Social Studies and RTI

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary social science courses, even though students struggle in these courses due to the increase in reading and math content embedded within them. This chapter focuses on the implementation of RTI in social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the social sciences content areas.

It Takes a Well-Organized Village

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

Advanced Mathematical Teaching Strategies and Models for Integrating RTI in Secondary Schools

Creating an effective educational support program for secondary school students in the important content area of mathematics is essential. This chapter provides an overview of intervention structures and strategies to support the teaching and learning of mathematics within the response to intervention (RTI) model at the secondary level. The adolescent mathematics intervention structure, the importance of motivation, opportunities for academic discourse, cooperative learning, strategies for all learners, and ways to create a positive mathematical classroom environment are among the supports shared in this chapter. Supports for each tier in the RTI model are provided along with suggestions for a mathematical learning environment that includes a focus on multiple representations for mathematics, manipulatives, integrated learning, and targeted learning centers designed specifically to meet secondary students where they are.

Improving the Literacy Skills of Struggling Writers

A focus on teaching effective written communication skills is a necessity in our nation's schools. Students must develop good writing skills not only to ensure academic success but also to later thrive in the workplace and in society. For struggling writers, difficulties with written communication that emerged during elementary school will persist into middle school, high school, and beyond if effective interventions are not employed. Implementing a response to intervention (RTI) literacy model that promotes the integration of writing across the curriculum can help schools make huge strides in improving the motivations, skills, and outcomes of struggling writers. This chapter presents specific elements of effective writing instruction as well as instructional strategies that can be employed within an RTI framework to assist struggling writers schoolwide. The focus is on informing not only English/language arts teachers but also content area teachers on research-based classroom writing supports and practical tips for implementation.

Response to Intervention in the State of Florida

The 2004 Individuals with Disabilities Education Act led to an era of educational reform that called for scientifically based curriculum and data-driven decision-making when devising instructional strategies. Response to intervention was subsequently endorsed. Because students with disabilities were being included within the general education setting during this time, many states like Florida, made use of the multi-tiered system of supports (MTSS). This process was used to plan and problem-solve effective teaching strategies to improve student performance in reading and in mathematics. This chapter explores how Florida has used MTSS to narrow achievement gaps and create educational opportunities for all students.

An Overview of RTI in Grades 6–12

The response to intervention (RTI) service delivery model has been incorporated into elementary schools throughout the United States. This multi-tiered model has been found to assist struggling students in all academic areas through the use of research-based instructional strategies. Because of its success at the elementary level, more and more secondary education institutions are turning to RTI as a viable model that can help students achieve academic success. This chapter provides a history of how the RTI model was established in American elementary schools as well as an overview of how it can be implemented into the secondary educational environment. The chapter also describes the components required for successful implementation along with challenges facing middle and high schools when using the model. This type of service delivery model is a new way of teaching within the secondary educational arena but has been shown to be extremely effective if implemented correctly.

Teacher Insight on RTI Implementation at the Middle and High School Levels

The response to intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

From Turnaround to Transformation

This chapter focuses on a struggling high school in a rural Kentucky community that made a dramatic turnaround within 2 years after establishing response to intervention structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, and school faculty implemented changes that were responsible for the turnaround and for sustaining this success. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

Science and RTI

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary science courses, even though students are struggling in these courses due to the increase in reading and math content embedded within them. This chapter focuses on implementation of RTI in science courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the science content areas.

Literacy and RTI on the Secondary Level

The application of response to intervention (RTI) for reading in secondary schools is difficult yet achievable. As adolescents read texts that will prepare them for college and careers, they require support from highly qualified professionals. Educators meet that need with effective instruction and guidance. The framework of RTI, especially the Tier 1 level that occurs in all general education classrooms, can be developed around literacy components that combine to result in skilled reading. This chapter will encourage secondary educators to consider the RTI framework as not only a means to identify the possible literacy needs of their students but also as an opportunity to examine and optimize the realistic responses that they might provide in an effort to meet those needs.