Using RTI in Secondary Schools

I. Introduction II. RTI at the Secondary Level: The School-Wide Approach III. Teaching & Learning in Secondary Schools A. Improving Core Instruction B. Research Validated Interventions IV. Data Based Decision Making V. Establishing Effective Teams VI. Problem Solving to Achieve Effective Outcomes: Systems and Students VII. RTI Special Education Eligibility

"I highly recommend this book to all stakeholders who want to be proactive in changing the school experience for students who need support. Classroom teachers, especially, will appreciate the checklists, tips, and strategies." -- Dr. A. L. Hough-Everage, Professor of Education "The use of bulleted lists, charts, and examples make what might otherwise seem overwhelming "doable." Charts and graphs provide examples and direction for a team or school leader as he/she begins to formulate a schema for implementation. an invaluable tool for middle grades and secondary leaders. The tendency to add processes and procedures for students who struggle to the existing structure of a school often results in a cumbersome maze of inefficient and ineffective responses. This book provides the clear, concise information necessary to implement a system's approach that not only facilitates the highest student achievement for all students; but also streamlines strategic processes into a well-integrated approach that benefits students, teachers, professional support personnel, and parents." -- Dr. Sylvia Rockwell, Assistant Professor "This book will appeal to a wide audience - administrators, university faculty, professional developers, classroom teachers, RTI team leaders, and prospective students. The information is easy to read, no matter where you are with your understanding of RTI. Many students go through college getting an overview of RTI, but this book will give them an in-depth look at the whole picture when they have to actually apply it in their classroom or building." -- Dr. Ronda J. Mitchell, Director/Assistant Professor "This book will be valuable to secondary school leaders as they consider if RtI is right for their learning community. The focus on the secondary level makes it clear that this approach works for grades 6-12. This book may help work through the inertia of tradition that slows the personalized approach to intervention and instruction." -- Chris Hubbuch, Principal "Wayne Callender has worked with our state for a number of years using the principles outlined in this book. The workshops, on-site technical assistance, and consultation Wayne has provided are evidence that the core concepts of Response to Intervention can be applied successfully to secondary schools. The book not only provides the elements of a comprehensive RTI framework, but also meets the needs of secondary educators for practical implementation tools and interventions to address the needs of struggling learners. In junior high and high schools, educators struggle with barriers that are unique to those settings, i.e. credit recovery, post-transition planning, etc. There has been a need for concise and practical information for secondary settings for a long time. This book helps to fulfill that need. The changes we have seen in the secondary schools Wayne has worked with here in our state are proactive and systemic, resulting in positive student outcomes." -- Christine Revere, Educational Program Consultant, RTI/PBIS "In many secondary schools there is talk among teachers that low achievement levels would improve if students would just "try harder." This thinking places blame with the student, and often the family, and fosters an "it's not us; it's them" attitude. But what is really true is that teachers, often times, do not know what to do or how to do it. Most teachers went into education to make a difference in kids' lives. It's time we get serious about the ideas and structures Mr. Callender has outlined in RTI for Secondary Schools, and start giving teachers the structures, systems, and supports to make a difference for every kid. The consequences are too high if we don't." -- Scott Gion, Principal