This report—the initial work of the High School Tiered
Interventions Initiative (HSTII), a collaborative project of three federally
funded technical assistance centers—summarizes what we have learned thus far
and how those lessons learned can advance the ongoing discussion about
effective RTI implementation in high schools. This report is grounded in
available research and the professional wisdom of leading researchers and
practitioners, including staff members from eight high schools implementing
tiered interventions. This document is not an implementation guide and, as
such, does not provide concrete steps or tools for implementing RTI; however,
the HSTII team hopes that this resource provides valuable information for
technical assistance providers, researchers, state education agency personnel,
and practitioners at the district and school level. This report is divided into
three main sections:
1.
“Response to Intervention” provides
a brief description of the RTI framework and the essential components of RTI.
2.
“Applying the RTI Framework at the
High School Level” illustrates how the essential components of RTI were
implemented at the eight visited schools.
3.
“High School Contextual Factors That
Affect Tiered Intervention Implementation” highlights contextual factors unique
to high schools and examines how these factors can affect school-level
implementation of tiered interventions.
High School Tiered Interventions Initiative (2010). Tiered
interventions in high schools: Using preliminary ‘lessons learned’ to guide
ongoing discussion. Portsmouth, NH: High School Tiered Interventions
Initiative.
https://www.pbis.org/common/cms/files/pbisresources/Tiered_Intervenion_HS_LessonsLearnedGuide_2010.pdf
