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 »
Universal Screening for Reading Problems: Why and How Should We Do This?
Screening for Reading Problems in an RTI Framework
Implementing Your Plan
RTI Blog: Transitioning to a “New” School
A quick check of all students’ current levels of performance in a content or skill area. This is administered three times per year.
More Terms »
NEED HELP WITH RTI?
The RTI Action Network has developed a new online planning tool to help educators successfully implement RTI K-6. Now available from Corwin Press! >>
Become a Friend of the RTI Action NetworkThe RTI Action Network is a program of the National Center for Learning Disabilities. FRIENDS of NCLD help support outstanding programs, including the RTI Action Network.
Make a donation today! »
NCLD's Parent's Guide to Response to InterventionThe 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.
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.