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What is RTI?
Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both. Read "What is RTI?" »
The meaningful and active involvement of parents and family members in the educational process.
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Why Adopt an RTI Model?
In the opening article for this section, David Prasse of Loyola University Chicago provides a historical context for RTI and a compelling argument for adopting an RTI model implemented with integrity in every school throughout the nation. Additional articles address RTI implementation in secondary schools and in content areas such as mathematics.
Read "Why Adopt an RTI Model?" »
Approaches to RTI
Response to intervention (RTI) has a grassroots history with beginnings in multiple research areas. Over time, general categories of RTI implementations have emerged. They are briefly described in this article with guidance on selecting the right approach for schools and districts.
Read "Approaches to RTI" »
RTI and Math Instruction
Much of the writing and research on RTI has occurred in the area of reading, but RTI is not limited to reading. RTI, properly used, is focused on improving student learning. Ensuring the development of mathematics competence during the primary grades is essential to later learning success.
Read "RTI and Math Instruction" »
A Model for RTI in Pre-K
Approaches to RTI on the pre-K level, such as Recognition & Response, build on existing early childhood models of intervention by helping teachers and parents recognize children who show signs of learning difficulty and respond in ways that help them experience early school success.
Read "A Model for RTI in Pre-K: Recognition and Response" »
The Common Lore About RTI
Perry Zirkel, clarifies several of the leading misperceptions or misinterpretations about the legal dimension of RTI.
Read "The Common Lore About RTI" »