The High School Tiered Interventions Initiative (HSTII), a collaborative effort among the Center on Instruction, the National Center on Response to Intervention, and the National High School Center, conducted a series of webinars around RTI.
The High School Tiered Interventions Initiative, held September 23, 2009, was the first webinar in the series. Presenters Greg Roberts from the Center on Instruction, Tessie Rose from the National Center on Response to Intervention, and Lou Danielson, Joe Harris, and Jenny Scala from the National High School Center provided a description of the work being conducted by this collaborative group, which enhances the understanding of tiered intervention models emerging in high schools across the country. The archived WebEx file and the PowerPoint presentation from the webinar are available for download below.
In The Implementation of Tiered Interventions and RTI in High Schools, held February 11, 2010, Lou Danielson, Greg Roberts, and Jenny Scala shared information on how the essential elements of RTI can be implemented in high schools, what some of the associated challenges and considerations are, and how contextual factors specific to high school settings make RTI implementation increasingly complex and challenging. The PowerPoint presentation, transcript, and set of Q&A are available for download below, and the archived file of the webinar can be accessed here.
High School Response to Intervention: Progress Monitoring, held May 11, 2010, provided an overview of Curriculum-based Measurement (CBM) and how CBM data can be used to monitor student progress. Kristen McMaster also reviewed CBM tools that are available for high schools in reading, mathematics, and the other content areas and how to develop CBM tools for use at the high school level. The archived webinar file and the PowerPoint presentation from the webinar are available for download below.
These materials support the implementation of School Improvement Grants (SIG) by describing Response to Intervention in high schools, identification of students in need of support and intervention, and the use of student data to drive instruction.