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ERIC Number: ED520724
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 28
Abstractor: ERIC
Reference Count: 45
Teacher Preparation for Response to Intervention in Middle and High Schools. TQ Research & Policy Brief
Reschly, Daniel J.; Wood-Garnett, Stephanie
National Comprehensive Center for Teacher Quality
Response to intervention (RTI) is a decision-making process for (1) identifying gaps between current and desired results; (2) designing, implementing, and revising interventions; (3) matching the degree of educational needs to the intensity of interventions; and (4) implementing interventions at multiple tiers. The process can be applied to individuals, groups, or systems. RTI is not an intervention; rather, it is a data-based strategy to develop effective interventions and evaluate outcomes. Application of RTI principles significantly enhances the likelihood of resolving common academic and behavioral problems and improving system outcomes. Although knowledge of RTI applications at the secondary level continues to emerge, RTI implementation by secondary-level teachers has significant promise for improving interventions. RTI applications in elementary schools are generally well known and widely endorsed, but RTI applications in middle and high school classrooms are less well developed and implemented. This TQ Research & Policy Brief describes the preparation of middle and high school teachers to use the RTI process to improve classroom and school results and to achieve the key goals of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act (2002), and the Individuals with Disabilities Education Improvement Act (IDEA, 2004). This brief is intended for teachers at the middle and high school levels and for the university faculty and continuing professional development personnel who educate teachers. "Response to Intervention Innovation Configuration: Teacher Competencies" is appended. (Contains 9 figures and 1 table.)
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Middle Schools
Audience: Teachers
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001