1. student ser vices
Response to Intervention
The Future for Secondary Schools
The first of two articles on response to intervention (RTI), this month’s
column explains RTI and its role in school improvement.
W
By Andrea Canter, hen the administrators and the math and placement. In fact, many experts advo-
Mary Beth Klotz, and faculty of the East Central School cate for the inclusion of RTI strategies in the
Katherine Cowan District in Minnesota became con- upcoming reauthorization of the No Child Left
cerned that a significant number of students Behind Act. The National Academy of Sciences
would not pass the math test that would be recommends using RTI strategies to improve
given to students in grade 11 and was required achievement and behavior and to help reduce
for graduation, they implemented a response the disproportionate representation of minor-
to intervention (RTI) program to address the ity students in special education (Donovan &
issue. The program used universal screening Cross, 2002). Successful implementation of
of students in grade 8 to determine which stu- an RTI program can translate into fewer IEPs,
dents were in need of intervention. Those stu- reduced rates of student disengagement and
dents received supplemental math instruction; failure, and increased numbers of students
use of evidenced-based instructional strategies; achieving grade-level standards in general
use of behavior management and motivational education.
techniques; regular progress monitoring; and In many states, school districts are develop-
small-group instruction. Although not all ing local models of RTI and incorporating the
students achieved grade-level competency in model into their programs for students who
the first year, they made on average twice the need instructional and behavioral supports.
growth typically seen in grade 8 and greatly Although research regarding RTI has been con-
improved their rate of growth compared with ducted for more than a decade at the elemen-
their scores from the previous year. In the tary school level, the process is relatively new
Andrea Canter is a school following years, interventions were continued for the more complex environments of middle
psychologist and the for many students and were also expanded to level and high schools. Effective implementa-
consultant for special include younger students (Windram, Scierka, & tion requires significant planning and leader-
projects for NASP
.
Silberglitt, 2007). ship from administrators.
Mary Beth Klotz is a The use of RTI methods as part of a com-
school psychologist
and the director of IDEA prehensive system to address student learning What Is RTI?
projects and technical difficulties and behavioral challenges is a grow- RTI is a tiered process of implementing
assistance for the National ing—and promising—approach to improving evidence-based instructional strategies in
Association of School
student outcomes. RTI methods have been the regular education setting and frequently
Psychologists (NASP).
used in general education for years, but they measuring the student’s progress to determine
Katherine Cowan is the
director of marketing and gained widespread attention as a component whether these strategies are effective. The
communications for NASP . of the Individuals With Disabilities Education RTI process generally involves three stages of
Improvement Act of 2004 (IDEA 2004). implementation (Brown-Chidsey & Steege,
Student Services is Despite its legal underpinnings in IDEA, 2005).
produced in collaboration
RTI is not a special education process but a Tier 1. The first tier consists of universal
with the National
Association of School general education initiative that fits within strategies, including a high-quality core cur-
Psychologists (NASP). school improvement efforts. RTI is an effec- riculum, research-based teaching strategies,
Articles and related tive method for helping struggling learners schoolwide screening to identify students at
handouts can be
downloaded from www in the general education environment before risk for difficulty, and the design of supports
.naspcenter.org/principals. they fail and face special education referral for these students within their regular educa-
Copyright National Association of Secondary School Principals, the preeminent organization for middle level
12 PRINCIPAL Leadership FEBRUARY 2008 and high school leadership. For information on NASSP products and services, visit www.principals.org.

2. Components of Strong Teams
RTI requires strong teams that can make collaborative decisions. A team
should:
Include a cross-disciplinary group of subject-area teachers; specialists,
such as reading teachers and teachers of English language learners;
related services personnel, such as school psychologists, speech-language
pathologists, social workers, and school counselors; administrators; and
special education personnel.
tion classrooms.
