Behaviors: Process to identify the problem, determine the function or purpose of the behavior, and develop interventions to teach acceptable alternatives to the behavior.
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"As a principal, my quest for providing meaningful reading instruction for students was shared by my teaching staff. While we felt we were doing great things for students in the area of reading, our state assessment showed that, in some cases, 50% of our students were not at grade level in reading..." [read full story]
- Bob Heimbaugh, K-5 Principal, Wyoming
Why should we undertake Response to Intervention (RTI) when we already have several other initiatives going on in our district?
Response from Ann Casey, Ph.D .: RTI is a framework that could be used as an organizing tool for all of our work in education. The main intent of RTI is to ensure students receive targeted instruction early so all students can be successful. In RTI, we integrate measurement/data systems to focus instruction by using a problem solving process...[read full response ]
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RTI at Secondary: Is That Possible?
Written by Judy Elliott, on April 17, 2008
Yes! Some think that because there is little or no ‘research’ at the Middle or High school level that RTI is not valid. Not true. The elements of RTI are the same at all levels. That is, RTI is about providing high-quality instruction and interventions matched to student need, monitoring progress frequently, and using data to make educational decisions.
The challenge becomes what multiple measures you will use to decide what skills need more intense instruction or intervention. Although curriculum-based measures are typically developed for K-5, others are currently in development or further underway for grades 6-8. It is not unreasonable to develop them for grades 9-12, if necessary. Other multiple measures typically include scores on state assessments, grades (although subjective), literacy screens, and pre-assessments in core curriculum materials being used in English Language Arts, for example.
In the end, RTI is about strategic and intensive instruction (or behavioral intervention) based on student need. In the secondary level the challenge is the master schedule and finding time to provide Tier 2 and 3 interventions for students while still allowing students to earn credit toward graduation. In sum, secondary, in general, has its own set of challenges just by nature. RTI can be seen as another challenge or a necessary way of teaching and learning that is truly about holding all students to high expectations. RTI can be successfully implemented when there is a commitment to all students’ learning, alignment of resources, existing mandates and initiatives, the delivery of integrated professional development, and use of data-based decision making.
Lets face it, why shouldn't RTI be attempted at the secondary level. High school students should not be thrown to the side just because they struggle with learning. It would be great to identify all students who struggle at an early age, but that is not reality. Reality is to put interventions for all students at every level. Yes this may be more difficult, but it must be attempted and accomplished.
Posted by Beth Wood, on April 25, 2008
If the under-pinnings and princiPLES are the same across grade levels and content areas, I think we are way passed due in not creating a different model to implement in middle and high school, but in taking what we know works with younger learners and replicating the processes at high school. If we wait until all the kids are "fixed" at the elementary level and move up with fewer and fewer problems to middle and high school, we will miss a decade of students. One can plan for this for years, at some point we have to put something hopeful in place and DO IT! We'll learn & get better; if we do
Posted by Dolores Ratcliff, on May 15, 2008
I really have appreciated Judy leading the way with secondary RTI. Of the models I see evolving besides protocal, problem solving, and blended, I see two kinds working at the secondary level. The easiest one to implement is what I would call a parallel model in which various screeners find the students at risk, place them in tiered classes and progress monitors the students. This model does not actively change tier one core curriculum in general education. The other model is one that does look at differentiating instruction within the core curriculum too. Alternative classes are there also
Posted by Chantel Boyer, on May 29, 2008
I am curious with how the RtI model is used at the middle school level. How are the schedules designed when working with students who are at the Tier 1, 2, or 3 levels. I would be very interested in seeing how schools are designing their classroom day by incorporating the RtI model.
Posted by Holly Windram, on June 18, 2008
I am a proud participant in several secondary buildings that are experience the challenge and success of RtI implementation. In one building, RtI has been successfully implemented for 5 years. It has been a year to year process, but the outcomes have gone well beyond increased student achievement. The school staff involved are sold (!) on progress monitoring, utilization of a problem solving model for data based decision-making, and integrity of implementation at each Tier. Other schools have taken on math with a powerful Tier 2 intervention. The data are beautiful. It can be done!!
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