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ERIC Number: EJ965264
Record Type: Journal
Publication Date: 2011-Nov
Pages: 5
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1529-8957
Systems Change: Response to Intervention in Secondary Schools
McMackin, Howard; Johns, Charles
Principal Leadership, v12 n3 p44-48 Nov 2011
Response to intervention (RTI) protocols at the secondary level require a systems approach that is supported by professional learning teams (PLTs). PLTs create viable courses in which most students experience success and work together to plan further interventions. PLT protocol work begins with the design of uniform summative assessments and is followed by the design of a formative process that ensures student success. Uniform summative assessments must be developed or adopted by each PLT. Teachers must be able to benchmark the student's performance on the summative assessment for each standard that the assessment measures. These formative and summative assessments guide the PLTs' decision making. Rolling Meadows was selected as the Illinois Lighthouse High School for RTI. It has been replicated at schools around the upper Midwest by Empowered High Schools, including La Salle-Peru High School, a winner of the national High Schools That Work Award. The model unifies all the school's functions with the clear purpose of helping all students master skills that will prepare them to attend four-year universities, regardless of their socioeconomic backgrounds.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois