Response to Instruction and Intervention (RTI²) 

Tier I

The first “I” in RTI² is instruction; strong Tier I or core instruction is the foundation of RTI². Core instruction and grade-level expectations are delivered to all students through the Tier I instructional block. The hallmarks of effective Tier I instruction:

High Quality Instructional Materials (HQIM)

High-quality instructional materials (HQIM) use evidence-based instructional strategies and are designed to address specific skill gaps through research-based practices. These materials ensure that interventions are not only targeted, but also grounded in what is proven to work for diverse learners.

Effective interventions built on HQIM include:

• Clear scaffolds that support gradual learning and independence

• Intentional pacing to match students' readiness levels

• Built-in supports to meet the needs of all students, including English learners, students with disabilities, and those significantly below grade level

By using HQIM in interventions, schools can provide consistent, equitable, and impactful instruction that accelerates learning and supports long-term success.

Differentiated Small Group Instruction  

Differentiated small group instruction allows teachers to target instruction to meet the specific needs of students, especially those with skill gaps. In smaller groups, students receive more personalized attention and immediate feedback, which helps deepen understanding and build confidence.

These settings also encourage active participation—students are more likely to ask questions, engage in discussion, and take academic risks. At the same time, teachers gain deeper insights into each student’s strengths, challenges, and interests, allowing for more responsive and meaningful instruction.

   Ongoing Assessment

Ongoing assessments provide continual feedback that supports both students and teachers in actively monitoring learning and making timely adjustments. For teachers, they offer valuable data on student understanding, highlighting areas where students may be struggling or excelling. This insight allows instruction to be more responsive and targeted.

For students, ongoing assessments help them understand their progress, pinpoint specific areas for improvement, and set meaningful learning goals. When students see how they’re doing in real-time, they’re more likely to take ownership of their learning, which fosters greater motivation, engagement, and persistence.

Tier II & Tier III

The second “I” in RTI² is intervention. Intervention is offered as additional instruction with multiple entry and exit points based on students’ needs. For example, a student on grade-level may receive high-quality Tier I instruction and enrichment, while another student who is showing slight deficits in specific areas may receive the same high-quality Tier I instruction in addition to targeted interventions through Tier II. Alternately, a student who has significant needs may receive extended, intensive interventions through Tier III in conjunction with Tier I instruction. 

The three tiers of RTI2 work together to provide the framework for student instruction and additional intervention support. The goal of all instruction and intervention is to scaffold instruction so that all students have access to grade level curriculum and the greatest opportunity for academic success. The administration of the universal screening of students in kindergarten through grade 12 in the areas of reading, mathematics, and written expression is the first step in working to identify students who are failing to meet grade level expectations and need additional interventions. The design of RTI2 provides increasingly intensive intervention as students move through each tier with Tier III being the greatest level of intervention within general education. Even within this continuum of supports, some students may need even greater levels of academic intervention and require a referral for special education. In this way, RTI2 works in conjunction with the Child Find process to identify students who may have a specific learning disability.  

If at any point, a student fails to respond to interventions and is suspected of having a specific learning disability, then the student must be referred for an initial evaluation for special education regardless of what tier of intervention the student is currently receiving or how many weeks the student has been receiving intensive interventions. As always, parents reserve the right to request an evaluation at any time (U.S. ED, Memo to State Special Education Directors, (Jan. 21, 2011)). The school district may implement tiered intervention and conduct an initial evaluation for a specific learning disability simultaneously.