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 »
RTI Video: Common Core Standards and a Multi-Tier System of Supports
RTI Blog: The Power to Transform Schools and Districts
How to Develop an Effective Tier 2 System
Evaluating and Refining Implementation
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The RTI Action Network has developed a new online planning tool to help educators successfully implement RTI K-6. Now available from Corwin Press! >>
Systematic Data Collection
Planning a time frame for and following through with appropriate assessments to set baselines and monitor student progress.
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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.
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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.