RTI: Critical Components

Reading and Math Critical Components

Tier I

  • Focus
    • For ALL students
  • Program
    • Research-based curricula
  • Grouping
    • Differentiated and flexible grouping formats to meet student needs.
  • Frequency
    • Grades K-5: 60 minutes per day or more for reading/math and required periods daily.
    • Grades 6-12: As required by district using differentiated instruction.
  • Duration
    • Throughout school year
  • Progress Monitoring
    • Three times a year, unless otherwise specified.
  • Resources
    • Journeys, NYS Modules

Tier II

  • Focus
    • For students identified with marked difficulties who have not responded to Tier I instruction.
  • Program
    • Core instruction + additional research-based intervention and strategies designed to enhance Tier I instruction.
  • Grouping
    • Differentiated and flexible grouping formats to meet student needs.
  • Frequency
    • Frequency varies; however, it should be delivered in addition to Tier 1 instruction.
  • Duration
    • In order to determine the effectiveness of an intervention, a minimum of six to eight data points are necessary.
    • Multiple interventions should be implemented at each tier before considering moving a student to a more restrictive tier.
  • Progress Monitoring
    • At regular intervals
  • Resources

Tier III

  • Focus
    • For students with significant skill deficits and/or a lack of sustained adequate progress with interventions.
  • Program
    • Core instruction + additional research based explicit interventions designed to meet the individual needs of the student.
    • Instruction is tailored to specific individual student learning goals.
  • Grouping
    • Differentiated and flexible grouping formats to meet student needs
  • Frequency
    • Frequency varies; could increase from Tier 2 and/or group size can be decreased.
    • Should be delivered in addition to Tier 1.
  • Duration
    • To determine the effectiveness of an intervention, a minimum of six to eight data points are necessary.
    • Multiple interventions should be implemented at each tier before considering moving a student to a more restrictive tier.
  • Progress Monitoring
    • At regular intervals.

Behavioral Critical Component

Tier I

  • Focus
    • For ALL students
  • Program
    • Systematic plan for teaching/reteaching expectations.
    • District Code of Conduct
  • Grouping
    • Multiple and flexible grouping formats to meet student needs.
  • Frequency
    • Daily
    • Thoroughly teach school/classroom expectations.
    • Provided by general education teachers.
  • Duration
    • Beginning of school and review after each extended break.
  • Assessment
    • Behavior rubric (for use with students not responding to tier 1 intervention).
  • Progress Monitoring
    • Review office visits and/or referrals at regular intervals.
  • Resources
    • School pledge
    • School handbook
    • Polk Elementary Resource
    • Kelsoe’s choice
    • Clip chart system
    • Parent call/note home
    • Loss of recess
    • Send to principal,
    • Seat change
    • Loss of privilege
    • Praise when on task
    • Prize box
    • Earn privilege
    • Positive communication to parent

Tier II

  • Focus
    • For students identified with marked difficulties who have not responded to Tier I instruction.
  • Program
    • Systematic plan for teaching/reteaching expectations.
    • District Code of Conduct
    • Direct Social Skills Instruction
  • Grouping
    • Multiple and flexible grouping formats to meet student needs.
  • Frequency
    • Based on student need and responsiveness.
  • Duration
    • Based on student need and responsiveness.
  • Assessment
    • Behavior rubric (completed every 2-3 weeks)
    • Gain 3 data points.
  • Progress Monitoring
    • Review office visits on a more frequent schedule.
  • Resources
    • Social work lunch groups
    • School counseling
    • Carol Gray social stories
    • Informal behavior plans for individual students
    • Polk Elementary Resource

Tier III

  • Focus
    • For students with significant skill deficits and/or a lack of sustained adequate progress with interventions.
  • Program
    • Systematic plan for teaching/reteaching expectations.
    • District Code of Conduct
    • Direct Social Skills Instruction individualized to student needs.
    • Instruction individualized to student needs.
  • Grouping
    • Homogeneous small group/individual instruction with a maximum of three students.
    • Instructional focus must be on same skill deficits.
  • Frequency
    • Based on student need and responsiveness.
  • Duration
    • Based on student need and responsiveness.
  • Assessment
    • Behavior rubric
    • Completed weekly until student reaches desired goal.
  • Progress Monitoring
    • Review documentation of progress monitoring for the behavior of concern.
  • Resources
    • Behavior Intervention plans
    • FBA’s
    • Individual/small group counseling of students with similar needs.
    • Polk Elementary Resource