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ERIC Number: ED526860
Record Type: Non-Journal
Publication Date: 2011-Jul
Pages: 15
Abstractor: ERIC
Reference Count: 3
RTI Scheduling Processes for Middle Schools. Information Brief
Prewett, Sara; Mellard, Daryl; Lieske-Lupo, Jessica
National Center on Response to Intervention
Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness, and identify students with learning disabilities (National Center on Response to Intervention, 2010, p. 2). Having a workable schedule for faculty, staff, and students is important in making the RTI essential components cohesive and feasible to implement. This brief addresses frequently asked questions (FAQs) about scheduling issues in middle schools. The responses were derived from observations, surveys, and interviews with administrators and staff at 11 middle schools that were implementing RTI. Throughout the text, readers will find "summary questions" and "guiding questions". The "summary questions" are designed to help practitioners make sense of existing practices at other schools. The "guiding questions" are designed for practitioners to use as a guide or checklist during RTI implementation as they create or modify their middle school schedules. A description of the authors' approach to collect descriptive data from middle schools that were implementing RTI is appended. (Contains 1 table, 1 figure and 2 footnotes.)
National Center on Response to Intervention. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Junior High Schools; Middle Schools
Audience: Practitioners
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center on Response to Intervention