Description
Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction.
Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.
Reviews and Testimonials
This is an edited collection of papers discussing the Response to Intervention (RTI) model for teaching students with certain types of learning disabilities. RTI has had success in elementary schools, and the authors discuss its more difficult delivery in middle and high schools. The early chapters give general background information about RTI, its components, and implementation. The middle chapters describe content-specific interventions in reading, writing, math, electives, and for English Language Learners. The latter chapters contain case studies and address various issues, in particular, how to assess the effectiveness of an RTI program.
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Author's/Editor's Biography
Pam Epler (Ed.)
Pam Epler, Ph.D., has a master’s degree in special education and a doctorate degree in curriculum and instruction. Her doctoral research focused on the Response to Intervention (RTI) service delivery model in the secondary educational environment. She has taught and been an administrator in both the public and private sectors, from the elementary through collegiate levels. She currently teaches graduate-level courses and serves as a doctoral chairperson for Grand Canyon University. Her research interests include RTI strategies, special education teachers’ roles in RTI, special education service delivery models, and pre-service teachers’ perceptions of special education students.