The multi-level prevention system is the organization of supports for students that includes three tiers of intensity for instruction and intervention. Tier 1 is high-quality, schoolwide programming and supports designed to meet the needs of all students. Tier 2 is small group, standardized interventions that have demonstrated positive effects for desired outcomes and are aligned with student needs. Tier 3 is intensive intervention that is intensified and individualized based on student need. It is provided to students not responding to Tier 2 interventions and who have ongoing, intensive needs. The continuum of support available through the multi-level prevention system helps schools to create a fluid and flexible structure that allows students to receive services at all tiers, depending on need. Decisions about access to these supports follow an iterative and data-driven problem-solving process.
Click on the tiers below to learn more and find relevant resources.
Core Programming at Tier 1
Core programming at Tier 1 includes curriculum, instruction, and supports aligned to grade-level standards and student needs. At Tier 1, educators use instructional strategies and practices shown to be effective for the student population and educational context. In effective Tier 1 systems, most students benefit from Tier 1 programming alone and teachers use differentiation to ensure all students can access and benefit from core programming. Consistency in the use of evidence-based practices and supports is essential for collective efficacy at Tier 1.
Supplemental Interventions at Tier 2
At Tier 2, teams select or design interventions and supports that have demonstrated positive effects for desired outcomes and are aligned with student needs. Tier 2 interventions are delivered with fidelity at an appropriate group size and dosage to ensure students have increased opportunities for practice and corrective feedback.
Intensive Intervention at Tier 3
At Tier 3, educators provide intervention to help students with severe and persistent learning needs, including students with disabilities. It is provided to students not responding to Tier 2 interventions and who have ongoing, intensive needs. Designing Tier 3 supports is a data-driven process that is characterized by increased intensity and individualization of instruction and supports