Response to Instruction and Intervention (RTI2) is a data-driven, multi-tiered approach to the early identification and support of all students, including those who demonstrate learning and behavioral challenges. RTI2 begins with high-quality, culturally responsive differentiated instruction, positive behavior systems, universal screening and data analysis of all children’s learning in the general education classroom. When students are not yet proficient despite high-quality core instruction and positive behavior support, a team of educators comes together in a problem solving setting to identify the academic and behavioral needs of those students. RTI2 is not a particular program, but rather a process. RTI2 works with the Universal Learning Support System (ULSS) model adopted by Berkeley Unified School District (BUSD): it offers a way to systematically use data to identify who is not yet proficient and provide support to get students to meet grade level expectations.
Students who are not yet proficient academically are provided with targeted instruction and interventions at increasing levels of intensity and specificity in addition to quality core instruction to accelerate the rate of learning. Similarly, students who do not respond consistently to whole class and school-wide positive behavior systems are provided with additional supports and behavior interventions until he/she shows adequate progress. Therefore RTI2 is a fluid multi-layered approach.
More information on RTI2 is being developed for a more complete explanation of how it works in BUSD.