RTI in a Middle School Culture: Fitting and Tailoring the Approach Through Leadership

Authors

Elizabeth Alderton-Manzi
Jean Erdmann

DOI

10.58809/HXSW8792

Abstract

Educational rhetoric often focuses on assessment, scores, and performance components which can be treated as being discrete. Response to Intervention (RTI) however, provides an opportunity for schools to look at sound, research based educational practices that support student learning through the use of tiered interventions. The tiers are interrelated and action driven. Assessment is one tool within the tiered approach to learning. One of the most important aspects of RTI is that it is meant to be a collaborative, school wide approach to education that brings together teachers, specialists, special education experts, and administration in an effort to help improve student achievement. Since RTI is not prescriptive, schools and districts across the nation are currently discovering how to implement RTI in a meaningful manner.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

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Recommended Citation

Alderton-Manzi, Elizabeth and Erdmann, Jean (2010) "RTI in a Middle School Culture: Fitting and Tailoring the Approach Through Leadership," Academic Leadership: The Online Journal (2003-2012): Vol. 8: Iss. 3, Article 38.
DOI: 10.58809/HXSW8792
Available at: https://scholars.fhsu.edu/alj/vol8/iss3/38