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ERIC Number: EJ913774
Record Type: Journal
Publication Date: 2010-Oct
Pages: 7
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0013-1784
The Why Behind RTI
Buffum, Austin; Mattos, Mike; Weber, Chris
Educational Leadership, v68 n2 p10-16 Oct 2010
The underlying premise of Response to Intervention (RTI) is that schools should not wait until students fall far enough behind to qualify for special education to provide them with the help they need. Instead, schools should provide targeted and systematic interventions to all students as soon as students demonstrate the need. However, schools that focus primarily on raising test scores, implement RTI as a series of discrete actions rather than an on-going process, implement RTI mostly to comply with the law, or see student failure as a failure in learning will struggle to reap the benefits of RTI. When all students have guaranteed access to rigorous curriculum and effective initial teaching, targeted and timely supplemental support, and personalized intensive support provided by highly trained educators, few will experience failure. This article addresses how to use differentiated instruction and assessment to close the achievement gap.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A