Working in Professional Learning Communities (PLCs), teachers follow a general data analysis and intervention implementation procedure explained in the flowchart in the link below:

After examining screening data and other classroom assessments, teachers in Rti teams determine which students may need an intervention.  Sometimes, based on a quadrant analysis and review of the available data, it is determined that a student can receive a “standard protocol intervention” without needing further diagnostic assessment.  A “standard protocol intervention” is an evidence-based intervention that has been determined to work for students with a wide variety of needs.  These kinds of interventions may be delivered in or out of the classroom, either by the classroom teacher, a support teacher, or paraprofessional from a program like Title I or Assurance of Mastery.  The intervention may be delivered in as little as 10 minutes a day, 3 times a week, to as much as 30 minutes a day, 5 times a week.  Some interventions may last only a few weeks, while others will extend for several months.

After a Tier 2 or Tier 3 intervention is selected, teachers in RtI teams will develop an intervention plan for the student.

In many cases, a standard protocol intervention will be successful.  At that time, an intervention can be ended.  The classroom teacher will continue to monitor the student’s progress to make sure he or she continues to have success.