The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. This article describes a program developed for students with speech sound disorders that incorporated concepts of early intervening services, response to intervention, and progress monitoring to improve eligibility determination and dismissal decisions and to implement an efficient service delivery model for children with speech sound disorders in public schools. Data indicated that use of early intervening and response to intervention were efficient models for addressing speech sound errors within general education as an alternative to referral for an IDEA evaluation for children with mild speech sound disorders. (Contains 4 tables.)