RTI Framework

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Tier 1

Decisions: Teachers use continuous screening processes to determine if there are any struggling learners who need to be moved up a tier.

Grouping: Whole class

Who does what?: Trained teachers deliver the core instructions and other professionals can support the teacher and students in a general education classroom

Essential Components: High-quality learning environments, evidence-based curricular and instructional practices, a continuum of supports and interventions, and core instruction

Purpose: The general outcome is to have 80% of students to align with this instruction. The reason for the instruction is to have students receive a high quality, differentiated, culturally responsive core academic and behavioral instruction.

RTI Framework

Tier 3

Decisions:Teacher determines if student still needs to be in Tier 3. If they do not, they will be moved to Tier 2 or 1.

Grouping: Individualized

Who does what?: A highly trained teacher delivers intensive instruction in or outside the classroom. Could be in general education or special education.

Essential Components: Adaptions of supports and interventions, intensive interventions, and frequent progress monitoring intervals

Purpose: To provide intensive support and interventions for students struggling in Tier 1 or 2. 5% of the student population in a classroom should be in this tier.

Tier 2

Purpose: To supply supports and interventions to students who are struggling in Tier 1. General out come is to have 15% of student population in this tier.

Decisions: Teacher uses frequent process monitoring skills to determine if the type of instruction is aligning with a student, and if it is not teacher needs to determine what other teaching methods or instruction will. If the student is still struggling, he/she is moved to tier 3. The teacher determines if the student still needs to be in Tier 2 if not they are moved to Tier 1.

Grouping: Small group instruction

Who does what?: Teacher and/or other professionals supply additional support to what the student is receiving in Tier I. This support happens during the general classroom or during the intervention period.

Essential Components: Interventions that include evidence-based instructional practices and interventions that increase the intensity, frequency and duration based on the results of regular progress monitoring intervals