Overview of the R&R System

The Conceptual Framework

It may be helpful to think about the R&R approach as an intervention hierarchy for organizing instruction. The figure above shows the conceptual framework for the R&R system. Assessment and intervention are linked at every level of the system. In high quality programs, teachers should expect that most children will make adequate progress in key learning and behavior benchmarks at Tier 1. This means some children will need additional supports at Tier 2, even though the program offers high quality at Tier 1. A few children will need more intensive supports at Tier 3. The percentages within each of the tiers of R&R are a rough estimate of how many children would be expected to make adequate progress with varying levels of instructional support. Within the early childhood field, program variations such as the percentage of children enrolled who are at risk or have an identified disability likely will change these estimates within each of the tiers.

It is important to note that the tiers in R&R are not considered fixed levels that children move through. Children do not move. Rather, the teacher provides instruction and interventions within the three tiers, based on children’s learning needs. Instructional approaches are arranged from least to most intensive to reflect how directive and involved a teacher has to be to help children learn. R&R can be conceptualized as an additive model; that is, in addition to the Tier 1 core instruction provided to all children, some receive more explicit Tier 2 interventions depending on their learning needs. A few children may need Tier 3 intensive interventions in addition to Tier 1 core instruction and Tier 2 small group interventions.

How do the tiers work together?

In Tier 1, the focus of instruction is on providing a research-based, comprehensive core curriculum to all children in the class, along with intentional teaching. The teacher maintains a rich and stimulating high-quality environment and purposefully uses a variety of instructional approaches to maximize the engagement of all children. Teachers gather universal screening data on all children throughout the year to gauge their progress in learning and determine who needs additional supports.

In Tier 2, targeted interventions are provided to children who need more explicit instruction beyond what is provided at Tier 1. Here, teachers provide small-group interventions for children with similar learning needs. Teachers also use embedded learning activities, such as modifying the environment or encouraging support from peers, to complement the explicit interventions at Tier 2. Progress monitoring is used to assess children’s responses to Tier 2 interventions.

Tier 3 consists of adding more intensive and individualized strategies, such as prompting and modeling, based on children’s responses at Tier 2. Teachers use progress monitoring to assess children’s responses to these interventions.