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Tiered Interventions in High Schools: Using Preliminary 'Lessons Learned' to Guide Ongoing Discussion |
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This document - representing the initial work of the High School Tiered Interventions Initiative (HSTII), a collaborative project of the National Center on Response to Intervention, the National High School Center, and the Center on Instruction - summarizes what HSTII has learned thus far about effective RTI implementation in high schools. It is divided into three main sections:
- “Response to Intervention” provides a brief description of the RTI framework and the essential components of RTI;
- “Applying the RTI Framework at the High School Level” illustrates how the essential components of RTI were implemented at eight visited schools; and
- “High School Contextual Factors That Affect Tiered Intervention Implementation” highlights contextual factors unique to high schools and examines how these factors can affect school-level implementation of tiered interventions.
 PDF Version
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Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention |
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This 2007 brief describes issues relating to the implementation of RTI at the high school level and explains the supports needed to implement an RTI system. The resource provides an overview of RTI and describes specific components including a comparison of the standard treatment and problem solving approaches. This brief describes current research on RTI and secondary education and also provides a case study of a high school that implemented RTI. It was written by Helen Duffy and released by the National High School Center.
PDF Version
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What work or research is currently being done around secondary RTI that we will see in the future? - February 2010 |
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What are the major differences between elementary and secondary RTI? - October 2009 |
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 Watch and listen as Don Deshler briefly describes the differences between elementary and secondary RTI.
Watch the Video (2:17) 
Read the Transcript
View this month's video on our homepage.
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The Secondary Literacy Instruction and Intervention Guide: Helping School Districts Transform into Systems that Produce Life-Changing Results for All Children |
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This 2007 brief provides an orientation to the Content Literacy Continuum (CLC) model a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents.. CLC is a five-level model that is aligned with a 3-tiered RTI instructional model that takes a systems approach to providing adolescents with literacy instruction and intervention. The goal of the model is to decrease the achievement gap, improve adolescent retention, and provide teachers with specific methods of instruction. The brief provides an overview of different stakeholders’ role in planning and implementing the model and give specific literacy strategies and interventions that might be used. The brief was written by Leslie McPeak and Lisa Trygg for the Stupski Foundation.
PDF Version
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The High School Tiered Interventions Initiative: Progress Monitoring |
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May 12, 2010
The High School Tiered Interventions Initiative (HSTII) is a collaborative effort among the National Center on Response to Intervention, the National High School Center, and the Center on Instruction that explores how RTI and tiered interventions are being implemented at the high school level. During this webinar, Dr. Kristen McMaster provided an overview of Curriculum-Based Measurement (CBM), including the purpose, a brief description of research, and a demonstration of how CBM data can be used to monitor student progress. She reviewed CBM tools that are available for high schools in reading, mathematics, and the content areas, and provided instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation of CBM in high school, representatives from Walla Walla High School in Walla Walla, Washington, discussed how they have monitored school progress as part of their tiered intervention model. This presentation is suitable for anyone interested in the researcher and practitioner perspectives of RTI and progress monitoring at the high school level.
Webinar Recording (1:25:04)
PDF Version
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February 9, 2010
  This webinar, led by Dr. Daryl Mellard and Sara Prewett, provided an overview of current RTI practices in middle schools across the nation. The webinar also included information about how selected schools are implementing RTI in the middle grades.
Topics discussed include: implementation and the planning process, common practices in screening, progress monitoring, and tiered instruction, staff preparation, data-based decision making, challenges, and next steps for RTI implementation in secondary settings.
Webinar Recording (58:39) PDF Version Webinar Transcript
Q & A
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High School Tiered Interventions Initiative |
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September 23, 2009
The National High School Center, the National Center on Response to Intervention, and the Center on Instruction have partnering together on the High School Tiered Interventions Initiative (HSTII) to enhance understanding of how tiered intervention models are emerging in high schools across the country. Through this process, the partners are seeking to identify key characteristics of high school tiered intervention programs that are grounded in emerging research and best practices that can be used by other schools, districts, and state education agencies to guide their future implementation efforts.
During this webinar, Lou Danielson, Ph. D. and Joseph Harris, Ph. D. from the National High School Center, Greg Roberts, Ph. D. from the Special Education Strand of the Center on Instruction, and Tessie Rose, Ph. D. from the National Center on Response to Intervention provided a description of the HSTII, its work to date, and proposed next steps, as well as a brief overview of the HSTII’s assumptions regarding the implementation of Response to Intervention at the high school level.
Powerpoint Presentation
Webinar Recording
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The High School Tiered Interventions Initiative: The Implementation of Tiered Interventions and RTI in High Schools |
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February 11, 2010
The High School Tiered Interventions Initiative (HSTII) is a collaborative effort among the National Center on Response to Intervention, the National High School Center, and the Center on Instruction that explores how RTI and tiered interventions are being implemented at the high school level. During this webinar, Dr. Lou Danielson and HSTII staff shared information on how the essential elements of RTI can be implemented in high schools, what some of the associated challenges and considerations are, and how contextual factors specific to high school settings make RTI implementation increasingly complex and challenging. This presentation is suitable for anyone interested in RTI and tiered interventions at the high school level.
Webinar Recording (1:23:59)
PDF Version
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Ask the Expert: Differences Between Elementary and Secondary RTI |
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According to Dr. Don Deshler, "First and foremost, the kids [in secondary school] are different as learners; developmentally, they’ve moved into a different phase. ...Of equal importance is the fact that the demands of the curriculum are markedly different."
Watch and listen as Don Deshler briefly describes other differences between elementary and secondary RTI.
Watch the Video
Read the Transcript
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RTI TOPICS 
