General resources includes multiple and varied informational sources (e.g., articles, presentations, reports, webinars, briefs) on topics relation to RtI.  Use the tabs below to select information specific to a key feature of RtI.


This chapter addresses the nature of reading professionals and the diverse roles within reading professionals. It offers advice on professional development and reading interventions.

You can access this article by searching:
Shanahan, T. (2008). Implications of RTI for the Reading Teacher. In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), Response to Intervention (pp. 105-122). Newark, DE: International Reading Association.

Response to Intervention: Investigating the New Role of Special Educators

Cummings, K. D., Atkins, T., Allison, R. & Cole, C. (2008)

The role of a special educator has evolved over time and will continue to evolve as a result of RtI. This article describes the impact legislative acts such as IDEA 2004 and NCLB 2001 have had an impact on education. Presented in the article is a chart comparing the historical role of the special education with their within a RtI model.

You can access this article by searching: Cummings, K. D., Atkins, T., Allison, R. & Cole, C. (2008). Response to Intervention: Investigating the New Role of Special Educators. Council for Exceptional Children, Mar/Apr, pp. 24-31

This article addresses the family-school partnership within the RtI model. It supports the notion that families should have a working relationship with schools to enhance student outcomes.

This article focuses on the role of the special education within an RtI model. It identifies five main roles and a variety of specific sub skills that, at minimal, special educators must possess. It presents a brief description of the structure within a multilevel instructional program and an historical overview of the evolving role of special educators.

You can access this article by searching: Hoover, J. J., & Patton, J. R. (2008). The Role of Special Educators in a Multitiered Instructional System. Intervention in School and Clinic, Vol. 43, No. 4, pp. 195-202


Responsiveness to Intervention – The Role of the SLP

Wright, C., Rudebusch, J., & Barbee, L.

Provides a descriptive look at RtI starting with the challenges and eligibility guidelines to balanced workloads and collaboration between personnel. It discusses the role of SLP’s and describes what their role would look like within the RtI model.

As schools begin their work on a customized RtI model, the role of the building principal is an important consideration to the success of any proposed RtI framework. This presentation focuses on the infrastructure needed for an effective universal screening and progress monitoring process and the role of the building principal relative to these critical components.

RtI coaches are critical in analyzing data, targeting school grade level and individual goals, providing professional development, modeling in the classroom and assisting administration and teachers with data-driven instructional decisions. This presentation delivered at the 2010 NYS RtI TAC Summer Institute provides an overview of the roles of the RtI coach at the beginning of the school year specifically in universal screening, PM and Tier 1. Guidelines for facilitating RtI leadership team discussions are also addressed.

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