Early in my career, before I became a speaker and consultant to help teachers better reach students of all abilities, I was a special education teacher and a co-teacher who worked within the inclusion model at the secondary school level. I became convinced that EVERY high school classroom needs to begin with RTI (Response To Intervention) Tier One, with differentiated teaching strategies, so that every student can learn.
OK, I’m sure you’re thinking, “Woah! RTI wasn’t even around way back then!” You got me! You’re right. The term RTI didn’t exist, however, really terrific instruction *did* exist. It’s how I was taught to teach at Rivier College, Nashua, NH. Sister Joseph, the head instructor of the teacher preparation program would have it no other way! Believe me, you didn’t do anything less than really terrific instruction or there was hell to pay. We didn’t mess with Sr. Joseph!
The idea that EVERY high school classroom needs to begin with RTI may sound a little bit radical. However, when teachers use differentiated, high-quality instruction, consistently, 80 to 90 percent of their students are successful in meeting achievement benchmarks. Further, using Tier One strategies right away reduces the need for Tier Two and Tier Three interventions.
Here are my reasons for why we should be focusing on RTI Tier 1 at the secondary level:
The traditional verbal linguistic/auditory delivery of information, where students are expected to passively sit in their seats and take in information while trying to copy notes at rapid speed, does not work for all students.
The students it does not work for are those who already are not responding to education and are doing poorly in the classroom and on state tests.
Students who move on to college, who did not get differentiation at the secondary level, often have trouble. This is because they learned only one mode of studying. When they are met with challenging coursework, they often lack the study skills to support them in a more rigorous academic environment. That’s why we often find our most successful high school students don’t meet expectations at the college level.
Applying Tier One teaching practices in all general classrooms is useful for a number of reasons:
- The high-quality, research-based instruction that students get will give them an edge as they move toward graduation.
- It will provide improved study skills that will carry students through college.
- Tier One strategies can have a dramatic and positive impact on students.
Additionally, Tier One strategies incorporate multiple modes of assessment. Teachers use a variety of measures to clearly identify what the student knows and doesn’t know.
By using teaching strategies that support all learning styles – whether it’s Fitzell Acceleration Centers, station teaching, or flexible grouping, teachers will have an arsenal of differentiated instruction methods that they can use to keep students engaged and learning no matter what their level.
Until we differentiate instruction at the secondary level, a basic requirement of RTI Tier One, we are shortchanging all our students: English-language learners, students with special needs, trade-bound students and students heading off to college. By differentiating instruction in your classroom, you will not only help those students struggling to understand course material but will also help all students achieve more success throughout their secondary and post-secondary education.
Extra bonus: You will love the feeling you get from seeing students succeed beyond all our expectations!
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