Tier 1: Universal Instruction and Supports for ALL Students - The general academic and behavior instruction and support are designed and differentiated for all students in all settings to support the full continuum of student needs.

Tier 2: Supplemental Interventions and Supports for Some Students - The academic and behavioral instruction and intervention that is provided to students who show a need for help in addition to the instruction and support they receive at Tier 1.

Tier 3: Intensive Individualized Interventions and Supports for a Few Students - The academic and behavioral instruction and intervention that is provided to students who show a need for intensive and individualized support that is provided in addition to Universal (Tier 1) and Supplemental (Tier 2) instruction and intervention.

Tier 1: Universal Instruction and Supports for ALL Students 

The general academic and behavior instruction and support are designed and differentiated for all students in all settings to support the full continuum of student needs. 

Universal (Tier 1) Instruction and Supports are: 

• High-quality teaching and supports for academics, behavior, and social/emotional 

• Implementing well-researched programs and best practices that align with BEST standards

• Delivering integrated instruction and intervention that is designed to meet the needs of all learners and are effective in meeting the needs of approximately 80% or more of learners.

• Providing structures and systems for creating a positive school and classroom climate

Universal (Tier 1) Instruction is: also referred to as core instruction.  It is the academic and behavioral grade-level instruction that each student receives daily.  For most students (80% or more), instruction will meet their academic, behavioral, and social/emotional needs.  These students will demonstrate proficiency and growth when good first instruction is delivered.  

Universal (Tier 1) Progress monitoring: All students are screened and Early Warning Sign reports are reviewed at regular intervals throughout the school year.   

Tier 2: Supplemental Interventions and Supports for Some Students 

The academic and behavioral instruction and intervention that is provided to students who show a need for help in addition to the instruction and intervention they receive at Tier 1, in order to increase student success in Tier 1.  Supplemental (Tier 2) instruction and intervention is more intensive than Universal (Tier 1).  Increased intensity is defined as an increase in time, a narrower focus, and more specific instruction. 

Supplemental (Tier 2) Interventions and Supports are: 

• Aligned with Universal (Tier 1) academic and behavioral instruction and supports

• Smaller groups of students who share the same instructional need 

• Evidence-based and culturally responsive teaching for the needs of the students

Supplemental (Tier 2) Instruction: sometimes also referred to as targeted instruction or intervention.  It is intended to be timely and coordinated with Tier 1 instruction.  Instruction should ensure group opportunities to respond, prompts for students to correct errors, and scaffolding.  Tier 2 instruction encompasses approximately 10-15% of students or less.  Tier 2 needs and interventions are identified during grade and/or content level team meetings.  Some may also be identified by the school core team.  Tier 2 interventions should be implemented for a minimum of 8-12 weeks, with a review of progress monitoring at this time to determine intervention effectiveness and next steps.    

Supplemental (Tier 2) Progress Monitoring: should take place bi-weekly, unless it is determined by the team that more frequent progress monitoring is needed.  

Tier 3: Intensive Individualized Interventions and Supports for a Few Students

The academic and behavioral instruction and intervention that is provided to students who show a need for intensive and individualized help that is provided in addition to Universal (Tier 1) and Targeted (Tier 2) instruction/interventions. 

Intensive (Tier 3) Interventions and Supports are: 

• Significantly increase time and intensity on the most critical set of skills

• Significantly smaller instructional group (1-3 students)

• Integrated with Universal (Tier 1) and Targeted (Tier 2) instruction and intervention

• Uses data to inform intensity and time while frequently monitoring progress

• Extensive opportunities for guided practice

• More systematic instructional sequencing and scaffolding. 

Intensive (Tier 3) Instruction: is intensive intervention provided to approximately 1-5% of the students who are struggling with significant learning gaps and need academic and/or behavioral support.  Typically, these students do not have the appropriate grade level skills yet to be successful in solely Tier 1.  Intensive (Tier 3) provides yet an additional level of intervention to help students develop foundational skills and the most critical set of academic and behavioral skills.  Interventions should be delivered by a certified teacher, trained interventionist, or specialist (Note: Reading interventions must be provided by a Reading Endorsed Teacher).  Interventions should include direct explicit instruction with a teaching component that allows the student opportunities to respond frequently, utilizes direct error correction, and provides intensive guided practice scaffolded into the lesson.  Tier 3 interventions occur outside of Universal (Tier 1) and Targeted (Tier 2) instruction.  It may be referred to as "triple dipping" because students receive their core curriculum, targeted intervention, and intensive intervention.   

Intensive (Tier 3) Progress Monitoring: should take place weekly, unless it is determined by the team that more frequent progress monitoring is needed.  Progress monitoring data should be reviewed approximately every 8 weeks.