And, hopefully, some answers, too!
RtI
Tier I
Q: How do I know if I need to enter
a student into RtI Level I?
 If a student is struggling in the general
curriculum.
 If a child transfers in from a non-RtI school
with a current PEP.
 If a student failed either EOG test last
spring.
 If a student meets the following grade-level
criteria.
Kindergarten
If student does not receive a passing score
on the Brigance and scores at or below the
25th percentile on AIMSweb Letter Naming
Fluency – suggests entry for reading.
If student does not receive a passing score
on the Brigance and scores at or below the
25th percentile on AIMSweb Number
Identification and Quantity Discrimination –
suggests entry for math.
1st – 5th Grades
If a student scores 25% or below on MAP Reading
(most recent assessment) and 25% or below on
AIMSweb Reading CBM – suggests entry for
reading.
If a student scores 25% or below on MAP Math
(most recent assessment) and 25% or below on
AIMSweb Math Computation CBM – suggests entry
for math.
MAP used as screener for all students; AIMSweb
CBMs will only be done with students who score at
or below 25% on MAP.
Q: So, now what do I do?
1. Inform the parent by sending home the PSM 1-a
parent notification form and RtI information brochure,
or even better, schedule a meeting to discuss the RtI
Tier I plan with the parent(s) and give these
documents to them in person. Either way, KEEP A
COPY OF THE NOTIFICATION IN THE CHILD’S RtI
FOLDER.
2. Complete the PEP / RtI Level 1 / RtI Level 2 Form to
develop an intervention plan, using research-based
practices. If you need help, contact Emily Norville,
LouAnne Morrow, or Michelle Campbell.
3. Complete CBM progress monitoring every three
weeks and record data.
Now the Paperwork Begins !
Helpful Hints for Page 1

Unless the child has a current PEP, the date
requested on the upper right-hand side of
page 1 of the form should be the date of the
original RtI I plan development and should
match the date that you and the parent sign
the lower left box on page 2 and the date that
is entered at the top of page 2.



PEP
____________
RtI Level 1
____________
Rutherford County Schools
Problem-Solving Model Data Collection
RtI Level 2 ____________
Student Name:
NCWISE#
Teacher:
Attendance
Enrolled/Present
DOB:
Grade K
Date:
Grade:
Grade 1
Grade 2
Retention(s) - Specify Grade Level(s):
Grade 3
Grade 4
Grade 5
Area(s) of Concern
Language Arts
___ Phonemic Awareness
___ Letter Identification
___ Decoding
___ Sight Word Vocabulary
___ Reading Comprehension
___ Reading Fluency
___ Written Expression
___ Writing Mechanics
___ Writing Conventions
___ Other (_________________)
Mathematics
___ Basic Math Facts
___ Computation
___ Problem-Solving
___ Word Problems
___ Geometry
___ Measurement
___ Probability/Data
___ Analysis
___ Other (___________________)
Behavior
___ Noncompliance
___ Social Skills
___ Motivation
___ Attention Span
___ Peer Relationships
___ Withdrawn / Moody
___ Anxiety
___ Overactive
___ Verbally Aggressive
___ Physically Aggressive
___ Other (___________________)
Reading:
Math:
Writing:
EOG 3rd
EOG 4th
EOG 5th
Other
___ Medical (___________________)
___ Motor Skills
___ Speech
___Articulation
___Voice
___Fluency
___ Language
___ Vision
___ Hearing
Date of Vision Screening:
Results:
Far:
Near:
Date of Hearing Screening:
Results:
K-2 Assessments
Name and Address of Parent/Guardian
Past Services
Received:
_____ Small Group Instruction
_____ 504 Accommodations
_____ Speech/Language Therapy
_____ Individual Instruction
_____ Community Services
_____ Physical Therapy
Additional Comments/Information/Teacher Observations
_____ Counseling
_____ ESL/LEP/ELL
_____ Tutoring
_____ Occupational Therapy
_____ Other (please specify:
Rutherford County Schools
Problem-Solving Model Level I Intervention Plan/PEP and Results
Student Name:
DOB:
Date:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Duration of Intervention/Dates:
Teacher:__________________________________________
Person(s) Responsible:
Parent : __________________________________________
Documentation Method: (If Charting, please attach):
Other: ___________________________________________
 If the student is being moved from
a PEP to RtI 1, the date of the PEP
plan development should be in the
upper right section of page 1. You
document a move to RtI Level 1 by
checking in the box on the upper
left side of page 1 and writing in the
date.
 Also document the change to RtI I
in a contact box on Page 3.



