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ERIC Number: EJ984367
Record Type: Journal
Publication Date: 2011
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1040-1350
RtI and Comprehensive Assessment: Are They Opposed?
Franklin-Rohr, Cheryl
Understanding Our Gifted, v24 n1 p17-19 Fall 2011
Response to Intervention (RtI) promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction and intervention that are matched to students' academic, social-emotional, and behavioral needs. There are three levels to this framework. Tier 1 (or Universal) is at the classroom level, where research-based, first-time instruction and differentiation are delivered to meet the needs of all students. With high quality instruction plus appropriate differentiation, 80% of students will make progress, and their instructional needs will be met. About 15% of students do not make adequate progress in Tier 1, so they advance to Tier 2 (Targeted) instruction. At this level, students receive additional instruction in the specific area where skills are missing or adequate growth is not occurring. This instruction may happen in the classroom or in small group instruction with another teacher. Finally, approximately 5% of students require more individualized interventions, and they progress to Tier 3 (Intensive) instruction. Using this customized approach, teachers are able to scaffold material so that students with more complex needs can demonstrate adequate growth. Some parents and teachers are under the misconception that comprehensive assessment for identifying learning disabilities is not allowed under the RtI framework. In this article, the author explains how assessment works within RtI to help students with disabilities and to give some guidelines on how to understand this framework.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado