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When families and schools work together, student outcomes are enhanced. RTI is an opportunity to bring about meaningful change in family–school relationships, allowing for the creation of engaged partnerships between educators and families through collaborative, structured problem-solving efforts. Read "Schools, Families, and Response to Intervention" by Amy Reschly »
Specific, Measurable Outcome
The statement of a single, specific desired result from an intervention. To be measurable, the outcome should be expressed in observable and quantifiable terms (i.e., Johnny will demonstrate mastery of grade-level basic math calculation skills as measured by a score of 85% or better on the end of the unit test on numerical operations).More Terms »
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NCLD's Parent's Guide to Response to Intervention
The National Center for Learning Disabilities has developed this guide for parents and schools involved in implementing response to intervention (RTI) in the elementary grades. As schools work to implement this new approach, some confusion may arise, so parents should feel free to ask questions and raise concerns along the way.
Read the "Parent's Guide to Response to Intervention" »
Engaging Families in Early Childhood Education
Collaborative problem-solving will require that parents, educators, specialists, and administrators work together to determine appropriate resources and supports as well as specific information-sharing practices that facilitate parental engagement.
Read "Engaging Families in Early Childhood Education" »
A Parent Leader's Perspective on Response to Intervention
This article shares a parent's initial reaction to this "new" process known as Response to Intervention (RTI), which was introduced for discussion during a national level meeting of principals, teachers, superintendents, special education directors, school psychologists, speech-language pathologists, other education professionals, and two parents.
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Read "A Parent Leader's Perspective on Response to Intervention" »