RTI² Tier Information

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. Most of a student’s educational day will be spent in Tier I instruction.    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.

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. 

Classroom Instruction is aligned with Knox County Schools Curriculum Framework.