BPS RTI 2014-2015

BPS Reading Continuum for Instruction and Intervention

Tier 1 CORE Instruction Tier 2 Targeted Intervention Tier 3 Intensive Intervention
All Students Some Students Few Students
The first tier of the RTI framework, known as core
instruction or first instruction, is provided by
classroom and content-area teachers and uses research-
based strategies. Time and necessary repetition are
needed for the acquisition of each skill. The more
effective this core instruction, the less teachers need to
supplement and modify instruction for the majority of
learners (Simmons & Kameenui, 2003).

Inherent within this first tier of core instruction is the
assumption that Universal Design for Learning (UDL) is
the foundation for teaching, learning, assessment, and
curriculum development. The central practical premise
of UDL is that a curriculum should include alternatives to
make it accessible and appropriate for individuals with
different backgrounds, learning styles, abilities, and
disabilities in widely varied learning contexts. The
universal in universal design does not imply one
optimal solution for everyone. Rather, it reflects an
awareness of the unique nature of each learner and the
need to accommodate differences, creating learning
experiences that suit the learner to maximize his or her
ability to progress (Rose & Meyer, 2002). Mere access
to materials and information does not equate to access
in learning for all.


While the first tier of instruction within the RTI
framework provides core instruction, sometimes
students struggle with their learning, despite the
accommodations and adjustments that classroom
teachers make. When this happens, the second tier of
RTI offers immediate, targeted interventions: explicit
instruction is provided to some students who need more
than the core instruction to achieve at grade level.
Struggling readers are given supplemental instruction (in
addition to Tier 1) and support, based entirely on their
specific reading deficits. These instructional strategies
and materials are research-based and delivered by
effective providers to small groups of students with
similar needs. The instruction is designed to be short
term and targeted to specific student needs (RIDE,
2010). Valid, reliable, and evidence-based assessments
administered biweekly or monthly provide ongoing
progress monitoring to inform whether to continue,
adjust, or end the intervention.
The third tier of support within RTI provides the most intense,
individualized level of instructionagain guided by assessment
to directly address the needs of the students who struggle the
most. Just as with Tier 2, Tier 3 support does not replace Tier 1
core reading instruction; it is in addition to Tier 1. Tier 3 is made
up of specifically designed systematic instruction for those few
students who are not making sufficient progress with targeted
interventions or who need a greater instructional intensity to
accelerate their progress because of a more significant learning
gap (RIDE, 2010). The goal at this third tier is the remediation
of existing problems and prevention of more severe problems or
the development of secondary concerns as a result of persistent
problems. . . . with close monitoring of *student+ progress
(Ervin, 2011). The instructional strategies and materials used are
research-based and delivered by highly effective providers to
very small groups of students. This type of intervention is
delivered more frequently (often four to five times a week) and
often of longer duration than targeted interventions. . . . It differs
from targeted instruction in that it is more intense and often
more individualized. This third tier may involve the expertise of
reading specialists, ESL/bilingual teachers, special educators,
*or+ related service providers (RIDE, 2010). Progress monitoring
occurs with greater frequency at the intensive intervention level.
In general, as individual students demonstrate a need for the supports provided in the second and third tiers of the RTI process, the intensity of the services is increased to meet those
needs. As students close gaps and as they struggle, they move back and forth along the Tier 1, Tier 2, and Tier 3 continuum: RTI is a recursive process. The fluidity of the continuum
attends to the needs of each student by encouraging multiple supports and preventing students from receiving permanent services.

Taken from Rhode Island Department of Elementary and Secondary Education Comprehensive Literacy Plan (2012)