The Why Behind RTI

Autor/inn/en	Buffum, Austin; Mattos, Mike; Weber, Chris
Titel	The Why Behind RTI
Quelle	In: Educational Leadership, 68 (2010) 2, S.10-16 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Academic Achievement; Response to Intervention; Achievement Gap; Individualized Instruction; Educational Practices; Educational Change; Educational Objectives; At Risk Students; Student Improvement; Educational Strategies; Program Implementation + Suchen Sie Ihr Suchwort? Schulleistung; Individualisierender Unterricht; Bildungspraxis; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie
Abstract	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. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10