Duffy, H. (2007)

A ten-page brief that begins with a definition of RtI and an explanation of core components associated with the RtI process.  A description of a secondary RtI model is presented:  Long Beach, California which uses 8^th grade assessment data to identify students who are a half year or more behind for additional literacy instruction during the ninth grade year.  The brief concludes with an exploration of key and significant RtI issues specific to high schools.

http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf

Torgesen, J.

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.

http://www.rti4success.org/images/stories/topPicks/torgesen.pdf

Burns, M.  (2008)

A short article that provides a rationale for RtI and a discussion of its critical features:  tiered approach and using assessment data to make better decisions about students.   Also discussed is the nature of service delivery or interventions at a secondary level and lists the nature of positive outcomes associated with schools who implement a tiered approach at the middle and secondary levels.

RTI_at_the_Secondary_Level_Part_II_March_NASSP.pdf

Eheren, D.

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.

http://www.rtinetwork.org/Learn/Why/ar/RadarScreen

Rozalski, M.

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.

http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=11753

Canter, A., Klotz, M., & Cowan, K. (2008)

Defines RtI as a three-tiered model employing evidence-based practices/interventions and monitoring student progress to determine effectiveness.    Provides a short description of each tier and makes a distinction between RtI and other school reform efforts.  Identifies elements associated with effective RtI programs and its importance to secondary school principals.

http://www.nasponline.org/resources/principals/RTI%20Part%201-NASSP%20February%2008.pdf

Miller, J. (2009)

The Content Literacy Continuum (CLC), developed by the Center for Research on Learning at the University of Kansas, is a supportive framework that consists of five levels of increasing intensity designed to meet the needs of high, average, and low achievers at the middle school level. This presentation describes each of the five levels and how they can be incorporated into an RtI process.  

Content_Literacy_Continuum_to_guide_RTI_decisions.pdf

Piper, A. (2009)

Reviews the necessary foundation needed to begin to implement the Response to Intervention model at the secondary level.  Examines a 3-tier RtI model and Part 200 regulations that involve classification of students with LD.   Powerpoint identifies expectations at each tier within an RtI process with suggestions on how middle and high schools can begin to respond to these expectations.

RTI-TAC_presentation.ppt