Multi-leveled support can be viewed as layers or tiers of increasingly intense intervention that respond to student-specific needs. While RtI models are commonly and graphically illustrated as a 3-tiered pyramid, the number of tiers or levels will vary depending upon resources available. Information regarding multi-level support can be filtered by specific tier and/or level.
Article that discusses the preventative measures an RtI model would have on learning difficulties in literacy for struggling students. Torgesen suggests that early intervention would have strong effects on reading comprehension, vocabulary, oral language ability and other essential literacy areas. Also provides data from FCAT (Florida’s Comprehensive Assessment Test) which assesses word knowledge, conceptual understanding and interference skills from third to tenth grade. Torgesen explains that mastery of these three skills have a link to comprehension ability in older students.
Discusses a rationale for RtI in secondary education, including using preventative measures in literacy to avoid failure in other academic areas. Lists four myths that must be clarified in order for an RtI process to work at this level. Also poses possible opportunities and challenges an RtI approach may have on middle, junior, and high school. Includes a chart of questions to be asked about a school’s RtI approach with responses that demonstrate signs of readiness.
Online article that discusses the outcomes of an RtI implementation project in Berkley Springs High School, West Virginia. Thirty students were chosen based on literacy assessment scores and reading levels to participate in this study. The project focused on tracking improvements made in each of the three tiered levels. Based on the data all tiers showed some improvement. However, students given intensive, specialized instruction at tiers II and III made the most gains in fluency, comprehension and word identification. Other implications and suggestions for further adjustments on RtI at secondary level are briefly discussed at the end of the article.
A high school teacher’s account of RtI in her classroom. RtI is explained and the process which took place in the four main components of RtI: Universal Screening, progress monitoring, intervention, and fidelity of implementation. This brief also discusses the importance of collaboration in RtI and the challenges that may arise at the secondary level.
A practice guide published by The Center on Instruction. It presents activities and resources to help school personnel construct and implement reading and mathematics interventions for students in grades k-12.
In this presentation for the 2009 NASSP Convention, there is a section on the changing roles of professionals. Each major role is outlined with brief descriptions on what responsibilities that person would have within the RtI model. The presentation also depicts why there needs to be a balance rather than an over reliance in roles.
scroll down and click on “NASSP Convention Handout”