Comparison of RtI Approaches
A comprehensive school-wide RtI framework includes multiple approaches to providing early intervention for students who are struggling or
advanced and not sufficiently challenged. Interventions begin in the classroom at Tier I. Students not progressing can move to Tier II
through two options: 1) standard protocol interventions selected by the school to address multiple students’ needs, or 2) the problem solving
approach, which is most effective for students with multiple skill deficiencies or complex situations.
Standard Protocol
Problem Solving
Universal Screening
All students are assessed three times a year (fall, winter, spring) via MAP. Literacy assessment tools (DIBELS,
TOWRE, SRI) are used to identify student progress against national norms for grade level.
Tier I
All students receive high-quality standards-based core curriculum and instruction. Struggling and advanced
students are provided classroom supports in general education classes and their progress is monitored.
Students whose universal screening and classroom
(Tier I) data indicate that progress is not adequate
receive targeted supplemental instruction in the
area of skill deficiency. School or grade level teams
review student data and recommend standard protocol
interventions outside the Problem Solving Team.
A minimum of four (4) data points (universal
screening and classroom data) are recommended to
make a standard protocol referral.
Tier II
Tier III
1. Students with similar needs are presented with
one standard, research-validated intervention.
2. The intervention may address multiple skill sets
and is delivered with fidelity.
3. Individual student goals are established. Progress
is monitored 1-2 times per month; results are
charted and trended over time.
a. Four to six (4-6) consecutive data points
below goal line: add or change
intervention.
b. Six (6) consecutive data points above goal
line: set a different goal or reassess to
grade level norms.
c. Students not making progress after 4 to 6
data points at multiple interventions
should be referred to the Problem Solving
Team.
Students whose progress in Tier I is not adequate receive
supplemental instruction targeted at specific skill
deficits. Students referred to the Problem Solving Team
typically have more complex problems requiring analysis
and consultation with a variety of building specialists.
1. A team makes instructional decisions based on an
individual student’s performance. The team reviews
universal screening, standardized test and classroom
(Tier I) data; identifies the academic problem;
determines its probable cause; and then develops,
implements and monitors a plan to address the
problem.
2. Students are presented with a variety of interventions,
based on their unique needs and performance data.
3. Interventions are flexible and individualized to meet a
student’s needs and are delivered with fidelity.
4. Individual student goals are established. Progress is
monitored at least 2 times per month; results are
charted and trended over time.
a. Four to six (4-6) consecutive data points below
goal line: add or change intervention.
b. Six (6) consecutive data points above goal
line: set a different goal or reassess to grade
level norms.
5. The Problem Solving Team regularly reviews
intervention effectiveness and progress towards goals.
Students whose progress is still insufficient in Tier II are referred to the Problem Solving Team to determine if more
intensive interventions are needed. The Problem Solving Team regularly reviews intervention effectiveness and
progress of all students in Tier III.
Colorado Springs School District 11/revised Sept. 2009