Response to Instruction and Intervention ( RTI2)
RTI2 in SFUSD is a systematic approach for organizing the efforts of an entire school so that ALL PK-12 students benefit from effective and differentiated teaching and learning. Students with additional needs receive targeted, effective supplemental support. It includes a comprehensive early detection and prevention framework that identifies and monitors ALL students through data and provides them with tiered levels of support to achieve educational success.
Tier 1: High-Quality Core Instruction
In SFUSD, it is every teacher’s charge to provide ALL students with high-quality, evidence-based instruction every day in every classroom. Using the gradual release of responsibility model, teachers design units and lessons that address the needs of all students and provide differentiation (i.e., environmental structures, conceptual scaffolds) when needed. The teacher uses diagnostic and formative assessment data to inform instruction, including understanding of cultural and linguistic backgrounds. Teachers use flexible grouping (whole group, small groups, one-on-one, etc), meeting more frequently with students who require additional support.
Teachers form authentic, meaningful relationships with their students in order to establish a positive climate of support and encouragement in the class. School-wide behavioral expectations are visible and students are positively recognized for meeting expectations. Evidence-based socio-emotional curriculum is a part of Tier 1 at every grade level.
Tier 2: Core Instruction + Structured Support or Added Interventions
In addition to the supports provided to all students in core instruction, some students will require more intense and frequent support. Teachers reduce the group size and/or increase the duration and frequency of support, including explicit teaching and modeling, depending on student needs. Supports should be designed to accelerate the rate of student learning so that they can participate fully in grade-level instruction. Additional social skills and emotional support may be needed at this level. It is important to note that specific supports are supplemental, temporary, and must include ongoing assessment and monitoring, with special attention paid to using scaffolds to build toward independence.
Tier 3: Core Instruction + Strategic or Intensive Interventions
Within the core, teachers use many of the same instructional strategies used in Tier 2 intervention, but with more intensity and in smaller groups (no more than 3-4) or individually. Some students may receive supplemental instruction in an acceleration setting taught by an expert teacher. Some students will require a functional behavioral assessment (FBA) and a support plan comprised of individualized assessment-based intervention strategies. Support should be provided collaboratively by a support team. It should be flexible, focused, and individualized to meet the needs of each student. More intense socioemotional instruction and support is needed at this level. It is important to note that these interventions are supplemental, temporary and must include ongoing assessment and specific entrance and exit criteria.