The 3-tier model (University of Texas System/Texas Education Agency, 2005) is a general framework — and just a framework — for explaining how any research-based program can be executed in a school.

Many individuals are providing presentations and interpretations of the 3-tier model to schools across the United States. It is important to understand that:

• The 3-tier framework is descriptive - not prescriptive. That is, it describes a general process but is not designed as a prescription for what to do in a specific situation;
• The 3-tier framework can be adjusted for any research-based program;
• The 3-tier framework can be adjusted for any grouping practice. For example, students can be provided interventions in a range of group sizes including whole class, small group, pairs, and one-on-one. Students can be grouped within class, within grade or across grade as is appropriate. Any grouping practices associated with the efficacy of a research-based program are appropriate;
• Interventions delivered within the 3-tier framework may vary in the amount of time they are delivered per day based on students’ needs and students’ responses to intervention.

In summary, the 3-tier model (University of Texas System/Texas Education Agency, 2005) is a way of thinking about instruction that emphasizes ongoing data collection and immediate intervention for students who need it. It is intended to include any research-based program that already incorporates additional intervention. It is not intended to suggest that schools make changes in the way that successful research-based programs are implemented. When a program has independent evidence of effectiveness, the 3-tier model may guide thinking about providing interventions, but it is appropriate for the program implementation to be based on the way the research has shown it to work best.