2.  Multi-level instructional framework
aimed at improving the outcomes during
instruction.
 It is a preventative framework that
provides immediate support to students
who are at-risk and struggling in the
regular education classroom.
 Many school use this framework for
reading, math or any subject or behavior
to help intervene and help child in the
classroom.

3.  Tier 1: General education in the
classroom – core curriculum in the
classroom that all students receive‘.
 Assessment of student three times per
year.
 A variety of grouping formats (individual
pairs, small groups, and whole class)

4.  Tier 2: Small group
instruction three or
four times a week.
 Intervention and
progress monitoring
(every two to three
weeks)
 Groping format -
same ability small (3 –
5) kids in the group.
 Tier 3: Intense
individualized
instruction
 More intensive
progress monitoring
(every two weeks)
 Students with extreme
difficulties will receive
only if they did not
make adequate
progress in Tiers 1 &
2.Same ability three or
fewer kids.

5. Grade
Level
Learners
Tier 1
Assessments 3 times
per year
Mastery
YES
NO
Struggling learners that have
continued to require additional
instruction are identified for Tier 2.
Needs more
instruction and
assistance – will
go on to Tier 3.
Tier 3 – Last of
Tiers before
being identified
for an IEP.

6.  Teachers and staff use assessment to
figure out the best path to take with
thought of materials and instruction for
child in need.
 Child’s progress is frequently checked and
monitored. If child requires ore assistance
they are pulled into smaller groups in the
back to work more rigorously.
 RTI helps identify a child who may be
special needs and require more than just
intervention in the classroom.

7.  The school will inform the parents if their
child is at risk and in need of RTI.
 Parents do not need to give their
permission
 Children receive assistance immediately.
 A teacher will begin assisting and
intervening with immediate materials and
instruction to assist the child using small
group, individual assistance and possibly
computers.

8.  Every two to three weeks there is
assessments done.
 Teachers keep a measure of how child is
doing.
 The individualized assistance should be
helping and closing the gap.
 If the process has not been working,
teachers look to get more assistance
from other professional to use with the
child to see if other strategies will help.

9.  Teachers compiled the assessments and
all data from weeks of RTI and will bring
to team.
 A parent is then asked to sign for actual
intervention process to begin using
assessments completed by the team to
determine if child is eligible for special
education services.

10. Website: Understanding Response to
Intervention
https://www.understood.org/en/school-learning/special-services/rti/understanding-response-to-intervention
Retrieved July 2, 2015.
Guide to Response to Intervention
http://www.wrightslaw.com/info/rti.htm
Retrieved July 2, 2015.