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ERIC Number: ED502906
Record Type: Non-Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
Reference Count: 7
Response to Intervention: "Possibilities for Service Delivery at the Secondary School Level." Newsletter
Center for Comprehensive School Reform and Improvement
Response to Intervention (RtI) came into the national forefront in the late 1990s as an alternate approach for identifying students with specific learning disabilities. In brief, RtI assumes that a broad system of early intervention and support is in place, one possible component of which is evaluating a student for suspected learning disabilities. All students are provided with evidence-based instruction and progress monitoring in general education classrooms. As schools have begun to implement RtI models, the approach has grown beyond just a special education identification approach to become a comprehensive, data-based prevention model for helping struggling students achieve. At the elementary school level, where RtI models primarily have been implemented, potential for influencing the nature of early intervention and instruction is now being noted. As secondary educators embrace the approach, initial results are also promising. This newsletter takes a look at the challenges and possibilities of implementing an RtI model at the secondary level. (Contains 1 figure.) [This document was published by Learning Point Associates. The Center for Comprehensive School Reform and Improvement is administered by Learning Point Associates under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Comprehensive School Reform and Improvement