The recent reauthorization and regulations of the Individuals With Disabilities Education Improvement Act (IDEA 2004) encourage the use of school-wide interventions including response to intervention (RTI; Bradley, Danielson, & Doolittle, 2007). RTI refers to a multi-tiered system that addresses the academic needs of all students by using evidence-based instructional practice, progress monitoring, and data-informed instructional problem solving. A tiered system is an educational model that delineates three or more levels of instructional interventions based on gaps in student skills. RTI is highly encouraged as it ensures high-quality instruction and universal screening of all children, addresses the needs of struggling learners by providing interventions at increasing levels of intensity, and significantly decreases the number of inappropriate referrals to special education. In this article, the authors present a collaborative planning framework for educators implementing RTI. The framework addresses how educators can use universal screening and progress monitoring data to plan for instruction at all tiers as well as evaluate the responsiveness of interventions provided at the Tier 2 and Tier 3 levels within the RTI model. The results are a feasible support system by which educators can improve service delivery to all students, including those identified as English Language Learners (ELLs). Using the recommendations by Fuchs, Mock, Morgan, and Young (2003); Harry and Klingner (2006); and the regulations of IDEA 2004, the authors developed the Collaborative Instructional Planning and Intervention framework. (Contains 4 figures.)