Response to Intervention in Middle School: A Case Story

Abstract

Response to Intervention (RTI) is a framework that may lead to better teaching and learning through its integration of instruction, intervention, and assessment. An increasing number of states are moving forward with RTI initiatives across grades K-12. The research base for RTI, however, is currently limited to elementary settings. Although this research can inform implementation in the middle grades, the differences in school structure and operations at these levels mean RTI at the middle level will probably look different than it does at the elementary level. This article provides an overview of RTI, focusing, particularly, on how RTI is consistent with many of the characteristics of successful middle schools (National Middle School Association, 2010), and describes in detail the experience and outcomes of RTI implementation in one middle school where the second author serves as principal. The article concludes with a discussion of lessons learned and implications for other middle schools considering RTI implementation. RTI and the middle school concept RTI is most commonly depicted as a three-tiered model of service delivery (see Figure 1), in which Tier 1 represents the general instructional program, Tier 2 represents a level of intervention for students identified as at risk for poor learning outcomes, and Tier 3 typically represents special education. This model is based on a preventive sciences approach and illustrates RTI's focus on meeting the needs of all students through a school-wide process that integrates instruction, intervention, and assessment. The alignment of these processes promotes a stronger, more cohesive program of instruction that, ultimately, can result in higher student achievement (Mellard & Johnson, 2008). RTI is not a one-dimensional approach to improving student outcomes. Rather, it provides an umbrella structure under which numerous evidence-based practices can be employed to improve student learning. RTI is a valuable model because of its potential for building the capacity of schools to meet the learning needs of an increasingly diverse student population. As described in the literature (see e.g., Fuchs & Fuchs, 2006; Johnson, Mellard, Fuchs & McKnight, 2006), RTI contains the following critical features: * High-quality, evidence-based classroom instruction * Universal screening of academics and behavior * Progress monitoring of student performance * Implementation of research-based interventions at all tiers * Fidelity checks on implementation To date, scant research on RTI models at the middle school level exists. The need for successful models of RTI implementation at this level is great, because the middle grades represent a crucial point in a student's academic career, laying the foundation for successful completion of high school (Morris, Ehren, & Lenz, 1991). Middle grades students are confronted with a demanding curriculum no longer focused on the acquisition of basic skills; rather, they must rely on those basic skills for acquiring content knowledge (Deshler, Hock, & Catts, 2006; Deshler & Schumaker, 2006; Swanson, 2001). Intervention models such as RTI can lead to improved outcomes for all students through the provision of a multifaceted support system for students who struggle with the demands of the curriculum. RTI can be especially effective at the middle level because the RTI framework is consistent with many of the characteristics of successful schools for young adolescents (National Middle School Association, 2010). In particular, RTI promotes and supports * Diverse teaching strategies. * Safe environments. * Use of assessment. * Multifaceted support systems. * Collaborative leadership. * Shared vision. RTI promotes diverse teaching strategies Because RTI stems from the preventive sciences, in which effective instruction and early intervention are seen as essential to reducing the number of students who struggle in or leave school, it focuses on developing a strong Tier 1 general education program. …