RtI Tiered Model of Delivery Flow Chart
If the interventions are effective, consider reducing the
intensity of the intervention while continuing to
progress monitor for student response.
▲
▲
▲
▲
▲
▲
▲
If the student demonstrates severely limited
progress, the Tier III RtI team determines if a
referral is warranted for consideration to the
following: Special Education, 504 or other
intensive service. Tier III Interventions continue
through the assessment process.
Tier III RtI Intervention Team analyzes data to determine next steps. Assess and modify intervention(s) as needed.
Tier III RtI Intervention Team should monitor fidelity of interventions.
Communicate with parent(s)/guardian about student progress.
Document and use progress monitoring to determine student’s rate of response to intervention.
Provide intense, individualized interventions in addition to core instruction delivered by highly-trained staff.
Analyze data and develop Tier III RtI Intervention Plan.
Referral to Tier III RtI Team for Intervention.
Tier III: Individualized Intensive Instruction / Intervention Plan plus Ongoing Assessments
Students who respond favorably to intervention and
no longer show a need for Tier II support should be
provided with core instruction with differentiation
as needed with periodic benchmark screening.
If student’s rate of response to intervention is
limited, consider the more intensive
interventions associated with Tier III.
▲
▲
▲
▲
▲
Assess effectiveness of strategic research-based interventions
Communicate with parents about student progress and next steps.
Document interventions and monitor progress in the Intervention Plan.
Use progress monitoring data to determine student’s rate of response to intervention.
Provide small group targeted skill instruction determined by additional assessments that supplements and
reinforces high-quality core instruction and behavior strategies for students at-risk.
▲ Develop an Intervention Plan, Attendance Plan, and/or PEP (Personal Education Plan)
▲ Tier II interventions are provided in addition to the high-quality core classroom instruction provided in Tier I.
▲ Analyze data through PLT collaboration regarding groups of students with similar academic/behavior needs.
Tier II: Small Group Strategic Instruction / Interventions
If instruction/behavior strategies are successful, student
continues to receive core instruction/behavior strategies and
use of formative assessments and periodic benchmark
screenings are continued.
▲
▲
▲
▲
▲
▲
▲
If core instruction/behavior strategies are insufficient
for meeting the student’s learning/behavioral needs,
consider interventions associated with Tier II.
Assess effectiveness of instruction and/or implementation of universal behavior strategies and supports
Conduct screenings (hearing & vision)
Use of formative and common assessments plus periodic benchmark screenings.
Teacher-parent conference for students who are at risk of failure due to academic, behavior and/or attendance issues.
Analyze student data and make recommendations.
Collaborate with PLT about best instructional practices.
Provide high-quality core instruction, differentiation (WCPSS Mastery Learning Model) and behavioral supports
by highly-qualified teachers.
▲ Establish school-wide universal behavioral expectations and supports, implemented with fidelity in all school settings.
▲ Universal screenings
Tier I: Core Instruction / Prevention