Barber Sped Hub logo
Barber Sped Hub
← Hub
Intake · Pre-Referral

MTSS Resource Bridge

Free and low-cost intervention resources for academics and behavior, closet kit documentation guides, and data collection templates you can save and return to week after week — so the documentation diagnosticians need actually shows up at referral.

👩‍🏫

For Teachers & Interventionists

Free intervention resources for reading, math, and behavior, organized by domain and grade band. Use the embedded templates to document what you're doing — save a student, log each session, and come back to the same record for the whole cycle.

📋

For Diagnosticians

A shareable toolkit for SST teams. Includes what defensible pre-referral documentation looks like and the tools to collect it — organized by what you need to see before evaluation begins.

📋 Go to my students' data

Free & Low-Cost Intervention Resources

All resources are evidence-based. 🤠 Texas-specific resources are aligned directly to TEKS and TEA infrastructure. Filter by domain (reading, math, or behavior) or grade band to narrow the list.

Domain:
Grade Band:

Loading…

Already in Your Building

Many campuses own these programs. Before requesting new resources, check the storage room — these kits were purchased, they just need to be used. Each card notes what data the kit generates and where fidelity most commonly breaks down.

Loading…

What a Defensible Referral Packet Looks Like

This is the convergent evidence standard. Share this checklist with SST teams at the start of an intervention cycle — not after the fact.

  • ✓
    Minimum 2 full intervention cycles (8 weeks each)One cycle rarely demonstrates a clear pattern. Two cycles allow for a modified approach and strengthen an inadequate response argument.
  • ✓
    Intervention delivered 3–5 times per weekTwice weekly is not sufficient for a valid ROI calculation. Frequency must be documented per session, not estimated at referral.
  • ✓
    Session duration of 20–45 minutes per sessionDuration must be consistent and match the program's intended delivery model. "We do it when we can" is not documentation.
  • ✓
    Fidelity documented per sessionA checklist or rating showing the intervention was delivered as intended. Without fidelity evidence, inadequate response is nearly impossible to interpret meaningfully.
  • ✓
    Weekly or biweekly progress monitoring dataCBM probes, timed reads, program-embedded assessments, or other repeatable measures. A single pre/post score is not progress monitoring.
  • ✓
    Data graphed with aimline or benchmark referenceA graph communicates trajectory in a way a table of numbers does not. Peer ROI comparison strengthens the inadequate response conclusion.
  • ✓
    ROI calculated and interpretedRate of Improvement = (End Score − Baseline) ÷ Number of Weeks. Compare to typical peer ROI for grade and skill area.
  • ✓
    SST meeting notes with documented decision pointsWhen was data reviewed? What decisions were made? Who attended? This creates the paper trail supporting a full and individual evaluation.
  • ✓
    Evidence of adequate Tier 1 core instructionThe student must be failing to respond despite good core instruction — not simply receiving inadequate Tier 1. Note curriculum, delivery model, and teacher notes.
  • ✓
    Documented exclusionary considerationsVision, hearing, attendance, language difference, environmental/economic factors. These must be addressed before evaluation can begin.
  • ✓
    Names the strand, not the subject"Reading" is a rope; "sounding out unfamiliar words" is a strand. A referral that names the strand tells the evaluator where to look and lets the intervention data answer a specific question. Use the plain-language strand list on The Learning Ropes — teachers and parents can name it without training.

If the concern is behavior, the packet also needs:

  • ✓
    An operational definition of the target behavior"Disruptive" is a rope; "leaves seat and walks around the room without permission" is a strand. Observable, measurable, and specific enough that two adults would count the same event.
  • ✓
    Baseline data before the intervention startedFrequency, duration, or Direct Behavior Rating collected for at least 3–5 days. Without baseline, "it got better" cannot be shown.
  • ✓
    ABC data and a hypothesized functionAntecedent-Behavior-Consequence records across settings, and a stated best guess about what the behavior gets or avoids. The intervention should match the function — a strategy that ignores function is the behavior equivalent of the wrong program.
  • ✓
    A function-matched intervention delivered with fidelityCICO, a behavior contract, self-monitoring, or a replacement behavior taught and reinforced — with a per-session record that the adult side of the plan actually happened.
  • ✓
    Weekly progress data on the same measure as baselinePercent of CICO points, daily frequency count, or DBR ratings, graphed against a goal line. Office referral counts alone are too coarse.
  • ✓
    Evidence of adequate Tier 1 classroom managementPosted expectations, taught routines, a positive-to-corrective ratio, and TBSI-aligned practices. The student must be failing to respond despite a well-managed room — not responding predictably to a poorly managed one.
📌 FidelityFidelity is the single most consequential missing piece in most referral packets. Without it, you cannot rule out that inadequate implementation — not a learning disability — explains the poor response. Hold this line at SST.
📌 ROIROI below typical peer growth for 2+ consecutive cycles is your strongest convergent data point. One poor cycle can reflect disrupted implementation. Two cycles with the same pattern is a meaningful clinical finding. Hasbrouck & Tindal (2017) norms are a reliable peer comparison source for ORF.
⚠ Secondary Level GapRTI documentation at secondary is frequently absent or informal. When a secondary referral arrives without pre-referral data, document this explicitly in the FIE — note what was and was not available, why, and how the evaluation compensates. Don't allow the system's gap to become the evaluation's gap.
📌 Behavior PacketsA behavior referral with no baseline and no function hypothesis usually means the FBA has to start from zero — and the evaluation timeline absorbs the delay. Six weeks of CICO point cards and a page of ABC data is the behavior equivalent of an ROI graph.
📌 Share This ChecklistBring this to your next SST or MTSS meeting. Framing it as "here's what makes my evaluation stronger and faster" tends to land better than leading with what's missing.

