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Thus far, we have discussed the various components of a systematic Response to Instruction and Intervention effort. All of these components are critical if schools wish to become high achieving, but the components must become ingrained in the operating system of each and every classroom, and of the school in general. For RTI2 to work, it has to become accepted and institutionalized, not a special program that individual teachers can opt into or out of. It has to be hardwired into the very culture of the school.
The concept of hardwiring excellence comes from the healthcare industry. Quint Studer (2003) suggested that individuals want to be part of organizations when they agree with the organization's purpose, they believe that their work is worthwhile, and they feel that they can make a difference. Although Studer was writing about hospitals, these three conditions also fit nicely with our experiences as teachers. Purpose, worthwhile work, and making a difference are certainly motivators for the teachers and administrators we know. However, Studer took it further, saying that the organization needs a system for recognizing what's successful and what's not working well. When that system is put into place, excellence becomes hardwired into the organization. For educators, that system is RTI2.