Core Components to Response to Instruction & Intervention | CalSTAT Technical Assistance and Training

 

 

 

Technical Assistance and Training

CalSTAT Techincal Assitance and Training

Core Components to Response to Instruction & Intervention (RtI2)

Jack O'Connell California State Superintendent of Public Instruction

Released: November 14, 2008

RTI Definitions-Core Components Adobe acrobat 821kb | HTML version

  1. High-quality classroom instruction.  Students receive high-quality and culturally relevant, standards-based instruction in their classroom setting by highly qualified teachers.
  1. Research-based instruction.  The instruction that is provided within the classroom is culturally responsive and has been demonstrated to be effective through scientific research.
  1. Universal screening. School staff assess all students to determine students’ needs. Based on the collected data, school staff determine which students require close progress monitoring, differentiated instruction, additional targeted assessment, a specific research based intervention, or acceleration.
  1. Continuous classroom progress monitoring. Classroom performance of all students is monitored continually within the classroom. In this way, teachers can identify those learners who need more depth and complexity in daily work and those who are not meeting benchmarks or other expected standards and adjust instruction accordingly.
  1. 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.
  1. Progress monitoring during interventions.  School staff use progress monitoring data to determine the effectiveness of the acceleration or intervention and to make any modifications, as needed. Carefully defined data are collected on a frequent basis to provide a cumulative record of the students’ progress, acceleration and/or response to instruction and intervention.
  1. Fidelity measures.  Student success in the RtI² model requires fidelity of implementation in the delivery of content and instructional strategies specific to the learning and/or behavioral needs of the student.
  1. Staff development and collaboration. All school staff are trained in assessments, data analysis, programs, and research-based instructional practices and strategies. 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.
  1. Parent involvement. The involvement and active participation of parents at all stages of the instructional and intervention process is essential to improving the educational outcomes of their students. Parents 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.
  1. 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.

Response to Instruction & Intervention -A general education approach of high quality instruction, early intervention, and prevention and behavioral strategies.

Response to Intervention (RtI): Training for California Educators Web cast Series Provides information on implementing a multi-tier RtI system aligned with No Child Left Behind (NCLB) that is designed to improve child academic and behavioral outcomes including handouts and materials.  

 

Last updated: 07/09/2010