In the tiered teaching model, teachers continually assess and observe each student in the classroom. Teachers work with other classroom personnel, such as Title I tutors, special education teachers and reading specialists, to compile data on every student's progress. Students who do not reach grade-level benchmarks in reading and math are then steered toward the next tier of intervention. Each tier provides an increasing level of focus, intensity and support.
Tier I includes 80 to 100 percent of all students. Tier I instruction involves whole-group learning. The classroom teacher provides a certain amount of differentiated lessons, but the entire class is included. If a student does not show progress in Tier I, then that student moves into Tier II.
Tier II students work in small groups. Tier II teaching staff may include classroom teachers, Title I personnel, special education teachers, reading or other specialists. Tier II instruction supplements classroom work and does not replace regular classroom learning. Tier II groups meet three to five times per week, either within the regular classroom, in a special education classroom or other specialist location in the school. About 15 to 20 percent of students make up Tier II placements.
Students move from Tier II to Tier III if they continue to struggle with learning despite Tier II intervention. Tier III students meet one-on-one with instructors or in small groups. Tier III instruction occurs on a daily basis and is more concentrated than Tier II. Students at this stage may be instructed full time in a special education classroom. Tier III placements include about 5 percent of students.
RTI usually involves three tiers, but some school districts offer four tiers. Tier IV students show significant behavior and learning problems. Their instruction may be entirely through a special education program and require an individualized education plan.