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Voices From the Field

"If you don't have data you believe in, look for ways to gather data you can use. Once you are confident in the data, look at how you can best use the resources you currently have in place." [Read full story »]

— Brian Miller, Principal, IA

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Ask the Experts

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. These components are the framework...[read full response]

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What percentage of school staff are involved in RTI in your building? None 1 to 25% 26 to 50% 51 to 75% more than 75% Vote

RTI at Secondary: Is That Possible?

Results 1 - 5 of 7

Posted by Teno Geritano, on April 24, 2008

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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