Developing the Plan

Tier III Developing the Intervention Plan Developing the Intervention Plan

Develop Intervention Plan  Procedures (Instructional Strategies)  Arrangements  Timeframe  Person(s) Responsible  Measurement Strategy  Evaluation Plan

Page Three of Tier III

Target Area and Goal  Target Area: reading, math, behavior, etc.  The goal is copied from page two: Last Line (Performance Goal (from C above)

Procedures (Instructional Strategies)  Focus of interventions would be the component, domain, or function.  The focus must be clearly identified. If student moves to Tier IV, it is the focus that determines area of eligibility.  Then list method of instruction or special programs that will be used.

Note  If a specific program is being used, it is important that the program is implemented as it is written.  For example, if the program was written to be used with middle school students and shown to have results if used four days a week for 20 minutes, then this is how the program should be implemented with the student.

Procedures (Instructional Strategies)  Focus of interventions would be the component, domain, or function.  The focus must be clearly identified. If student moves to Tier IV, it is the focus that determines area of eligibility.  Then list method of instruction or special programs that will be used.  Although a parent and/or peer can provide an intervention, there must be at least two interventions that do not include the parent or a peer.

Can a non-certified person provide the intervention?  The interventionist providing Tier III interventions must be a licensed or certified professional.  Exceptions can only be made with the recommendation of the RtI team and approval of the principal.

Non-certified or Non- licensed interventionist  If a non-certified or non-licensed interventionist is used:  A certified or licensed person must identify and/or develop what is to be used to provide the intervention.  For example, the certified person may develop a comprehension strategy that is to be taught to the student with a description of how it is to be taught and used. Then the teacher assistant or school volunteer may be the one to provide the intervention.

Administrative Approval  If the intervention is not provided by a certified or licensed person, the administrator for the school must approve the person to provide the intervention. By the administrator approving the person, the administrator is stating that the person has the skills necessary to provide the intervention. The approval needs to be noted in the RtI meeting notes.

Arrangements & Timeframe  Need to be specific and clear on the arrangements.  A stranger should be able to read and know what is being done.  Timeframe would be length of time needed for intervention to show any results. Research has shown that it really takes at least six weeks to determine if an intervention is effective or not.

Person(s) Responsible  You need to list those that will be responsible for developing and verifying that the interventions are being implemented.  This person must be a certified person.  For example, the teacher assistant may be the one to provide the center activities. However, it would be the classroom teacher who would verify that the intervention was being implemented as indicated.

Examples

Example Student with reading & writing needs

Example  Note the Motivation Plan  This was included because it was noted when reviewing the domains that there is an issue with the student’s motivation level.

Measurement Strategy  List the assessments that will be used to progress monitoring.  Who will be given the assessments.  How often each assessment will be given.

Measurement Strategy  There must be more than one assessment.  The primary assessment must be charted and graphed with an aimline.  Additional assessments need to be put in a chart form (such as a table) for easy comparison, but do not have to be graphed (but could be).

Evaluation Plan  The evaluation plan guides the intervention adjustments that may need to be made.  If an intervention(s) is not being successful it should be adjusted or change.

Examples

Documentation of Adjustments  There is no specific spot on the forms for documenting adjustments, etc.  However, it is important that these adjustments are documented. These can be documented on a separate sheet of paper and attached or you can document on the plan. Be sure to include dates.

End of Intervention Time  Complete the evaluation section on page 4.  Be sure all screenings have been completed.  Review the data and make a decision.

Further Questions  If you have further questions that were not able to be answered today, write the questions down and give to your principal.  Either s/he or his/her designee will contact Spencer Register for clarification.  Remember: The biggest thing with the documentation is that a stranger can pick up the file and can tell what has happen from beginning to end and know why the decisions were made as they were (even if it is not documented in the exact right spot).