West Virginia Response to Intervention Project
Tiered Intervention Instructional Plan
DIRECTIONS
This form will be used to document tiered interventions provided to students in need of intervention. The purpose of the form is to document both instructional adjustments to the student’s core reading program (i.e., Tier 1) and supplemental instruction that occurs in addition to the 90-minute uninterrupted reading block (i.e., Tier 2 and Tier 3). Specific instructions for completing each section of the form follow.
Goal Area(s) Addressed: Check which component(s) of reading is to be addressed for intervention. This decision is based on assessment results.Benchmark Score: Record the DIBELS benchmark score for the subtests administered.
Intervention Procedures and Materials: List and describe the specific instructional interventions that will be implemented with the student. Tier 1 interventions are implemented in the general classroom and are characterized by a differentiated approach to delivering the core reading curriculum. By definition, students in Tier 2 receive specialized instruction in a small group setting (3-5) for a minimum of 30 minutes per day in addition to the 90 minutes of daily uninterrupted reading instruction. Tier 2 includes programs, strategies and procedures designed to supplement and enhance Tier 1 classroom instruction. Tier 3 intervention is provided to students who have not responded to Tier 1 and Tier 2 intervention and, therefore, require even more specialized and intense reading instruction.
Progress Monitoring (PM): Progress toward target skills is monitored at least every two (2) to three (3) weeks but may be done sooner if warranted by individual student profiles. The date the progress monitoring was completed and the score must be documented.
Student Instructional Goal: The goal should communicate the level at which the student is expected to achieve relevant to the targeted skill deficit. Future decisions regarding effectiveness of tiered interventions (e.g., return the student to Tier 1, continue the Tier 2 intervention for another period of time, proceed to Tier 3, etc.) will be made relevant to the stated goal.
Length of Session: Indicate the number of minutes per instructional session.
Times per Week: Indicate the number of sessions per week.
Progress Monitoring Schedule: Indicate how often the student will be progress monitored using DIBELS. Progress should be monitored at least every two to three weeks but may occur more often if student performance warrants.
West Virginia Response to Intervention Project
2005-2006