This document outlines a tiered model of academic intervention. Tier 1 involves standards-based classroom learning for all students. Tier 2 provides targeted instruction and interventions for some students in addition to Tier 1. Tier 3 includes specially designed learning with accommodations and modifications for a small number of students through IEPs or other plans. The tiers increase in intensity of intervention and decrease in number of students involved from Tier 1 to Tier 3.

1. Academic Intervention
Tier 3
Pyramid
SPECIALLY
DESIGNED LEARNING
Students will have
accommodations/modifications
through a Special Ed, IEP, Gifted
Plan, or ESOL Plan
Increasing Intensity
Tier 2
Decreasing Number
of Intervention of Students
RTI TEAM DRIVEN RESOURCES:
LEARNING:
Academy of READING and
Targeted students participate MATH, School Psychologist,
in differentiate learning in Social Intervention Teams,
addition to Tier 1 interventions to DynEd, A+nyWhere Learning
include: System (A+LS), Data‐Driven
• Individualized assessments Instruction, More Frequent Progress
• Individualized interventions Monitoring, Alternative School,
• Referral for specially designed Differentiated Instruction, Screenings,
interventions as needed Counselors, Intervention Specialists
Tier 1
NEEDS­BASED LEARNING RESOURCES:
Targeted students receive instruction that is Academy of READING and Academy of MATH
in addition to General Education and different for grades 1‐12, School psychologists/Social
by including: Intervention Teams, A+nyWhere Learning System,
• Formalized, systematic processes of School Level Screenings, Hearing/Vision Screening
new research‐based intervention(s) required, Frequent Progress Monitoring, Counselors,
• More frequent progress monitoring Differentiated Instruction, Intervention Specialists,
Math Coaches, etc…
General Education
STANDARDS­BASED CLASSROOM LEARNING: RESOURCES:
All students participate in general education learning that includes: State Website, Differentiated instruction, A+ Elements aligned
• Implementation of our state standards through research‐based to state standards (A+LS, A+LL, A+Classroom), Flexible
practices Grouping, Learning Styles Assessments, Standards‐Based
• Use of flexible groups for differentiation of product, process, content Professional Learning, etc.
& environment
• Regular progress monitoring (AutoSkill RTI, A+LearingLink, A+LS)