PEP
____________
RtI Level 1
____________
Rutherford County Schools
Problem-Solving Model Data Collection
RtI Level 2 ____________
Student Name:
NCWISE#
Teacher:
Attendance
Enrolled/Present
DOB:
Grade K
Date:
Grade:
Grade 1
Grade 2
Retention(s) - Specify Grade Level(s):
Grade 3
Grade 4
Grade 5
Area(s) of Concern
Language Arts
___ Phonemic Awareness
___ Letter Identification
___ Decoding
___ Sight Word Vocabulary
___ Reading Comprehension
___ Reading Fluency
___ Written Expression
___ Writing Mechanics
___ Writing Conventions
___ Other (_________________)
Mathematics
___ Basic Math Facts
___ Computation
___ Problem-Solving
___ Word Problems
___ Geometry
___ Measurement
___ Probability/Data
___ Analysis
___ Other (___________________)
Behavior
___ Noncompliance
___ Social Skills
___ Motivation
___ Attention Span
___ Peer Relationships
___ Withdrawn / Moody
___ Anxiety
___ Overactive
___ Verbally Aggressive
___ Physically Aggressive
___ Other (___________________)
Reading:
Math:
Writing:
EOG 3rd
EOG 4th
EOG 5th
Other
___ Medical (___________________)
___ Motor Skills
___ Speech
___Articulation
___Voice
___Fluency
___ Language
___ Vision
___ Hearing
Date of Vision Screening:
Results:
Far:
Near:
Date of Hearing Screening:
Results:
K-2 Assessments
Name and Address of Parent/Guardian
Past Services
Received:
_____ Small Group Instruction
_____ 504 Accommodations
_____ Speech/Language Therapy
_____ Individual Instruction
_____ Community Services
_____ Physical Therapy
Additional Comments/Information/Teacher Observations
_____ Counseling
_____ ESL/LEP/ELL
_____ Tutoring
_____ Occupational Therapy
_____ Other (please specify:
Meeting Date
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Moved
to Intervention
RtI I . . .
Continue
Modify Intervention
Discontinue Intervention
(Select Decision)
√
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move
to PSM
Meeting
Date Level II
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move
to PSM
Meeting
Date Level II
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
 If you receive an ongoing plan from
another teacher or grade level,
make changes on page 1 so that
teacher name, grade, retention, and
attendance information is always
current.
 Check all areas where the child is
having significant difficulties on
page 1.
 Boxes highlighted in green are for
current MAP, DIBELS, Number
Knowledge, STAR reading or math,
Running Record, Aimsweb, or other
benchmark scores.
 The box highlighted in red is for
Brigance scores and current progress
on the K-2 assessments.



PEP
____________
RtI Level 1
____________
Rutherford County Schools
Problem-Solving Model Data Collection
RtI Level 2 ____________
Student Name:
NCWISE#
Teacher:
Attendance
Enrolled/Present
DOB:
Grade K
Date:
Grade:
Grade 1
Grade 2
Retention(s) - Specify Grade Level(s):
Grade 3
Grade 4
Grade 5
Area(s) of Concern
Language Arts
___ Phonemic Awareness
___ Letter Identification
___ Decoding
___ Sight Word Vocabulary
___ Reading Comprehension
___ Reading Fluency
___ Written Expression
___ Writing Mechanics
___ Writing Conventions
___ Other (_________________)
Mathematics
___ Basic Math Facts
___ Computation
___ Problem-Solving
___ Word Problems
___ Geometry
___ Measurement
___ Probability/Data
___ Analysis
___ Other (___________________)
Behavior
___ Noncompliance
___ Social Skills
___ Motivation
___ Attention Span
___ Peer Relationships
___ Withdrawn / Moody
___ Anxiety
___ Overactive
___ Verbally Aggressive
___ Physically Aggressive
___ Other (___________________)
Reading:
Math:
Writing:
EOG 3rd
EOG 4th
EOG 5th
Other
___ Medical (___________________)
___ Motor Skills
___ Speech
___Articulation
___Voice
___Fluency
___ Language
___ Vision
___ Hearing
Date of Vision Screening:
Results:
Far:
Near:
Date of Hearing Screening:
Results:
K-2 Assessments
Name and Address of Parent/Guardian
Past Services
Received:
_____ Small Group Instruction
_____ 504 Accommodations
_____ Speech/Language Therapy
_____ Individual Instruction
_____ Community Services
_____ Physical Therapy
Additional Comments/Information/Teacher Observations
_____ Counseling
_____ ESL/LEP/ELL
_____ Tutoring
_____ Occupational Therapy
_____ Other (please specify:
NEW STATE REQUIREMENTS 2010


See area
highlighted
in blue

All Tier I students must now have:
A current hearing screening (within
one year)– this can be arranged with
the school’s speech pathologist if not
in the cumulative folder.
