ABRI provides support for application of four foundations of a 3 tiered model: identification of predictable failures, development of effective intervention strategies, systemic fidelity of intervention, and evaluation of fidelity and outcomes. These foundations are implemented via districts (with training resources), schools (with coaching and leadership), and classrooms (with effective management and instruction). The ABRI staff provides direct support for sustainable prevention systems by helping model sites to engage in all the key features of an effective system and providing support for teaming, fidelity, prevention, multiple tiers, consideration of instructional history and an establishing operation, and coaching.
A three-tiered intervention model is one type of Response to Intervention model. It is typically depicted as a triangle with three sections (see "3-Tiered Model" image below).
The widest section of the triangle is referred to as the "Primary" Level. It may also be referred to as the "Universal" or "Tier 1" level. This level involves the curriculum, expectations, routines, examples, physical arrangements, engagement, prompts, time, and feedback that all students will receive. At this level, approximately 80% of the students will make adequate progress in learning.
Those students who do not respond adequately at the Primary Level, will be identified and provided additional, supplementary academic and behavioral supports at the "Secondary" Level (which may also be referred to as "Tier 2" and is depicted by the middle section of the triangle). Using a systematic, data-driven decision making method for identifying and implementing research-based interventions along with high quality instructional strategies at this level, approximately 15% of those at-risk students entering the Secondary Level will respond to these supports.
Those students who do not demonstrate adequate progress at the Secondary Level (approximately 5%), will be identified and provided more intense specialized and individualized instruction at the Tertiary Level (which may also be referred to as "Tier 3" and is depicted by the smallest section of the triangle). As with the Secondary Level, decisions regarding the most appropriate interventions and instructional strategies at the Tertiary Level are made based on results from regular, consistent data gathering and analysis.
At every level in this model, the guiding principles should include: