Response to Intervention (RtI) Model of Instruction

TIER 1 TIER 2 TIER 3

	Core Instruction	Targeted Group Instruction	Intensive, Individual Intervention
Focus	ALL Students	Students who do not respond to Tier I instruction (approximately 15 %)	Students significantly behind who have not responded adequately to Tier 1 or Tier 2 efforts (approximately 5%)
Program	Research-based curricula following PA state standards delivered with fidelity (as designed by publisher)	Specialized, differentiated research-based interventions delivered with fidelity (as designed by publisher)	Intensive, explicit, differentiated, multisensory, research-based interventions delivered with fidelity (as designed by publisher)
Grouping	Flexible Grouping	Homogeneous small group	Individual or very small homogeneous groups
Time	Reading: 90+ uninterrupted minutes minimum per day Math: 60+ uninterrupted minutes minimum per day	10-12 weeks interventions at least 30 minutes/day in addition to Tier 1 or as prescribed by intervention program	10-12 week interventions 30-60 minutes daily in addition to Tier 1 or as prescribed by intervention program
Assessment	Universal screening and assessment at beginning, middle, and end of year	Progress monitoring twice per month on target skill/s	Progress monitoring weekly on target skill/s
Goal/s	Grade level achievement or above	Eliminate gap between present achievement and grade level expectations	Eliminate or narrow gap between present achievement and grade level expectations
Instructor	General education teacher	Classroom teacher or specialist (e.g., SLP, reading specialist, behavior specialist)	Specialist trained in needed methodology (e.g., SLP, Reading specialist, behavior specialist)
Setting	General education classroom	Pull away small group or additional intervention in classroom (not by general education teacher)	Appropriate setting within school
Behavior Support	Effective school-wide behavior supports	Specialized behavior plans implemented/monitored by teacher and parents	Functional Behavior Assessment (FBA) and specialized behavior plans in coordination with teacher and parents
Professional Development	Ongoing professional development	Focused, specialized, and ongoing to provide training in specialized interventions	Focused ongoing training in specialized interventions
Parent Involvement	Information about student progress routinely provided to parents via report cards and parent-teacher conferences	Student progress on target skill/s provided to parents every two weeks; parents participate in decisions	Ongoing, frequent communication with parents regarding progress on target skill/s; parents participate in intervention change decisions