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.

torgesen_2003.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

National Center on Response to Intervention (NCRTI)

A 20 page informational brief published by the NCRTI.  The brief provides information and guidance relative to RtI implementation issues at the middles school.  Topics include:

• Leadership
• Planning and preparation
• Communication
• Assessment
• Small-group intervention

RtI_Implemetation_process_for_Middle_School.pdf

National Center on Response to Intervention (NCRTI)

An informational brief published by the NCRTI that responds to frequently asked questions concerning scheduling issues in middle school.  Based on observations, surveys, and interviews from administrators and staff from eleven middles schools implementing an RtI model. The brief offers guidance and support on the following issues:  

• Modifying schedules
• Planning for grade/level and/or content area meetings
• Staffing for smaller intervention classes
• Assessments: screening and progress monitoring

RtI_Scheduling_Processes_for_Middle_School.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

Facilitated by Dr. Daryl Mellard and Sara Prewett from the National Center on Response to Intervention

An archived webinar presented by Dr. Daryl Mellard and Sara Prewett from the University of Kansas.  The webinar provides an introduction relative to what is currently known about the RtI process at the middle school level.  Discussion centers on the following issues: 

• Implementation and planning
• Assessment: screening and progress monitoring
• Tiered intervention
• Data-based decision-making
• Staff preparation
• Challenges

http://www.rti4success.org/webinar/rti-middle-schools-5839