Principals and Professional Learning Communities: Breaking Down Barriers to Effective Response to Intervention in Secondary Schools

In the past decade, there has been a call for reform to improve adolescent literacy achievement. Response Intervention (RTI) is widely employed multi-tiered intervention system designed identify and support academic needs of at-risk students. Despite success RTI younger students, little research documenting ways effectively implement model in secondary schools. This article identifies barriers that interfere with implementation highlights strategies avoid failure. particular, we emphasize need administrative when initiating suggest building Professional Learning Communities (PLCs) ensure teachers are offered time collaborate on planning, implementing, assessing effects RTI. Keywords: administration, differentiated instruction, literacy, professional development, education, special education DOI: 10.7176/JEP/12-23-03 Publication date: August 31 st 2021