A current vision screening (within one
year)that assesses both near and far
acuity – this can be arranged with the
school nurse if not in the cumulative
folder.
Documentation of parent and teacher
assessment of the effectiveness of the
intervention. (I would do this in a
contact box on page 3.)



PEP
____________
RtI Level 1
____________
Rutherford County Schools
Problem-Solving Model Data Collection
RtI Level 2 ____________
Student Name:
NCWISE#
Teacher:
Attendance
Enrolled/Present
DOB:
Grade K
Date:
Grade:
Grade 1
Grade 2
Retention(s) - Specify Grade Level(s):
Grade 3
Grade 4
Grade 5
Area(s) of Concern
Language Arts
___ Phonemic Awareness
___ Letter Identification
___ Decoding
___ Sight Word Vocabulary
___ Reading Comprehension
___ Reading Fluency
___ Written Expression
___ Writing Mechanics
___ Writing Conventions
___ Other (_________________)
Mathematics
___ Basic Math Facts
___ Computation
___ Problem-Solving
___ Word Problems
___ Geometry
___ Measurement
___ Probability/Data
___ Analysis
___ Other (___________________)
Behavior
___ Noncompliance
___ Social Skills
___ Motivation
___ Attention Span
___ Peer Relationships
___ Withdrawn / Moody
___ Anxiety
___ Overactive
___ Verbally Aggressive
___ Physically Aggressive
___ Other (___________________)
Reading:
Math:
Writing:
EOG 3rd
EOG 4th
EOG 5th
Other
___ Medical (___________________)
___ Motor Skills
___ Speech
___Articulation
___Voice
___Fluency
___ Language
___ Vision
___ Hearing
Date of Vision Screening:
Results:
Far:
Near:
Date of Hearing Screening:
Results:
K-2 Assessments
Name and Address of Parent/Guardian
Past Services
Received:
_____ Small Group Instruction
_____ 504 Accommodations
_____ Speech/Language Therapy
_____ Individual Instruction
_____ Community Services
_____ Physical Therapy
Additional Comments/Information/Teacher Observations
_____ Counseling
_____ ESL/LEP/ELL
_____ Tutoring
_____ Occupational Therapy
_____ Other (please specify:
Helpful Hints for Page 2
 Fill out the student’s name, their date of
birth, and the plan date in the event that
the pages become separated.
 Fill in parental concerns as they are stated
in the meeting or as they have been
previously expressed to you.
Fill out parental involvement to reflect what
parent has agreed to do to help the student
at home (check homework, use flashcards,
create a quiet homework space, read with the
student, etc.).
The box highlighted with red is for any
baseline data that you may have from
classroom assessments that you are using
as a starting point for progress monitoring or
any other assessment information that you
feel is relevant to the intervention plan.
Rutherford County Schools
Problem-Solving Model Level I Intervention Plan/PEP and Results
Student Name:
DOB:
Date:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Duration of Intervention/Dates:
Teacher:__________________________________________
Person(s) Responsible:
Parent : __________________________________________
Documentation Method: (If Charting, please attach):
Other: ___________________________________________
Your intervention plan is what you plan to do in
terms of instruction that is different for this child in
order to address the apparent skill deficits. Your
classroom differentiated instruction may take care
of this, but document what will be done, in what size
group, with what materials, how often, and the
length of the sessions. Be as specific as possible –
“phonics activities” doesn’t give enough information.
A good example would be:
“guided reading with leveled readers from
Reading Streets and multi-sensory word building
activities in a group of 6 or fewer for 20 minutes,
twice per week with Ms. Jones.” This goes in the
green highlighted box,
Rutherford County Schools
Problem-Solving Model Level I Intervention Plan/PEP and Results
Student Name:
DOB:
Date:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Duration of Intervention/Dates:
Teacher:__________________________________________
Person(s) Responsible:
Parent : __________________________________________
Documentation Method: (If Charting, please attach):
Other: ___________________________________________
Helpful Hints for Page 2
 Decide how to measure the skill(s) that you will be
addressing during the instructional intervention. If you
need help, see Emily Norville, LouAnne Morrow, or
Michelle Campbell.
