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Abstract
Despite the successful implementation of the Response to Intervention (RtI) framework in many elementary schools, there is little evidence of successful implementation in high school settings. Several themes emerged from the interviews of nine secondary principals, including a lack of knowledge and training for successful implementation, the ability to identify specific interventions in each tier but recognized the lack of a tiered intervention process, and the identification of barriers one would expect if implementing RtI at the secondary level.
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Author Biographies
Mitch Bartholomew is the secondary principal at York Public Schools in Nebraska. He received his doctorate from the University of South Dakota’s Division of Educational Leadership in 2016. His research interests include educational leadership at the secondary level and implementation of the Response to Intervention (RtI) framework.
David De Jong is an assistant professor in the Division of Educational Leadership at the University of South Dakota (USD). Before serving at USD, he served as a teacher, a coach, a principal, a superintendent, and an adjunct professor. His research interests include educational leadership, mentoring, and innovations in technology for teaching in PreK-20 education.
