Deep Dive into Intervention Models

Models for Assessing the Need for Response to Instruction and Intervention

Response to Intervention (RTI) models assist teachers in choosing appropriate tools and

strategies to support student learning. RTI is essential for addressing academic gaps and

helping students achieve success. Multi-tiered system of supports (MTSS) expands RTI by

integrating academic, behavioral, and social-emotional supports into a comprehensive

intervention framework. Also, Three Tiered Model breaks students into core instruction,

targeted small group instruction, and intensive individualized instruction. These effective

interventions are designed to meet the needs of students when teachers have proper tools and training.

Multi-Tiered System of Supports (MTSS)

The Multi-Tiered System of Supports (MTSS) is a comprehensive, data-driven

framework that integrates academic, behavioral, and social-emotional interventions to support all students' needs. MTSS builds upon the Response to Intervention (RTI) model by

incorporating academic learning and positive behavior strategies to create a holistic approach to student success. It consists of multiple levels, where more support is needed as the tiers increase.

• Tier one refers to students who are academically and behaviorally performing appropriately or on grade level. They follow their curriculum as intended.

• Tier two refers to targeted interventions for those who need additional assistance, usually performed by the student's general education classroom teacher.

• Tier three delivers intensive, individualized support for students with significant needs. It is best if this is done by an intervention teacher to ensure optimal attention to the student's needs.

With this system, educators can take a standard and create three differentiated lessons. For example, the core lesson may be multiplying factors by 7, 8, and 9—in support of WV Math Standard M.3.7 (IXL-1, 2025).

The Multi-Tiered System of Supports (MTSS) utilizes a variety of tools to assess and support not only students' academic needs, but also behavioral and social-emotional needs. Behavior charts, point-systems, visual schedules, calm down techniques, and positive notes sent home are a few behavioral and social-emotional entities that can be used in MTSS.

MTSS interventions have been shown to be highly effective in improving student

outcomes by providing targeted academic, behavioral, and social-emotional support. Research supports the effectiveness of MTSS in promoting early identification of learning and behavioral challenges, reducing the need for special education placements, and improving overall student achievement. Studies indicate that schools implementing MTSS see improvements in reading and math proficiency and decreased disciplinary referrals. For example, a study by Swanson et al (2017) found that MTSS-based reading interventions significantly improved literacy outcomes for struggling students. The success of MTSS depends on proper implementation, ongoing progress monitoring, and collaboration among educators, making it a research-backed, data-driven approach to student support.

Three Tiered Model

The Three-Tiered Response to Intervention (RTI) Model is a structured, data-driven

approach designed to provide varying levels of academic and behavioral support based on

student needs. Similarly to MTSS, there are three academic tiers, where Tier 1 is intended

curriculum delivered to all students in the general education classroom, Tier 2 provides targeted, small-group interventions, and Tier 3 offers intensive services for those with significant learning deficits. The Three-Tiered RTI Model ensures that students receive the appropriate level of assistance to address their learning gaps while allowing educators to make data-informed decisions to improve student outcomes. Again, similarly to MTSS, Three Tiered Models offer tools from core curricular resources and from intervention platforms, like Heggerty for Reading or XtraMath for Math Fluency.

The Three-Tiered RTI Model is widely recognized as an effective framework for improving

student achievement and addressing learning challenges. Research supports its effectiveness in early identification of struggling students, reducing the number of students referred to special education, and improving overall academic performance. A study by Fuchs and Fuchs (2017) found that RTI significantly improved reading outcomes, particularly when evidence-based interventions were used consistently at Tier 2 and Tier 3.

However, the success of the RTI model depends on proper implementation, data-driven decision-making, and consistent progress monitoring. It is also important to note that the Three Tiered Model is heavily focused on academics and standard-based instruction, while MTSS incorporates behavioral and social-emotional learning.

Conclusion

In conclusion, Response to Intervention (RTI) models provide teachers with the

necessary tools and strategies to support student learning and close academic gaps. The Multi-Tiered System of Supports (MTSS) integrates academic, behavioral, and social-emotional interventions into a comprehensive framework. The Three-Tiered Model ensures students receive appropriate instruction through core teaching, targeted small-group support, and intensive individualized interventions. When educators have the proper tools and training, these intervention models effectively support student success.

References:

Fuchs, D., & Fuchs, L.S. (2017). Critique of the National Evaluation of Response to

Intervention: A Case for Simpler Frameworks. Council for Exceptional Children, 83(3).

DOI: https://doi.org/10.1177/0014402917693580

IXL-1. (2025). West Virginia: Skills available for West Virginia third-grade math standards. IXL. Retrieved from https://www.ixl.com/standards/west-virginia/math/grade-3

IXL-2. (2025). West Virginia: Skills available for West Virginia third-grade language arts

standards. IXL. Retrieved from https://www.ixl.com/standards/west-virginia/ela/grade-3?documentId=2020000682&subsetId=2020001569.

Swanson, E.A., Capin, P., Stevens, E.A., & Scammacca, N.K. (2017). The Impact of Tier 1

Reading Instruction on Reading Outcomes for Students in Grades 4–12: A Meta-

analysis. Reading and Writing, 30(8): 1639-1665. https://eric.ed.gov/?id=ED578728