100% of funding ($1,975,000/year)
is from federal sources.

Multi-Tiered System

In an RtI/MTSS framework, resources are allocated in accordance with students' needs. This framework is usually shown as a multi-tiered model like the one below and involves more and more intense instruction and interventions across the tiers. The level of intensity of instruction and interventions a student receives is determined by how he or she responds to the instruction and/or intervention. Like the model shown below, Illinois’ RtI/MTSS model has three tiers.

  • Tier 1 is the foundation. This is the instruction that all students receive in the general education classroom with their general education teacher. It is called Tier 1 instruction or core instruction.  At Tier 1, teachers differentiate instruction by proactively planning and implementing a variety of instructional methods matched to varying student skill needs within the classroom. 
  • Tier 2 involves supplemental interventions that are provided with an increased level of intensity in addition to core instruction for small groups of students who show some risk of not meeting grade level standards.  Tier 2 interventions usually involve additional practice and skill building.
  • Tier 3 involves providing interventions for a smaller group of students with the highest level of need.  Such interventions are provided at a higher level of intensity in comparison to Tier 2 and are also in addition to core instruction.  Tier 3 interventions are tailored specifically to meet the needs of each student.

Students may move fluidly among the tiers as a result of their response to the instruction and interventions they receive.  For example, if data show progress, a student can move from Tier I to Tier II and back to Tier I within a relatively short period of time.  It is also important that students receive the types and levels of interventions they need when they need them.  Accordingly, movement across the tiers is not necessarily sequential.  For example, a student with significant gaps in performance may immediately require intensive Tier 3 interventions and would, therefore, not receive Tier 2 interventions prior to Tier 3.