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Core Components-Rtl2

Core components to a strong Response to Instruction and Intervention (RtI2).

A cohesive RtI2 process integrates resources from general education, categorical programs and special education into a comprehensive system of core instruction and interventions to benefit every student. The following core components are critical to the full implementation of a strong RtI2 process.

  1. High-quality classroom instruction. Students receive high-quality, standards and research-based, culturally and linguistically relevant instruction in their classroom setting by highly qualified teachers.

  2. High expectations. A belief that every student can learn including students of poverty, students with disabilities, English learners, and students representing all ethnicities are evident in the school and district cultures.

  3. Assessments and data collection. An Integrated data collection and assessment system includes universal screening, diagnostics and progress monitoring to inform decisions appropriate for each tier of service delivery.

  4. Problem-solving systems approach. Collaborative teams use a problem-solving systems process and method to identify problems, develop interventions and evaluate the effectiveness of the intervention in a multi-tiered system of service delivery.

  5. Research-based interventions. When monitoring data indicate a lack of progress, an appropriate research-based intervention is implemented. The interventions are designed to increase the intensity of the students’ instructional experience.

  6. Positive behavioral support. School staff members use school wide and classroom research-based positive behavioral supports for achieving important social and learning outcomes.

  7. Fidelity of program implementation. Student success in the RtI2 framework requires fidelity of implementation in the delivery of content and instructional strategies specific to the learning and/or behavioral needs of the student.

  8. Staff development and collaboration. All school staff members are trained in assessments, data analysis, programs, and research-based instructional practices and positive behavioral support. Site grade level or interdisciplinary teams use a collaborative approach to analyze student data and work together in the development, implementation, and monitoring of the intervention process.

  9. Parent/ family involvement. The involvement and active participation of parents/families at all stages of the instructional and intervention process are essential to improving the educational outcomes of their students. Parents/families are kept informed of the progress of their students in their native language or other mode of communication, and their input is valued in making appropriate decisions.

  10. Specific Learning Disability Determination. The RtI2 approach may be one component of Specific Learning Disability determination as addressed in the Individuals with Disabilities Education Act of 2004 statute and regulations. As part of determining eligibility, the data from the RtI2 process may be used to ensure that a student has received research-based instruction and interventions.
Questions: Phyllis Hallam | phallam@cde.ca.gov | 916-323-4630 
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