Many intervention models include Response to intervention (RTI) or Multi-tiered systems of support (MTSS) frameworks. MTSS is a coherent continuum of evidence-based, systemwide practices and procedures to support a rapid response to academic and behavioral needs. RTI is a multi-tiered approach to helping struggling learners that nestles within MTSS. It focuses on academics and individual students. Within RTI, students’ progress is closely monitored at each intervention stage to determine the need for further research-based instruction or intervention in general education, special education or both.

Because intervention is individualized, it requires educators to invest much more time into identifying each student’s needs, differentiating lessons, and tracking progress. In a traditional intervention model, highly-trained instructors work 1:1 with students to provide the exact type of support they need. Many administrators turn to adaptive technology as a helpful tool to provide personalized intervention support at scale.

Which students need intervention and which students just need a little help from time to time?

Students fit into three intervention tiers; students within Tier I generally get the support they need from regular classroom instruction.

• Tier III: Intensive level (1-5% of students)
  Learners are more than one grade level behind and require individualized, intensive skill-specific intervention with one-to-one or small-group instruction outside the classroom.
• Tier II: Targeted level (5-15% of students)
  Learners are behind by one grade level and should receive individualized support. Educators often deliver instruction in small groups and target supplemental instruction and remediation of specific skills or concepts.
• Tier I: Universal level (80-90% of students)
  Learners may need basic support, but they can get necessary intervention with high-quality, research-based instruction within the traditional classroom.