ABSTRACT
Important differences between elementary and secondary (middle and high) schools lead to challenges in implementation of evidence-based practices associated with the response to intervention (RTI) framework at the secondary level. The differences can be structural and pedagogical. In terms of structure, middle and high schools revolve around students’ core content area courses, which are taught by content experts. Little time (if any) is typically built into students’ schedules to receive daily, individualized instruction such as is possible at the elementary level. A primary reason is secondary schools typically do not offer courses specifically intended to provide students with remedial instruction in reading, mathematics, or other core areas. Special education teachers are present but are often deployed in co-teaching roles within the general education (tier 1) classrooms.
