RTI2 Tier InformationThe Response to Instruction and Intervention (RTI2) Framework for teaching and learning begins with high-quality, differentiated instruction throughout the day and emphasizes intervening with students when they first start to struggle to avoid prolonged academic difficulties.
The first “I” in RTI2 is instruction; strong Tier 1 instruction is the foundation of RTI2. Core instruction and grade-level expectations are delivered to all students through the Tier 1 instructional block. The hallmarks of effective Tier 1 instruction:
- High expectations
- Standards-based whole group with small group instruction
- A balance of skills-based and knowledge-based competencies in reading and mathematics with differentiation, and purposeful use of data.
Strategic and intensive Tier 2 and 3 interventions occur in addition to Tier 1 instruction. Tier 1 provides a scaffolded model of grade-level rigor aligned to the standards; whereas Tier 2 and Tier 3 interventions target and narrow learning gaps, making Tier 1 instruction increasingly accessible to all learners.
Classroom Instruction is aligned with Knox County Schools Curriculum Framework.
Tier 2 addresses the needs of struggling and advanced students. It is in addition to Core Instruction. Tier 2 requires high-quality intervention matched to students’ needs and provided by highly trained personnel. It is recommended the majority of the intervention is through direct instruction. For those doing a computer program, students should still have daily interaction with a teacher who can hold them accountable and further assist students in closing the gap. When teachers and school level RTI2 support teams are making placement decisions for Tier 2 interventions, it is necessary to consider other assessments, data, and information on the student. When a student begins an intervention, a more precise assessment may be needed to identify the specific area(s) of deficit.
Tier 3 is in addition to Tier 1 and provides extra help to students who have not made adequate progress with Tier 2 interventions or who are significantly below grade level in math, reading and writing skills. Tier 3 interventions are more explicit and more intensive than Tier 2 interventions. Students at this level should receive daily, intensive, small group, or individualized intervention targeting specific area(s) of deficit. It is necessary to consider other assessments, data and information on the student. The purpose of immediately placing a student in Tier 3 intervention is to increase the intensity of the intervention, not to shorten the duration of the intervention period.