RTI: Implementation at the Secondary Level Discussion Summary

Response to Intervention: Implementation at the Secondary Level
September 8 - 12 Online Discussion Summary

The TQ Connection’s sixth on-line discussion focused on Response to Intervention (RtI) implementation at the secondary level. Dr. Mark Shinn, National Louis University, offered excellent resources and stimulating responses to questions posted on the discussion board. The dialogue centered around four topic areas:
•   What makes RtI more than just good teaching
•   Secondary teacher preparation in RtI
•   Self Study Instruments
•   Implementing RtI and meeting graduation requirements

What makes RTI more than just good teaching

In response to a question, Dr. Shinn remarked that RtI is more than just good teaching. Effective design and implementation of RtI requires a service delivery model that eliminates labels and wait time by developing a system that provides extensive training and support, identifies effective tools, and offers services to students “as soon as they need them”. Dr. Shinn further commented that RtI provides an opportunity to restructure the mission of special education at the secondary level.

Secondary teacher preparation in RtI

At the secondary level the primary focus of RtI should be on improving the teaching skills of the general education content area teachers. Dr. Shinn commented that teachers should, a) know their content; b) know how to deliver it; and c) know how to connect with kids. Such improvement requires leadership, commitment, and support. He further commented that although secondary general education teachers are generally not prepared to implement RtI, he finds that most are enthusiastic and eager to learn. Some skill sets that Dr. Shinn recommends for staff include:
•   Strategic Instruction Model (SIM) Teaching Routines and Learning Strategies
•   Well-designed curriculum with a “Big Ideas” Focus or Ability to “Distill”
•   Curriculum to Big Ideas
•   Effective Secondary Classroom Management
•   Brief Cognitive Behavior Therapy for Students with Anxiety and Depression
•   Study and Organizational Skills
•   Curriculum Modifications

Dr. Shinn referred to the Strategic Instruction Model (SIM) as one of special education’s most successful evidenced-based strategies to help content areas teachers meet the need of their students. SIM provides targeted student learning strategies and teaching routines for teachers. However, SIM is not routinely addressed in teacher preparation. Dr. Shinn suggests that this may be due to the lack of training for higher education faculty and already packed licensure programs, but highly recommends that SIM training be infused in all secondary teacher preparation activities.

Dr. Shinn also mentioned that secondary education teachers could benefit form literacy instruction in content area coursework. This could take the form of additional instruction and application within teacher preparation activities. Dr. Shinn commented that every teacher “is a reading teacher” and emphasized the need for adequate secondary education teacher preparation. For further information, please see the following resources from the Center on Instruction :

•   Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools. Portsmouth, NH: RMC Research Corporation, Center on Instruction

•   Torgesen, J., Houston, D., Rissman, L., Decker, S.M., Roberts, G., Vaughn, S., Wexler, J., Francis, D.J., & Rivera, M.O. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

•   The Center on Instruction Reading Strand

Self Study Instruments

The district’s capacity to implement RtI is dependent on numerous variables (i.e. district leadership, support, teacher training) and requires analysis to determine which structures are in place, and which need to be constructed. Dr. Shinn recommends that an initial step to RtI is for the district to conduct a self-study that determines staff capacity, available resources, and professional development needs. Dr. Shinn offered participants, for personal use, self-study instruments he created:
•   Middle School Self-Study Guide Part A
•   High School Self-Study Guide Part A
•   Self Study Guide Part B
•   Self Study Guide Part C

Implementing RtI and meeting graduation requirements

One perceived barrier to RtI at the secondary level is how schools can implement RtI while maintaining the standards and classes necessary for graduation. Dr. Shinn cautions that without such intervention, students may continue to experience school failure and drop out of school. Teachers, parents, and most importantly, students, are under significant pressure to meet graduation requirements; however Dr. Shinn advocates giving students what they need—which may mean a restructuring of parallel content area instruction provided by the special education teacher or substituting the needed content at Tier III instead of classes for graduation. He recognizes that this may not be a popular option, but if basic skill deficits were improved, passing other required courses for graduation may be manageable.

Thank you for taking the time to visit the TQ Connection. For a complete account of the discussion, visit http://www.tqsource.org/forum/index.php/topic,42.0.html. If you have any topics you would like to see the TQ Center address, please feel free to contact Lynn Holdheide at lynn.holdheide@vanderbilt.edu or Amy Potemski at Amy.Potemski@learningpt.org.