Tier 3 Tier 2 Tier 1 Tier 2 Tier 3 INTENSIVE TARGETED CORE TARGETED INTENSIVE For Advanced For Advanced For All Students For At Risk Learners For At Risk Learners Learners Learners Intensive, Focused, targeted Highly effective Focused, targeted Intensive individually individually designed enhancement of academic and behavior instruction for designed curriculum instruction with instruction for instruction in the individuals and/or responsive to increased depth and individuals and/or classroom is based on small groups who are instructional needs not complexity for small groups who the grade-level state not currently meeting met in Tiers 1 & 2. students who exceed meet grade-level standards/ benchmarks. grade-level benchmarks and benchmarks early or benchmarks within On-going formative require interventions quickly. On-going formative and core instruction. student assessment. beyond Tier 2. summative student Ensure continuous assessment. Ensure continuous On-going formative progress, remove progress by evaluating student assessment. academic ceilings and Differentiated instructional align with the area(s) instruction within the interventions and of interests, needs, and general framework of frequently monitoring abilities. the classroom. the effectiveness of the intervention. Change Standard grade-level or modify instructional curriculum is intervention based on enhanced. the analysis of data. Approximately 5% of Approximately 15% of Approximately 80% of Of the almost 20% of Of the 5% who proceed all students will all students will all students will students who proceed to Tier III, research respond with success respond with success respond with success to to Tier 2 research shows students will to core, targeted and to core and targeted core shows that 15% of respond with success to intensive academic/behavioral academic/behavioral students will respond core, targeted and academic/behavioral instruction instruction with success to core intensive instruction. and targeted academic academic/behavioral instruction instruction TWICE EXCEPTIONAL Twice students (those who need interventions on both sides of KSI) should receive separate interventions for both areas of need and strengths. Environmental, cultural, and disabling conditions may mask a abilities and should be child’s true taken into consideration to avoid exclusion of identification and services (Common National Gifted Education Myths, Association for Gifted Education, www.nagc.org). "These advanced learners shall be provided access to a challenging and accelerated curriculum while also addressing the unique needs of their disability." (Position on Response to Intervention (RtI):
Tier 3 INTENSIVE For Advanced Learners Tier 2 TARGETED For Advanced Learners Tier 1 CORE For All Students Tier 2 TARGETED For At Risk Learners Tier 3 INTENSIVE For At Risk Learners Intensive, individually designed instruction with increased depth and complexity for students who exceed benchmarks and require interventions beyond Tier 2. On-going formative student assessment. Focused, targeted enhancement of instruction for individuals and/or small groups who meet grade-level benchmarks early or quickly. Ensure continuous progress, remove academic ceilings and align with the area(s) of interests, needs, and abilities. Standard grade-level curriculum is enhanced. Highly effective academic and behavior instruction in the classroom is based on the grade-level state standards/ benchmarks. On-going formative and summative student assessment. Differentiated instruction within the general framework of the classroom. Focused, targeted instruction for individuals and/or small groups who are not currently meeting grade-level benchmarks within core instruction. Ensure continuous progress by evaluating instructional interventions and frequently monitoring the effectiveness of the intervention. Change or modify instructional intervention based on the analysis of data. Intensive individually designed curriculum responsive to instructional needs not met in Tiers 1 & 2. On-going formative student assessment. Approximately 5% of all students will respond with success to core, targeted and intensive academic/behavioral instruction. Approximately 15% of all students will respond with success to core and targeted academic/behavioral instruction Approximately 80% of all students will respond with success to core academic/behavioral instruction Of the almost 20% of students who proceed to Tier 2 research shows that 15% of students will respond with success to core and targeted academic instruction Of the 5% who proceed to Tier III, research shows students will respond with success to core, targeted and intensive academic/behavioral instruction TWICE EXCEPTIONAL Twice students (those who need interventions on both sides of KSI) should receive separate interventions for both areas of need and strengths. Environmental, cultural, and disabling conditions may mask a child’s true abilities and should be taken into consideration to avoid exclusion of identification and services (Common Gifted Education Myths, National Association for Gifted Education, www.nagc.org). "These advanced learners shall be provided access to a challenging and accelerated curriculum while also addressing the unique needs of their disability." (Position on Response to Intervention (RtI):
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