Tiers of the RTI Pyramid

The critical components of the Response to Intervention (RTI) process are well-designed curriculum and instruction, interventions at increasing levels of intensity, well-trained staff, and assessment-driven decision-making. The three-tier RTI model provides struggling learners with services and interventions at increasing levels of intensity: 

RTI Tiers	Assessment Needs	Instructional Needs
Tier 1: Low Risk At or above benchmark in core program	Benchmark assessments (Fall/Winter/Spring) Core program assessments Screening	Regular education Regular classroom instruction Extra support/enrichment in small groups Research-based supplemental programs
Tier 2: Some Risk Below benchmark in core program	Benchmark assessments (Fall/Winter/Spring) Core program assessments Progress monitoring (regularly) Diagnostic assessments	Regular education Regular classroom instruction Pre-teaching/reteaching in small groups Research-based supplemental programs
Tier 3: At Risk Unsuccessful in core program	Benchmark assessments (Fall/Winter/Spring) Core program assessments Progress monitoring (frequently) Diagnostic assessments	Regular and/or special education Small-group instruction Intensive support in core program Research-based remedial/replacement programs

Instruction in this multi-tiered model is additive. All students (with very few exceptions) receive standards-based comprehensive reading instruction in Tier 1. Students whose progress monitoring indicates a need for strategic supplementary instruction receive extra instruction in Tier 2 or 3. A few students—whose skills are far behind their peers—may at times need to receive only specialized intervention, but for the shortest amount of time, with the goal of returning to Tier 1 as soon as possible. In multitiered instruction, the nature of the academic intervention changes at each tier, becoming more intensive with each additional tier.

Tier 1: Low Risk

Students who are determined to be proficient on screening and benchmark assessments receive instruction in the research-based core curriculum in the regular classroom. Students are assessed on an initial screening at the beginning of the year and again in winter and spring to ensure that they continue to perform at benchmark levels. Students in Tier 1 may receive extra instruction in small groups to focus on particular skills. Some in Tier 1 may need pre-teaching, reteaching, or additional practice on specific skills to be successful in the core curriculum.

Tier 2: Some Risk

These students need regular supplemental or strategic instruction to support their learning and raise their achievement to proficiency in the core curriculum. Students served in Tier 2 are part of general—not special—education. Small groups are formed, based on assessment, to focus on the specific components of reading in which these students are deficient. This instruction may consist of increasing the time and intensity of the students' exposure to the core curriculum and its intervention support materials. Other research-based supplementary materials may be used. Students served at this level are assessed regularly using progress monitoring assessments to determine whether or not the intervention is effective.

Tier 3: At Risk

A small group of students will require intensive instruction. These students are not able to make sufficient progress with Tier 2 support. Remedial materials, methods, and practices may be used which, although research-based and aligned with the content of the core curriculum, are not necessarily a part of the core curriculum. Students served in Tier 3 are assessed more frequently using progress monitoring assessments.

Tier 3 services may include general education students as well as students who are identified as eligible for special education or related services. In some RTI models, there may be a Tier 4 that specifically serves special education. In other models, special education services are integrated within Tier 3.

Students receive instruction in Tier 2 or 3 only for a specified period of time (e.g., instructional cycles of 10 to 15 weeks) before being reevaluated. Progress monitoring continues during the cycle to regularly evaluate the short-term progress of students receiving Tier 2 or Tier 3 instruction, but at the end of the cycle, a formal decision is made about how the student will be served for the next cycle of instruction. This recursive cycle of intervention, progress monitoring, and adjustment of the intervention continues—even if a determination for special education eligibility is made—in a seamless collaboration between regular and special education.

Learn more:

​ Read Naturally assessments in an RTI model
​ Read Naturally programs in an RTI model