Coordinate support.
Show what works.

Move from current plan and classroom evidence to a focused intervention, clear teacher implementation guidance, fidelity checks, and progress evidence the team can use.

1 · Confirm the plan2 · Target the need3 · Support & document4 · Review & adjust

Start with evidence

Describe what can be seen, heard, counted, or reviewed in student work.

Preserve the target

Change the path to learning before changing what the student must learn.

Check the plan

An existing IEP, 504 Plan, or language-access plan always guides implementation.

1. Confirm the plan, setting, and observable need

Anonymous student labelCourse or subjectGrade

Plan or process guiding supportResponsible staff or partners

Required accommodations, services, or conditions to preserveLearning target that must remain intact

Where is it most visible?How often?

Specific evidence or examplesStrength, interest, or condition where the student succeeds

2. Choose a small set of supports to try

Select two or three supports that match the barrier. More supports do not automatically make a better plan.

Preview the finish line and model the first stepUse a short visible checklist with one action per lineProvide a two-minute start prompt and a planned check-inReduce visual clutter and present one section at a time

Approximate support timeminutes or during the relevant taskInitial cycle lengthweeks before team review

3. Decide what evidence will show whether it helpedSimple progress measure

BaselineGoal and decision rule

Brief check days or points

TEACHER-READY DRAFT

Intervention & access plan

DECISIONPOINT INTERVENTION SPECIALIST SUPPORT PLAN

Student: Student A
Course/setting: Not entered
Plan or process guiding support: IEP
Required accommodations/services to preserve: Confirm directly from the current plan or approved team documentation.
Learning target that remains unchanged: Enter the knowledge or skill the student must demonstrate.

OBSERVABLE NEED
Area: Starting and organizing work
Observed during: Independent work
Frequency: Several times each week
Evidence already noticed: Document specific, observable examples rather than labels or assumptions.
Student strength or successful condition: Identify when, where, or how the student is already successful.

SUPPORTS TO TRY
1. Preview the finish line and model the first step
2. Use a short visible checklist with one action per line

IMPLEMENTATION & FIDELITY
Responsible staff: Intervention specialist and classroom teacher
Provide the support for about 10 minutes or during the relevant task, consistently for 3 weeks. Teach the student how to use it. Record whether it was offered, used, and completed as designed. Continue every accommodation and service required by the student's current plan.

PROGRESS CHECK
Measure: Completed task steps
Baseline: Record the current performance before beginning.
Goal/decision rule: Set a specific, realistic result and decide what evidence will trigger continue, adjust, intensify, or refer.
Check: Tuesday and Friday

TEAM REVIEW QUESTIONS
1. Was the support delivered as planned, including frequency and setting?
2. What changed in the student evidence—not just adult perception?
3. Did the student use the support independently or need prompting?
4. Did access improve while the learning target stayed intact?
5. What does the student say helped or remained difficult?
6. Should the team continue, adjust, intensify, or follow the school referral process?

CLASSROOM-TEACHER IMPLEMENTATION EXEMPLAR
In this course, when the class is working toward “the stated learning target,” Student A receives: Preview the finish line and model the first step; Use a short visible checklist with one action per line. The teacher still evaluates the same target. Intervention specialist and classroom teacher documents whether the support was offered and used. The support changes access, timing, format, environment, or response method only when permitted; it does not remove required thinking or guarantee a grade.

Use this as a planning and communication draft. Follow the student's current plan exactly and apply district procedures and applicable law. Do not use this tool to diagnose, determine eligibility, write or change an IEP/504 Plan, prescribe services, or replace required team decisions.

NEXT IN THE INTERVENTION LINE

Connected tools, not isolated worksheets.

This hub establishes the shared intake and planning cycle. The next focused builders can reuse its information instead of making teachers start over.

Reading Fluency Builder

Controlled passages, timing guidance, accuracy and phrasing checks, and progress graphs.

Reading Comprehension Builder

Text-dependent questions, scaffold fading, and evidence of understanding across levels.

PLANNED

Math & Writing Supports

Subject-specific exemplars that show what accommodations look like without changing the target.

Coordinate support.Show what works.

Connected tools, not isolated worksheets.

Reading Fluency Builder

Reading Comprehension Builder

Math & Writing Supports

Coordinate support.
Show what works.