 Your measure (progress monitoring) is some form of
assessment that you will use to keep track of how the
student is responding to the intervention. Record data
at least once every three weeks.
 Have those involved in the development of the plan sign
and date page 2. If the parent is not available, note how
you have shared the plan information with and gotten
input from the parent(s) and sign and date the form
yourself.
Rutherford County Schools
Problem-Solving Model Level I Intervention Plan/PEP and Results
Student Name:
DOB:
Date:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Duration of Intervention/Dates:
Teacher:__________________________________________
Person(s) Responsible:
Parent : __________________________________________
Documentation Method: (If Charting, please attach):
Other: ___________________________________________
 Don’t get carried away at Level I with intervention
plans that are complicated or progress monitoring
that is burdensome. Keep it simple. Using smallgroup guided, leveled, reading and monitoring with
STAR or Running Record would be okay at this level.
Use the green highlighted areas for documenting the
intervention and assessment specifics, even if you
choose to use a chart for your data.
 Do consider setting a goal for where you want the
student to be at a certain point in the future. This
gives you and the parent a clear time frame and
standard for deciding when to consider moving the
student to Level II, if necessary.
Helpful Hints for Page 3
 Each time you have contact with the parent, use one of
the blocks on page three to document what was
discussed and what decision was made. If the contact
was not a face-to-face meeting inside of the school,
indicate the nature of the contact (phone call,
conversation at car duty, e-mail, etc.). One of these
contacts should be an actual “sit down” meeting with the
parent, however. Therefore, there should be at least one
of these contact blocks that contains a parent signature.
 Always sign and date the form yourself.
 You may attach as many copies of page 3 as necessary
to document all of your parent contacts.
 At each contact or meeting, check in the top left-hand
side to indicate what was the outcome of the contact. If
nothing changes or the contact was just to update the
parent, check Continue Intervention; if the child makes
progress and no longer needs intervention, check
Discontinue Intervention (drop the student back to a PEP
and monitor every six weeks for the remainder of the
school year); if the intervention or progress monitoring is
changed, check Modify Intervention and specify the
changes to be made; if you and the parent feel that the
child needs to be moved to Level II, check Move to PSM
Level II.
 Explain all intervention changes in the space provided.
Meeting Date
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move to PSM Level II
Meeting Date
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move to PSM
Meeting
Date Level II
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
What if my student is still struggling,
even with RtI I interventions?
 If a student is enrolled in RtI Level I the teacher and
parent may choose to move the student into RtI Level II
when they determine that the student’s progress
monitoring data indicates that:
1. The student has not make progress during the RtI Level
I intervention period.
2. The student has made some progress during the RtI
Level I intervention period, but not enough to prevent
significant difficulties within the regular classroom.
This assessment of the intervention’s (in)effectiveness
must be documented on the plan (in a contact box.)
RtI
Level II
What do I do when my student needs to be
moved to RtI II?
 Invite the parent to a meeting using the psm-2a form and
keep a copy for your records.
 Document the move by checking RtI II in the box in the
upper left-hand corner on page one of the plan. Enter
the date that the decision was made in the blank beside
the check box.
 This change is also documented in a contact box on
page 3 of the student’s RtI I plan and RtI II is checked in
the box in the upper left-hand corner on page one of the
plan. Enter the date that the decision was made in the
blank beside the check box.
(see yellow highlighted portions of page 1 & 3)



PEP
____________
RtI Level 1
____________
Rutherford County Schools
Problem-Solving Model Data Collection
RtI Level 2 ____________
Student Name:
NCWISE#
Teacher:
Attendance
Enrolled/Present
DOB:
Grade K
Date:
Grade:
Grade 1
Grade 2
Retention(s) - Specify Grade Level(s):
Grade 3
Grade 4
Grade 5
Area(s) of Concern
Language Arts
___ Phonemic Awareness
___ Letter Identification
___ Decoding
___ Sight Word Vocabulary
___ Reading Comprehension
___ Reading Fluency
___ Written Expression
___ Writing Mechanics
___ Writing Conventions
___ Other (_________________)
Mathematics
___ Basic Math Facts
___ Computation
___ Problem-Solving
___ Word Problems
___ Geometry
___ Measurement
___ Probability/Data
___ Analysis
___ Other (___________________)
Behavior
___ Noncompliance
___ Social Skills
___ Motivation
___ Attention Span
___ Peer Relationships
___ Withdrawn / Moody
___ Anxiety
___ Overactive
___ Verbally Aggressive
___ Physically Aggressive
___ Other (___________________)
Reading:
Math:
Writing:
EOG 3rd
EOG 4th
EOG 5th
Other
___ Medical (___________________)
___ Motor Skills
___ Speech
___Articulation
___Voice
___Fluency
___ Language
___ Vision
___ Hearing
Date of Vision Screening:
Results:
Far:
Near:
Date of Hearing Screening:
Results:
K-2 Assessments
Name and Address of Parent/Guardian
Past Services
Received:
_____ Small Group Instruction
_____ 504 Accommodations
_____ Speech/Language Therapy
_____ Individual Instruction
_____ Community Services
_____ Physical Therapy
Additional Comments/Information/Teacher Observations
_____ Counseling
_____ ESL/LEP/ELL
_____ Tutoring
_____ Occupational Therapy
_____ Other (please specify:
Meeting Date
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move
to PSM
Meeting
Date Level II
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
Move
to PSM
Meeting
Date Level II
Continue Intervention
Discontinue Intervention
Describe Action
Meeting Date
Continue Intervention
Modify Intervention
Discontinue Intervention
(Select Decision)
(Describe Action continued)
Modify Intervention
Move to PSM Level II
Teacher signature
Parent signature
Other signature (title)
What do I do when my student needs to be
moved to RtI II?
