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After universal screening data is used to identify students at risk, those students will participate in "...evidence- and standards- based core literacy instruction programs and practices" (REUTZEL, 2019).

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If Tier 1 is unable to raise students' performance, they may be recommended for instruction in Tier 2.  According to RUETER (2019), "When children are placed into Tier 2 literacy instruction, their instruction is targeted to known gaps or weaknesses in their current literacy performance as determined in Tier 1 instruction and assessment. During an initial period of time, usually about 8 weeks, teachers match evidence-based literacy instruction to the area of a student’s greatest need. They frequently monitor the effectiveness of the instruction, modify instruction where necessary, and finally determine other teaching options if the student does not respond to the instruction provided."

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Tier 3 focuses more on the individual student and provides much more individualized support than the previous two tiers.

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According to (REUTZEL, 2019), RTI "is a systematic approach to collecting assessment data used to differentiate instruction to meet the learning needs of those students who struggle learning to read and then quickly return them to typical classroom reading instruction."

Translation: Too many students in America are diagnosed as "learning disabled" and the process of RTI was created to cut down those numbers.  If a student is struggling to read, for example, instead of being immediately diagnosed as "learning disabled" they will instead go through this three-tiered system in order to "catch the student up" with their "deficiencies".

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REUTZEL, D. R. A. Y. (2019). Strategies for reading assessment and instruction: Helping every child succeed plus Mylab ... education with Pearson etext -- access card Packag (6th ed.). PRENTICE HALL. Retrieved from https://plus.pearson.com/products/4db56ea4-531f-4408-a7f5-2ddef8b7fcfc/pages/a310c1fe9dcf90d53ebfe66db8a881af59f877678-cover1?&userPreferredType=read.

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According to (REUTZEL, 2019), the twelve step process can be seen above.  Basically, the entire class starts off at Tier 1. If a student is struggling in reading class, their teacher will recommend further, more individualized instruction, which consists of small group support.  After several weeks of that, the student will be assessed further, and if successful, will graduate from RTI.  If still underdeveloped, the student will progress to Tier 2 and possibly 3, each consisting of stronger and stronger individualized teaching strategies. If the student does not make adequate progress by the end of Tier 3, they may qualify for special education services.

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A smaller percent of students typically make up Tier 2, perhaps 25-15% of students need Tier Two supports.

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Instruction should be centered around CCSS, specifically focused on ask/answer questions pertaining to who, what, where, when, why, and how of a text passage.
Students involved will need to maintain an average accuracy of 80% in order to test out of the RTI program.

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A very small percent of general education students will need Tier 3 supports. Some estimates say close to 5% of students will need these supports.

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-100% of students in the general education setting qualify for Tier 1. Participation in RTI can be identified by a variety of general school assessment tools such as STAR READER, NWEA MAP TESTING, and IXL DIAGNOSIS, just to name a few.

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Small-group instruction is necessary during this stage, usually varying from 2-8  students.  Instruction should be slightly more individualized then a general classroom setting.

Instruction should be systematic as well as explicit, using the general modeling, guided practice, scaffolding teaching model that is fundamental to any teacher.

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According to RUETER (2019), Skills to work on during Tier 1:
-Word Work
-Fluency
-Writing and Spelling
-Comprehension Strategies

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-Classroom teachers an still lead Tier 2, however; tutors, aids, and other specialist may also provide support/lead.

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-Literacy stations or classroom centers are used during this phase.  Begin by scaffolding independent learning and record data to see if student is making significant progress.
-Small Group, explicit learning is necessary.

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-According to RUETER (2019), if the student makes progress in Tier 2, they can be returned to Tier 1 without continued Tier 2 support.  If student continues to not hit preset benchmarks or does not show adequate growth, they now are able to access Tier 3 support.

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According to RUETER (2019), individualized, explicit instruction should be given five days a week, for approximately 30 minutes each session, or longer if possible.

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RUETER (2019), explains that progress should be monitored based on assessment on "targeted literacy skills...as often as twice a week...or weekly [minimum] to ensure progress..."

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Individualized or partner work with classroom teachers, reading specialists, Title 1 or even Intervention Specialists.

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If student progress with the predetermined benchmarks are met, they graduate back to Tier 2. If progress still isn't met, then the process of Special Education begins. An ETR will be completed, and the IEP process may follow.