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MTSS Tier II Intervention Plan

Course or Grade and Select Target Skill: Oral expression; Listening comprehension; Written expression; Foundational reading skill; Reading fluency; Reading
Date Completed 2/1/18 Teacher:
School: comprehension; Mathematics calculation; or Mathematics problem solving; behavior/social/emotional
7th Weis

Problem Identification: What is the area of difficulty to be addressed? If academic in nature, what was the range of scores for
Problem Analysis: Why is the problem occurring? State hypothesis.
these students? What is the acceptable level of performance (cut-off score)?

For this section: identify how the students differ their peers or from the standard (standard is grade-level on i-Ready, Level 3 or above on EOG, For this section: Can put range of i-Ready scaled scores that students scored here and calculate how many points away the range is
etc. ) For example, students are performing within one grade level of proficient on the i-Ready diagnostic AND/OR scored a Level 2 on the (e.g. students scored between 425 and 450 and as a group they need to move 26-36 points to be within the end of year range for their
previously year's math EOG. Students are also showing difficulty with some grade-level concepts in math class (<--something to show that there grade level). Hypothesis can be as specific as the following but because it is a large group of students, the hypothesis that may fit better is:
performance on i-Ready is visible in another setting. Can also just be perrformance on previous EOGs but classroom performance is confirming "Students need additional, explicit instruction in concepts in one or more of the four math domains from previous grade levels in order to
evidence from teacher). Paste the link to the data sheet in this field. increase their math skills to grade level. (The following was already in this section but would be perfect for an individual Tier III form: In looking
at her iready data, TW is below grade level in both Geometry and Numbers/Operations. Numbers/Operations is a foundational skill. Therefore,
she needs to review comparing and computing positive and negative rational numbers.)
Goal: After how many weeks of intervention how much growth would be appropriate in the identified problem? This should be stated in observable and measurable terms. Include length of time, the behavior, the condition in which the behavior will
occur, and the criterion for success.
After __12__ weeks of iReady math lessons conducted __3__ times per week for __35___ minutes per session by (insert discovery teacher name), students will have increase/decreased (insert desired point increase here) from a baseline of (insert iready diagnostic score
here) to a post-test level of (insert end of grade iready scale score here).

Mid-point goal: After __6__ weeks of iReady lessons conducted __3__ times per week for __35___ minutes per session by (insert discovery teacher name), students will have increase/decreased (insert desired point increase here) from a baseline of (insert iready
diagnostic score here) to a post-test level of (insert half-way point between diagnostic and end of grade goal here).

InterventionAfter __12__ weeks of iready lessons conducted __3__ times per week for __35___ minutes per session by (insert discovery Progress Monitoring
teacher name), students will have increase/decreased (insert desired point increase here) from a baseline of (insert iready diagnostic score
here) to a post-test level of (insert end of grade iready scale score here).
Person Completing Progress
Description of Intervention Start Date End Date # of Sessions per Week # of Minutes per Session Interventionist Progress Monitoring Tool Frequency of Progress Monitoring
Monitoring
i-Ready online lessons customized
1) i-Ready percent complete per quiz 1) Following each lesson and 2) growth
to instruct students beginning with
following each lesson and 2) periodic monitor after 6 weeks (3/29), EOY iready
the domain in which they scored the 2/12 5/21 3 35 (Insert discovery teacher here) (insert math teacher here)
Growth Monitoring and Diagnostic assessment 4/16-5/11, and final growth
lowest on the diagnostic
assessments monitor after 12 weeks (5/21)
assessment.

Result of Intervention Data Decision for


Record Progress Monitoring and Outcome. Identify change +/- this Intervention
/= Based on the aimline and trendline of graphs: (Mark one)
Effectiveness of Intervention: This section is for teacher reflection on the
Student
overall effectiveness of the intervention and SHOULD NOT be a factor in
(alphabetical, last name first)
Progress Progress Progress
Overall Decrease
Review determining whether individual students should move to Tier III.
Baseline Monitoring Monitoring Monitoring Outcome of Discontinue Modify Continue Intensify Problem
Change frequencey
1 +/-/= 2 +/-/= 3 +/-/= Intervention Intervention Intervention Intervention Intervention Solving
+/ -/ = or intensity
Cycle

# of students in this intervention: __5______

# of students with improvement ________

Divide the number of students who showed improvement by the number of


students in this intervention. This is the percent of children who showed success in
the intervention. This is the Intervention Effectiveness.

Students who showed success = _______%

* As a general rule, if this number is below 70%, the intervention has not been
effective.