Resources in this category provide information about RTI at the secondary level for middle schoolers
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A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students |
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This 2007 brief summarizes a 2002 research synthesis on
interventions for students struggling with mathematics. It presents
findings from 15 studies of students in grades 2 through 11 who
received targeted math interventions that lasted at least 90 minutes.
The article outlines key findings and implications for practice with
respect to (1) providing data and information to teachers and students;
(2) peer-assisted approaches; (3) teacher-led approaches; and (4)
providing parents with information about student performance. The
first PDF is the 2002 article while the second PDF provides a summary
of the article. The article, published in The Elementary School
Journal, was written by Baker, Gersten, and Lee and the synopsis was
published by the Center on Instruction.
 PDF Version 1
PDF Version 2
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Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice |
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This 2007 brief is a meta-analysis of thirty-one studies on interventions targeting adolescents struggling with reading. Specifically, it looks at how effective interventions are for struggling adolescent readers, what the specific impact of reading interventions are on reading comprehension, and what specific impact reading interventions have for students with learning disabilities. The analysis further categories study findings depending on the type of reading intervention, the grade grouping (middle vs. high school), and who implemented the intervention (research vs. teacher). The brief was written by a collaboration of authors for the Center on Instruction.
PDF Version
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RTI in Middle and High School: How Will the Game Play Out? |
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This 2007 presentation addresses RTI at the secondary level. It discusses the differences between elementary and secondary schools related to RTI, the types of students who will need RTI, and what implementation and progress monitoring will look like at the secondary level. It was presented by Charlie Hughes, Pennsylvania State University and Don Deshler, University of Kansas at the Council for Exceptional Children conference.
PDF Version
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