Be organized according to existing structures within the school. For
Tier 2. The second tier involves instruc-
example, middle level schools might be organized as families or grade-level
tional modifications and assessments that are
teams and high schools might be organized around academic departments.
developed for students who do not respond
Involve a core team with additional personnel as needed.
sufficiently to tier 1 strategies. At this stage, the
Facilitate parent involvement in planning and reinforcing academic and
process includes assessing students’ skills and
behavioral interventions. Provide student progress reports to parents.
evaluating the instructional environment, cur-
Incorporate RTI into the business and routine of the team. Additional teams
riculum, and delivery of instruction. Specific
and meetings are not necessary if the team’s responsibilities include solv-
interventions are designed and delivered as
ing student academic or behavior problems.
needed, often in small-group contexts, and
Have clear systems in place for evaluating and adjusting RTI approaches
students’ progress is measured frequently.
and for providing staff development.
Tier 3. The third tier addresses the needs of
students who continue to display an inad-
equate response to instruction despite the use in regular education. Some schools offer Title
of high-quality, evidence-based strategies at I services that typically involve pull-out classes
tier 2. At tier 3, instruction and interventions in basic skills and tutoring programs that
are further individualized and students may be vary considerably in quality. Others use truly
referred for evaluation of eligibility for special ineffective remedies, such as grade retention.
education. Although districts will vary in their Most often, struggling students are subjected
definitions and criteria for special education to repeated failure before they are referred
assessments, data obtained using RTI pro- for special education services. Even then, an
cedures is considered a key component of individual plan is developed only if a team
eligibility determinations for specific learning determines that the student has a disability.
disabilities. For many reasons—including poverty, limited
At all three tiers, teaching methods, inter- English skills, and cultural bias—special educa-
ventions, evaluations, and communications tion evaluations may not accurately measure
must take into consideration the cultural back- student potential. Many students reach the
grounds and linguistic needs of the students secondary level with limited basic skills and at
and their families. RTI approaches have been high risk for dropping out or failing to gradu-
effectively implemented with students from ate. Some become chronically truant and oth-
diverse backgrounds, including English lan- ers develop serious behavior problems.
guage learners. Involving personnel who have RTI, on the other hand, provides a mecha-
expertise in instructional consultation and nism for supporting struggling students
evaluation of individual progress and program without waiting to determine special education
effectiveness, such as school psychologists and eligibility. RTI approaches can be implemented
curriculum specialists, is essential to planning from preschool through high school and can
and implementing RTI models successfully. address problems early. Because strategies are
scientifically based and progress is monitored
Different From Other Approaches frequently, interventions are more likely to be
Historically, students with learning or behav- effective and can reduce the number of stu-
ioral needs have had few options for support dents who ultimately require special education
FEBRUARY 2008 PRINCIPAL Leadership 13

3. student ser vices
services. As a regular education initiative, RTI is Schools with limited experience in team prob-
Resources
not dependent on special education personnel, lem solving will greatly benefit from training
funding, or eligibility rules for implementa- in team decision making. Training is not a
IDEA Partnership’s tion. Any student at any time can be supported one-shot event but will require different levels
Collaborative Work on through RTI procedures. Finally, RTI is flex- of ongoing professional development.
Response to Intervention ible and involves collaboration among school Parent support and involvement.
www.ideapartnership.org/ personnel, taking advantage of the many skills Parents of students with suspected disabilities
page.cfm?pageid=17 and ideas in a given faculty. may be particularly apprehensive about RTI
and what it might mean for their child. Parents
Meeting the Needs of Effective RTI Programs should be invited to information sessions and
Significantly Struggling Although RTI can be shaped to fit the phi- included on advisory councils to provide input
Learners in High School: losophy, personnel, experience, and needs as the design of the RTI program gets under-
A Look at Approaches to of a given school or district, there are some way. Parent involvement at each stage of RTI is
Tiered Intervention. elements that are common to all RTI programs. important because home-school collaboration
H. Duff. 2007. Available at Administrative support. RTI may differ is essential to the success of any assessment,
www.betterhighschools from the approaches that are currently be- intervention, or program modification.
.org/docs/NHSC_RTI ing used in a school, or it might be similar in Understanding of legal requirements.
Brief_08-02-07.pdf some respects to current student support team Principals, teachers, and staff members should
National Association of models and services. Regardless of the degree be well versed in their states’ regulations for
School Psychologists of change, it is essential that any innovation be implementing IDEA 2004, particularly the
www.nasponline.org/ wholly supported by school leaders. Principals rules for identifying students with specific
resources/rti/index.aspx and other administrators should be knowl- learning disabilities and using RTI in the
edgeable about and able to promote the use special education evaluation. Many states
of scientifically based practices, team prob- provide training for administrators and other
lem solving, and frequent student progress personnel.
monitoring. Realistic time line. The implementa-
Systematic data collection. Many schools tion of a schoolwide RTI program cannot be
have effective procedures in place as a result of rushed. Developing an implementation plan
NCLB and state assessment mandates. At each and training staff members can take a year
tier, student progress must be evaluated ac- and can include inviting consultants into the
curately and frequently, and records of student school. With new approaches, it usually is
progress should be easily accessible to teachers, best to start small—implementing only tier 1
parents, and support personnel. Curriculum- the first year or implementing tiers 1 and 2 at
based measurement procedures offer one one grade level or within one team. Planning
scientifically validated approach to measuring should be coordinated with feeder schools to
the effects of changes in instruction over time. create consistent student support across grade
Training, software, and other technological levels. RTI at a secondary school will naturally
supports for data collection are available to be organized differently than at an elemen-
help schools develop effective and efficient tary school, but there can be commonalities
methods that will align naturally with existing in decision making, parent involvement, and
programs. data collection. Developing an RTI program
Staff support and training. Instructional should include creating a plan for evaluating
strategies and team decision making are vital the effectiveness of and modifying the program
to the implementation of tier 2 and tier 3. as needed.
Whether RTI reflects a radically different view Strong teams. Interventions are carried
of student learning and remediation or merely out by individual teachers, but the process
extends the philosophies and experiences of requires team decision making and sharing ex-
the faculty, teachers must receive thorough pertise. Teams can be defined differently from
training in the basic principles of RTI and in school to school but should include a cross-
scientifically proven instructional strategies. disciplinary group and fit within existing team
14 PRINCIPAL Leadership FEBRUARY 2008

4. structures. RTI can be incorporated into the does not require a wrenching overhaul but can The beauty of RTI
business and routine of an existing team if the build on existing frameworks within a school
is that it does not
team’s responsibilities already include solving and can be implemented in stages that meet
student academic or behavior problems. students’ needs and staff members’ capacities. require a wrenching
Integration with existing scheduling. Most important, RTI relies on—and ultimately overhaul but can
Secondary schools often have difficulty sched- enhances—core principles of effective educa-
uling time to support students with individu- tion: high-quality instruction, evidence-based
build on existing
alized instruction. Struggling readers can be individualized student support, consistent frameworks within
grouped to practice study skills. Block sched- evaluation of outcomes, ongoing professional a school and can
uling can provide an effective framework for development, and collaboration among staff
modifying instruction. Scheduled study halls members and with families. RTI truly offers a be implemented in
can be used for skills labs. future of improved school outcomes that all stages....
Coordination of existing intervention secondary schools can achieve. PL
programs. Intervention programs already in
REFERENCES
place, such as a drop-out prevention program
Brown-Chidsey, R., & Steege, M. (2005). Re-
or an intensive reading program for students sponse to intervention: Principles and strategies for
performing far below grade-level expectations effective practice. New York: The Guilford Press.
or state standards, might be appropriate tier 2 Donovan, M. S., & Cross, C. T. (2002). Minority
or tier 3 strategies. students in special and gifted education. Washing-
ton, DC: National Academy Press.
Windram, H., Scierka, B., & Silberglitt, B.
Conclusion (2007). Response to intervention at the secondary
Administrators may be reluctant to take on an- level: Two districts’ models of implementation.
other new initiative. The beauty of RTI is that it Communiqué, 35(5), 43–45.
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FEBRUARY 2008 PRINCIPAL Leadership 15