National Center on Response to Intervention (RTI)

This panel discussion was presented at the 2009 OSEP Project Directors Conference, in Washington, DC. It describes the work of three federally funded centers who are working together to promote response to intervention at the high school level.

Powerpoint Version

This 2007 brief provides an orientation to the Content Literacy Continuum (CLC) model a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents.. CLC is a five-level model that is aligned with a 3-tiered RTI instructional model that takes a systems approach to providing adolescents with literacy instruction and intervention. The goal of the model is to decrease the achievement gap, improve adolescent retention, and provide teachers with specific methods of instruction. The brief provides an overview of different stakeholders’ role in planning and implementing the model and give specific literacy strategies and interventions that might be used. The brief was written by Leslie McPeak and Lisa Trygg for the Stupski Foundation.

 PDF Version

This 2003 presentation from a two-day National Research Center on Learning Disabilities symposium on RTI operationalizes the Response to Intervention model to identify children with learning disabilities, and addresses specific issues with older children. The presentation was given by Joe Torgesen and released by the National Research Center on Learning Disabilities.

 PDF Version

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

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

This 2007 brief describes issues relating to the implementation of RTI at the high school level and explains the supports needed to implement an RTI system.  The resource provides an overview of RTI and describes specific components including a comparison of the standard treatment and problem solving approaches.  This brief describes current research on RTI and secondary education and also provides a case study of a high school that implemented RTI.  It was written by Helen Duffy and released by the National High School Center.

PDF Version

This brief provides a reference list of articles and book chapters on the development of progress monitoring procedures for secondary-school students in reading, content-area learning, and writing. It also includes a brief section on what student progress monitoring practices have been proven to work at the secondary level.  It was written by the Research Institute on Progress Monitoring. 

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