out for small group instruction?
9) To your knowledge, is the student receiving any additional tutoring?
10) Does the student have any relevant medical diagnoses or health concerns? If
yes, explain.
Additional comments:
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Intervention Meeting Minutes
School District of Newberry County
Student Name:_____________________________________________
Date:_____________
Grade:__________ School:_____________________ Referring
Teacher:_________________
Intervention Focus:
Reading
Math
Behavior
Area of Concern: (circle 1-2 areas of concern)
Reading: Phonemic Awareness, Phonics, Fluency including Oral Reading,
Vocabulary Development, Comprehension Strategies
Math: Computation, Application, Problem Solving
Behavior: Focus, Disruptive Outburst, Defiance,
Other____________________________
General Notes of Meeting Discussion:
Intervention(s) Describe what intervention(s) will be conducted, who will conduct
such and how often the student will be progress monitored:
Next Meeting Date: _______________________________________
Those in attendance:
Signature
Date
Title
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Intervention Outline
School District of Newberry County
Example
Student Name: John Smith
Grade: 1st
School: NBES
Repeater: 1st grade repeater
Date: Feb. 16, 2010
Referring Teacher: C.Gile
DOB: 8/9/02
ESOL: No
Intervention Focus: Reading
Area of Concern: Fluency (High Frequency Sight Words)
1. Intervention: Reading Recovery (One-on-one intervention) for 1 school
year 2008-2009 in 1st grade (first year in first grade).
Goal: 1.5 text level (Dominie 6B)
Outcome: Began at a text level of .9 (Dominie 2) and moved to a 1.1 (Dominie
2B) over the course of the school year. Was dismissed from Reading Recovery
because of his lack of progress.
2. Intervention: Reading First Summer School 2009 (Small group and oneon-one intensive reading instruction).
Goal: 1.5 text level (Dominie 6B)
Outcome: Began at a text level of 1.2 (Dominie 3) and made no change in
progress at the end of the four weeks.
3. Intervention: One-on-one intense instruction 30 minutes a day; teacher
focused on using “instant words” and “making books” intervention to focus
on utilizing high frequency sight words and Core Words (Lists A and B) in
context. 09/28/2009-1/20/2010
Goal: Identify sight words with 85% accuracy (21 words out of 25 on the weekly
probe); Identify Core Words with 85% accuracy (23 words out of 27)
Outcome: 12, 16, 22, 24 *Goal NOT Met on Sight Words; 9, 11, 10, 9,10 * Goal
NOT Met on Core Words
Updated Text Level: 2/16/2010 Began school year at 1.2 and moved to a 1.3.
Should be at a 2.6 as he is a first grade repeater.
4. Intervention: One-on-one intense instruction 30 minutes a day; teacher
focused on using “Starfall” computer program to focus on utilizing high
frequency sight words/ Core Words in context. 2/23/2010-3/18/2010
Goal: Identify sight words with 85% accuracy (23 words out of 27 on the weekly
probe)
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Outcome: 33%, 33%,41%, 70%
5. Intervention: Odyssey Program from 9/30/09-Present
Goal: Complete each ELA lesson with 85% accuracy or better
Outcome: Attempted 9 out of 15 lessons. Scored 75% or better on 3 and failed
6 lessons (60% or less).
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Intervention Outline
School District of Newberry County
Template
Student Name: __________________
Grade: __
_______School: ____________
Repeater:
______
DOB:
Date: _______________________
Referring Teacher: _______
ESOL:
Intervention Focus:
Area of Concern:
1. Intervention
Goal:
Outcome:
2. Intervention:
Goal:
Outcome:
3. Intervention:
Goal:
Outcome:
4. Intervention:
Goal:
Outcome:
5. Intervention:
Goal:
Outcome:
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