1. • Tier 1 (Universal Instruction): This is the foundation, where all students receive high-quality, evidence-based instruction in the general education classroom. This core curriculum and teaching strategies are designed to meet the needs of approximately 80-90% of students. Regular monitoring of student progress occurs at this level.
   • Tier 2 (Targeted Interventions): For students who are identified through universal screening as “at risk” or not responding adequately to Tier 1 instruction, more targeted, supplemental interventions are provided. This often involves small-group instruction, delivered several times a week for a set duration (e.g., 10-20 weeks), focusing on specific skill deficits. These interventions are in addition to Tier 1 instruction.
   • Tier 3 (Intensive Interventions): A small percentage of students (typically 1-5%) who do not make sufficient progress in Tier 2 receive intensive, individualized interventions. This may involve one-on-one or very small group instruction, often with specialists, with highly focused, frequent support. If students still do not respond, a referral for a comprehensive special education evaluation may be considered.
2. Progress Monitoring: This is a continuous and systematic process of tracking student progress to determine the effectiveness of instruction and interventions. Frequent assessments (e.g., weekly or bi-weekly) are used to collect data on individual student growth.
3. Data-Based Decision Making: All decisions within the RtI framework, from identifying struggling students to adjusting interventions and considering special education referrals, are grounded in data collected through universal screening and progress monitoring. This objective approach ensures that interventions are evidence-based and aligned with individual student needs.
4. Fidelity of Implementation: It’s crucial that interventions at all tiers are implemented as designed and intended. This ensures that the effectiveness of the intervention can be accurately assessed.
5. Collaboration: Effective RtI requires ongoing collaboration among general education teachers, special education teachers, specialists, administrators, and parents.

RtI is often seen as a comprehensive, proactive strategy that not only helps struggling students but also enhances outcomes for all learners by promoting high-quality instruction and a data-driven culture throughout the school. It aims to reduce inappropriate referrals to special education by ensuring that students’ difficulties are due to true learning disabilities, rather than inadequate instruction.

How RtI Can Be Used by Teachers to Help Increase Student Success in the Classroom

Teachers play a pivotal role in the successful implementation of RtI and are at the forefront of increasing student success through this initiative. Here’s how:

1. Ensuring High-Quality Tier 1 Instruction (The Foundation):

   • Evidence-Based Practices: Teachers are responsible for delivering core instruction using methods and materials that are scientifically proven to be effective for the majority of students. This includes strategies like explicit instruction, direct teaching of skills, systematic phonics, comprehension strategies, and effective classroom management.
   • Differentiated Instruction: Within Tier 1, teachers differentiate their instruction to meet the diverse needs of all learners. This means using a variety of teaching styles (visual, auditory, kinesthetic), providing options for demonstrating mastery, and offering varied levels of challenge.
   • Universal Design for Learning (UDL): Applying UDL principles ensures that lessons are accessible and engaging for all students from the outset, minimizing barriers to learning.

2. Conducting Universal Screening and Identifying At-Risk Students:

   • Teachers participate in administering universal screening assessments to all students at key points in the year.
   • They analyze the screening data to identify students who are not meeting grade-level benchmarks or are at risk of falling behind. This early identification is critical for timely intervention.

3. Delivering Targeted Tier 2 Interventions:

   • For identified students, teachers provide supplemental, small-group interventions during designated times (e.g., during reading centers or specific intervention blocks).
   • These interventions are focused on specific skill deficits (e.g., phonics, fluency, number sense) and are often pre-scripted or drawn from evidence-based programs.
   • Teachers might “chunk” information, provide more opportunities for practice, slow the pace, or spend more time modeling concepts for these small groups.

4. Implementing Intensive Tier 3 Interventions (Often in Collaboration):

   • For students with more significant needs, teachers collaborate with specialists (e.g., special education teachers, reading specialists) to design and deliver highly individualized and intensive interventions.
   • This might involve one-on-one sessions, very small group instruction, or specialized remedial programs. Teachers provide critical input regarding the student’s daily classroom performance and response to previous interventions.

5. Rigorous Progress Monitoring and Data-Based Decision Making:

   • Teachers regularly collect and chart student progress data for those receiving Tier 2 and Tier 3 interventions. This might involve quick probes, fluency checks, or short quizzes.
   • They analyze this data frequently to determine if a student is responding positively to the intervention.
   • Based on the data, teachers make informed decisions:
     • If a student is making good progress, they might continue the intervention or return to full Tier 1 support.
     • If progress is slow or non-existent, the teacher, in collaboration with the RtI team, will adjust the intervention (e.g., increase intensity, change strategies, provide more time).
     • If significant concerns persist despite intensive Tier 3 interventions, the data provides crucial evidence for considering a special education evaluation.

6. Collaborating and Communicating:

   • Teachers actively participate in RtI team meetings, sharing their observations, student data, and insights.
   • They collaborate with colleagues, specialists, and administrators to brainstorm strategies, develop intervention plans, and ensure consistency across the school.
   • Teachers maintain open communication with parents, sharing student progress, discussing interventions, and involving them in the support process.

By systematically applying the principles and components of RtI, teachers can create a responsive learning environment where student struggles are identified early, targeted support is provided, and instructional decisions are continually refined based on concrete data, ultimately leading to increased academic and behavioral success for all students.