A connected system.
Support that responds.
Keep instruction, targeted support, and evidence review connected. Explore how school teams organize different levels of support around student needs.
Explore the support continuumA strong foundation.
A more focused response.
Individualized support.
A framework for
coordinated support.
A multi tiered system of supports connects instruction and evidence to guide school improvement and student support. Its essential components include screening, progress monitoring, a multi level prevention system, and decisions informed by data.
A focus on response
to intervention.
Response to intervention brings together screening, instruction at different levels of intensity, progress monitoring, and evidence review. Teams consider how students respond to support when planning instruction.
Different levels.
A connected purpose.
Select a level to explore its focus and questions for a team review.
Start with
accessible instruction.
Tier 1 includes core curriculum, instruction, and supports designed for all students. Teams review how well that foundation serves the student population and context.
- How well can students access the core instruction?
- What do screening and classroom evidence suggest?
- Which changes to instruction or access need consideration?
Keep core instruction in view when planning additional support.
Connect the need
with targeted support.
Tier 2 adds evidence based interventions matched to identified needs, often in small groups. Teams review the fit, delivery, and response to that support.
- Does the intervention address the identified skill?
- Was it delivered as planned, with suitable practice and feedback?
- What does progress monitoring show about the response?
Review both the student’s work and the delivery of support.
Use evidence
to refine the support.
Tier 3 involves more intensive, individualized intervention for persistent needs. Teams use assessment and progress evidence to adapt instruction systematically.
- What additional evidence helps explain the learning need?
- Which aspect of the intervention needs adaptation?
- How will the team monitor the response to that change?
Individualization is a continuing process guided by the school team.
This illustration explains levels of support. It does not assign a student to a tier. Support can be flexible, with services across levels according to need.
Read all three levels together
Tier 1. Core instruction and supports for all students.
Tier 2. Additional, targeted interventions aligned with identified needs.
Tier 3. More intensive, individualized intervention informed by assessment and progress evidence.
Evidence becomes useful
when teams review it.
Use established measures and team procedures. Open each review point to see what it contributes to the process.
01Screening
Look across the intended student group using appropriate indicators. Consider additional information when confirming who may need support.
02Progress monitoring
Use suitable measures and a planned schedule to examine performance and response to instruction over time.
03Instruction and intervention
Record what support was provided and whether it was delivered as intended. This context helps teams interpret the learning evidence.
04Team decisions
Bring evidence and instructional context together to decide whether to continue, adapt, or intensify support.
Fit the tool
to the school’s process.
Consider where focused explanations and practice could complement your existing instruction. Review AI Faculty’s actual capabilities, curriculum fit, teacher oversight, and data practices alongside the screening, monitoring, and intervention processes your school uses.
Discuss your implementation requirements