 Summarize the student’s performance at the end to Tier I
on the Tier II intervention plan page.
See red highlighted portions
 Document the new plan and progress-monitoring
procedures on the Tier II intervention plan page.
Remember to be specific.
 Put date that the new intervention begins in the date box
at the top of the page.
 New team members (parent, teacher, grade-level
consultant) sign and date the bottom of the Tier II
intervention plan page when the plan is developed.
See yellow highlighted portions
Student Name:
DOB:
Date Level II intervention
began:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Specific Skills/Areas Targeted for Intervention:
What is your instructional goal?
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Teacher:__________________________________________
Parent : __________________________________________
Other: ___________________________________________
Duration of Intervention/Dates:
Person(s) Responsible:
Documentation Method: (If Charting, please attach):
What do I do when my student needs to be
moved to RtI II?
 Modify the current intervention plan OR develop
a new, research-based, intervention plan in
consultation with the parent and another grade-
level staff member, using the RtI II form.
 The intervention should increase in intensity in
some way; either more time per session, more
sessions per week, or entirely different materials
that are considered to address the student’s
deficit area either more directly or more
intensively. Record new plan in green boxes.
Student Name:
DOB:
Date Level II intervention
began:
NCWISE#
Describe Parental Concerns:
Parent Involvement in Plan:
Current Skill Level/Assessment Data:
Specific Skills/Areas Targeted for Intervention:
What is your instructional goal?
Intervention/Instructional Plan:
Persons Completing Initial Plan
Date:_____________
Teacher:__________________________________________
Parent : __________________________________________
Other: ___________________________________________
Duration of Intervention/Dates:
Person(s) Responsible:
Documentation Method: (If Charting, please attach):
Helpful Hints for RtI II
 Each time you have contact with the parent, use one of
the blocks on the second page of the RtI II plan to
document what was discussed and what decision was
made. If the contact was not a face-to-face meeting
inside of the school, indicate the nature of the contact
(phone call, conversation at car duty, e-mail, etc.). One
of these contacts should be an actual “sit down” meeting
with the parent, however. Therefore, there should be at
least one of these contact blocks that contains a parent
signature.
 Always sign and date the form yourself and have the
grade-level consultant sign as well.
 Use Aimsweb to progress-monitor you student. Contact
Emily Norville, LouAnne Morrow, or Michelle Campbell to
get your child entered into Aimsweb. You will then be
able to enter the child’s data yourself. (Aimsweb training
to come.) Collect data every two weeks.
 If your student does not meet the goal that you set in
Aimsweb, the Tier II team may meet after a reasonable
amount of time has passed, the Tier II team may request
a move to Tier III.
 The team (parent, teacher, grade-level representative)
will need to meet and evaluate the effectiveness of the
intervention on page 2 of the RtI II plan, check “Move to
Tier III” in the box at the top left of the contact box, and
sign and date the form where indicated.
See yellow highlighted areas
Meeting Date
(Select Decision)
Continue Intervention
Modify Intervention
Discontinue Intervention
Move to PSM Level III
Describe Action
Teacher signature
Parent signature
Other signature (title)
•When this is complete, bring this paperwork, your data,
and a copy of the student’s most recent MAP scores, to
Emily Norville for review. If approved, your child will be
taken to the Tier III team for more intensive, prescriptive
intervention.
Questions?