As districts and schools refine how they support all students to be academically and socially successful under the new LCAP and federal accountability measures, the San Diego County Office of Education offers guidance through the state's Multi-Tiered System of Support (MTSS) framework.
About MTSS
The MTSS framework is a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the California Standards. MTSS includes Response to Instruction and Intervention (RtI2) and other philosophies and concepts.
MTSS is an integrated, comprehensive framework that focuses on state standards, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. There are also RtI2 processes such as, supports for Special Education, Title I, Title III, support services for students who are English learners, students who are American-Indian, and those in gifted and talented programs.
Learn more about the County Office's MTSS and RtI2 supports for districts to create needed systematic change through intentional services that quickly identify and match the needs of all students.
RtI2 Background and Core Components
California developed the
RtI2 Core Components in 2008. RtI2 includes an academic system and a
behavioral system that is organized in three identified levels or tiers. Both systems include levels: Tier 1-Benchmark, Tier 2 -Strategic, and Tier 3 - Intensive. Each level is differentiated according to intensity with Tier 1 representing core instruction for all students and Tier 3 representing the most intensive instruction for a small, targeted group of students. Students not making gains with systematic and monitored Tier 3 academic and/or behavioral interventions may be referred for
special education services.
RtI2 Implementation
Building an effective RtI2 system of support at the district or school site level requires critical knowledge and planning around
professional development,
allocating resources, and developing the
culture and structure of schools.
