Title

Using The Content Literacy Continuum As A Framework For Implementing Rti In Secondary Schools

Abstract

This article discusses the Content Literacy Cur-riculum (CLC) as a framework for conceptual-izing and implementing Response to Interven- tion (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI im-plementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving approach to RTI. However, a few components may need amplification for the CLC to become a comprehensive RTI system: Universal screening must address all the important aspects of lit-eracy, including writing; schools must develop a broader approach to progress monitoring; schools must pay closer attention to the scope and function of decision-making teams; and, although fluid movement across levels has always been an important component of the CLC, for RTI to work, greater attention to this aspect is needed. © The College of Education and Human Ecology, The Ohio State University.

Publication Date

10-21-2010

Publication Title

Theory into Practice

Volume

49

Issue

4

Number of Pages

315-322

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/00405841.2010.510760

Socpus ID

77957940119 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/77957940119

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