Data Collection Templates

Forms designed to capture exactly what a diagnostician needs at referral, for academics and for behavior. Save a student once, then come back to the same record every session: log each session, add each week's score, and print the summary at SST review or when requesting evaluation.

Saved students:
No student open. Click New Student to start a record, or open a saved one from the list.
🔒 Records are saved only in this browser on this device — nothing is sent to the hub or anywhere else. Clearing browser data will erase them, so Download a copy at the end of each week and keep it with the student's intervention folder. Downloaded files can be re-imported on any device. Follow your district's policy on student identifiers; initials are fine if that is what your campus requires.
Academic Behavior
Intervention Session LogNo student open
Complete one per student, per session. File in the student's intervention folder and bring to SST meetings.
Student & Intervention Information
TEKS Skill Area Targeted
Fidelity Checklist
Student Performance This Session
Accuracy: Fluency:
Next Steps
Logged Sessions — this student
Open or create a student record, fill in a session, and click Log This Session. Each logged session is kept with the record.
8-Week Progress Monitoring SummaryNo student open
Complete at the end of each 8-week cycle. Bring to SST meeting with graphed data. Attach to referral packet if evaluation is requested.
Student & Intervention Information
Weekly Progress Monitoring Data
Fill weekly averages from logged sessions: Needs a Cycle Start Date. Weeks are counted from that date; sessions are averaged per week. Baseline is entered by hand.
WeekDateScore / ResultNotes
Baseline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Rate of Improvement (ROI)

ROI Calculator

ROI = (Week 8 Score − Baseline Score) ÷ 8 weeks
Enter baseline and Week 8 scores in the table above to calculate.
Typical peer ROI — Oral Reading Fluency (Hasbrouck & Tindal, 2017):
Gr 1: ~1.9 wcpm/wk  ·  Gr 2: ~1.6  ·  Gr 3: ~1.1  ·  Gr 4: ~0.85  ·  Gr 5: ~0.5  ·  Gr 6–8: ~0.3–0.4
For math and other domains, consult NCII benchmark norms for the specific measure used.
Response to Intervention Interpretation
SST Team Decision
Behavior Intervention Session LogNo student open
Complete one per student, per session or per day of the plan. Records what the adult did, what the student did, and the count — file with the ABC data and bring to SST.
Student & Intervention Information
Target & Replacement Behavior
Strategies Used This Session
ABC Observations This Session

Record each occurrence of the target behavior you observed. What happened right before, what the student did, what happened right after.

TimeAntecedent (before)Behavior (what student did)Consequence (after)
Fidelity Checklist (adult side of the plan)
Measurement This Session

Use the same measure every session. Frequency for countable behaviors; duration for episodes; percent of points for CICO; Direct Behavior Ratings for engagement and disruption.

Next Steps
Logged Behavior Sessions — this student
Open or create a student record, fill in a session, and click Log This Session. Each logged session is kept with the record.
Behavior 8-Week Progress Monitoring SummaryNo student open
Complete at the end of each 8-week cycle. Bring to SST with the graphed data and the ABC records. Attach to the referral packet if an evaluation or FBA is requested.
Student & Intervention Information
Weekly Progress Monitoring Data

Enter the weekly average of your measure (average daily frequency, average % of points, or average DBR). Same measure every week.

Fill weekly averages from logged sessions: Needs a Cycle Start Date. Baseline is entered by hand.
WeekWeek ofWeekly Avg.Notes (fidelity, setting changes, incidents)
Baseline
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Rate of Change

Behavior Change Calculator

Change per week = (Week 8 − Baseline) ÷ 8  ·  % change = (Week 8 − Baseline) ÷ Baseline × 100
Enter baseline and Week 8 values in the table above to calculate.
Reading the result: Behavior has no published peer-growth norms like ORF. The comparison is the student's own baseline and the goal set at the start of the cycle (CICO convention: 80% of daily points). A reduction of 50% or more from baseline, sustained for the second half of the cycle, is a common working threshold for adequate response; little or no change across two full cycles of a function-matched, fidelity-documented plan is the finding that supports moving to an FBA or evaluation.
Response to Intervention Interpretation
Exclusionary & Context Considerations
SST Team Decision