RTI Action Network - Tiered Instruction/Intervention

Featured Terms | Glossary


AYP - Adequate Yearly Progress: A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress ... More »

Voices From the Field

"If you don't have data you believe in, look for ways to gather data you can use. Once you are confident in the data, look at how you can best use the resources you currently have in place." [Read full story »]

— Brian Miller, Principal, IA

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Ask the Experts

Why should we undertake Response to Intervention (RTI) when we already have several other initiatives going on in our district?

Response from Ann Casey, Ph.D.: RTI is a framework that could be used as an organizing tool for all of our work in education. The main intent of RTI is to ensure students receive targeted instruction early so all students can be successful. In RTI, we integrate measurement/data systems to focus instruction by using a problem solving process. These components are the framework...[read full response]

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Tiered Instruction/Intervention

The heart of any RTI model lies in the use of tiered instruction. In the RTI framework, the instruction delivered to students varies on several dimensions that are related to the nature and severity of a student's difficulties. Edward Shapiro of Lehigh University provides a detailed explanation of the multi-tiered instructional component of RTI.

Read "Tiered Service Delivery in a Response-to-Intervention Model"

Tier 1

All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.

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Tier 2

In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.

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Tier 3

At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.

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