Purpose: As defined by the National Center on Response to Intervention (RtI), "response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems." Although RtI may have a different name in some states, the basic approach remains the same. Schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities or other disabilities. Element 1 provides overview information on RtI.
Purpose: Identifying students at risk for poor learning outcomes is an essential component of response to intervention (RtI). Universal screening is a brief assessment given to all students focusing on specific skills. Possessing a basic understanding of the role universal screening plays in RtI is essential in understanding the RtI concept. Element 2 provides information on universal screening.
Purpose: The National Center on Student Progress Monitoring defined progress monitoring as "a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class." As an essential component of response to intervention (RtI), teachers need to understand its principles and application in practice. This task provides resources explaining progress monitoring.
Purpose: Data analysis and decision making occurs at all response to intervention (RtI) implementation and instruction phases. Data teams use screening and progress monitoring data to make decisions about instruction and movement of students within the model. This element provides resources to inform teachers about using data to make applicable decisions within the RtI model.
Purpose: As defined by the National Center on Response to Intervention, "tiered instruction describes levels of instructional intensity within a multi-tiered prevention system." The primary prevention/intervention level comprises the core instruction. The secondary prevention/intervention level consists of supplemental instruction, while the tertiary prevention/intervention level provides intensive interventions to those students showing minimal response to the secondary interventions. This element provides resources on the tiered instruction concept.
Purpose: Planning for professional growth is part of a career-long learning process. Adjusting teaching practice to incorporate response to intervention (RtI) strategies is part of that process. This Element provides information on developing a professional learning plan and resources for professional growth.
Purpose: Fidelity refers to adhering to or exacting following the premises and/or principles associated with a program or initiative. With Response to Intervention (RtI) fidelity represents adherence to the principles outline in its essential components. Element 7 provides resources to help educators adhere to the RtI model principles.
Purpose: In addition to the essential components of response to intervention (RtI), additional factors supporting its implementation include leadership, collaborative culture, acknowledging changing staff member roles, stakeholder involvement, and parent and family partnerships. Being aware of the role these factors play with supporting RtI may enhance its successful implementation. Element 8 provides resources about these factors.
Guideline: The implementation of response to intervention (RtI) in secondary schools includes the same set of essential components as the RtI framework commonly implemented in elementary schools, but the actual strategies for implementation may look very different due to the school's unique culture, structure, and organization. Becoming familiar with various strategies for implementing the essential components will help practitioners implementing RtI in middle and high schools make decisions on how to allocate resources and organize instruction to achieve improved student outcomes. This task offers examples of RtI in secondary schools.
This resource from the former National High School Center discusses four aspects that are recommended to support response to intervention (RTI) efforts at the state, district and school levels, including leadership, data-based decision making, interventions, and professional development. Implementation examples at three high schools in Colorado are also included. Though focused on the state of Colorado, educators in other states may find the content useful when implementing response to intervention in high schools.
As noted at the former Center on Instruction website, "This collaborative report from the Center on Instruction, the National High School Center, and the National Center on Response to Intervention, summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools."
This link is to a series of webinars on RtI conducted by the High School Tiered Interventions Initiative (HSTII), a collaborative effort among the former Center on Instruction, the Center on Response to Intervention, and the former National High School Center.
In this archived presentation hosted by SchoolsMovingUp, high school and district administrators and a project lead/instructional coach share their experiences from four years of implementing the Content Literacy Continuum (CLC), a type of RtI framework, in a rural high school identified for improvement. Viewing the archives requires registration, but it is free and requires no obligation.
Purpose: Response to intervention (RtI) is an instructional framework frequently used at the elementary school level, but the implementation of tiered interventions in middle and high schools is becoming increasingly popular. Though there is very little research on such frameworks at the middle school level and no research yet supporting the use of tiered interventions in high schools, "professional wisdom" is emerging to guide practitioners wishing to move forward with such implementation at the secondary level. Element 9 provides resources to assist educators in becoming familiar with the emerging research in this area, deepening their knowledge of how the essential components of RtI may translate to the middle and high school levels, and providing tools and resources that will guide the use of assessment and effective instruction within a tiered system of delivery.
Purpose: The response to intervention (RtI) model is intended to support all learners regardless of learning challenges. For example, some students facing learning challenges due to language and cultural differences and/or who show traits of giftedness may require interventions. This element provides educators information on applying the RtI model to English language and gifted learners.