National Centers

National RTI Center
The National RTI Center's mission is to provide technical assistance and dissemination about proven and promising models for RTI and Early Intervening Services (EIS) to state and local educators, families, and other stakeholders. The Center works in four areas: (a) knowledge production, which involves a Technical Review Committee of experts who will independently evaluate the scientific rigor, conditions for successful implementation, and the cultural and linguistic competence of all identified models (and components); (b) implementation supports, which involve training and follow-up activities to scale-up RTI and EIS on a broad scale; (c) information dissemination, which involves forming communities of practice to improve the likelihood that consumers will adopt RTI models; and (d) formative evaluation, which involves an assessment of the quality, implementation, impact, and cost effectiveness of the services offered.

State Implementation & Scaling-up of Evidence-based Practices (SISEP)
The Office of Special Education Programs (OSEP) has recently funded the Center for State Implementation and Scaling-up of Evidence-based Practices (SISEP) to focus on smart and strategic implementation strategies. It will work to improve state capacity to carry out implementation, organizational change, and systems transformation strategies to maximize achievement outcomes for all students. The co-directors are Dean Fixsen and Karen Blase of the University of South Florida.

The Iris Center for Faculty Enhancement
The IRIS (IDEA and Research for Inclusive Settings) Center for Faculty Enhancement was designed in response to a request from the U.S. Department of Education's Office of Special Education Programs. This national effort, serving college faculty working in preservice preparation programs, aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families. IRIS is the nation's only faculty enhancement center established for this purpose.

The National Technical Assistance Center on Positive Behavior and Intervention Supports
The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

Other RTI Links

CalSTAT RTI Podcasts
CalSTAT (California Services for Technical Assistance and Training) is a special project of the California Department of Education. Their SpecialEDge podcasts feature recorded conversations with experts from the field on a variety of RTI topics. Currently podcasts are available in audio and PDF or html formats on (a) RTI Overview; (b) RTI Literacy; and (c) Elk Grove Unified School District Arlene Hein Elementary RTI implementation. Transcripts from these three podcasts are available for download below. To access the podcasts, go to

Campus Leadership Response to Intervention Data Management Tool (RTI-DMT)
This tool is a series of linked Excel spreadsheets to help campus leaders monitor progress to prevent learning difficulties within an RTI framework. Directions for using the RTI-DMT are provided in a User's Guide. Both the tool and the Guide can be downloaded free at the website below.

Center for Applied Special Technology
The Center for Applied Special Technology (CAST) is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

Council for Exceptional Children
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Culturally Responsive Response to Intervention
Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. This resource is an online professional learning module developed by NCCRESt, consisting of three "academies" designed to (a) introduce culturally responsive RTI, (b) use data to assess student progress and inform decision making, and (c) ensure culturally responsive supports. Each academy provides a facilitator manual, PowerPoint, and participant handouts.

Disproportionate Representation: An Annotated Bibliography
This annotated bibliography developed by the National Center on RTI provides citations for key articles to help in understanding disproportionate representation. For ease of use, it is categorized into sections: (1) Practitioner-oriented (mainly simple and practical articles), (2) Practitioners Who Want to Learn More (articles with more detailed information) and (3) Research-oriented (articles focused on the technical and conceptual aspects of disproportionality). Each citation expands to provide a short abstract of the article.

Doing What Works Website: Response to Intervention in Primary Grade Reading
Response to Intervention (RTI) in Primary Grade Reading is one of four sections within the newly added Data-Driven Improvement area on the Doing What Works website. The section is divided into four sub-sections: Universal Screening, Progress Monitoring and Differentiation, Systematic Skill Instruction, and Response to Intervention. Each sub-section contains a practice summary along with practical help in three tabs: Learn What Works (video interviews with nationally known research experts, key concepts, research evidence, and related links), See What Works (slideshows with audio of successful schools that have implemented RTI), and Do What Works (three ideas of action and three tools to aid in implementing the ideas for action).

Features of State Response to Intervention Initiatives in Northeast and Islands Region States
This report, developed by REL and the Institute of Education Sciences, describes an analysis of documents related to RTI that are publicly available on state education agency websites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. This document concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities.

Getting Started
This resource, developed by the RTI Action Network, includes information on the necessary steps for developing a building-level plan for successful implementation of RTI. The website includes multiple tools that provide a step-by-step process to structure RTI implementation in the absence of state or district guidance.

Learning Disabilities Resource Kit: Specific Learning Disabilities Determination Procedures and Responsiveness to Intervention
NRCLD developed this kit to help schools and districts navigate changes related to specific learning disability (SLD) determination and responsiveness to intervention (RTI). Included in the kit is general information on SLD determination and RTI, tools for getting started, PowerPoint presentations, and resources for parents. In particular, the School-Based RTI Practices section provides information from elementary schools around the country that are implementing RTI. Topics include school-wide screening, progress monitoring, tiered service delivery models, data-based decision-making, parent involvement, and fidelity of implementation.

Module Series: Using CBM in a Response to Intervention Framework
This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own.

National Association of State Directors of Special Education
The National Association of State Directors of Special Education (NASDSE) is a not-for-profit organization established in 1938 to promote and support education programs and related services for children and youth with disabilities. NASDSE accomplishes its goals by establishing and maintaining relations between those responsible for the development of statewide and federal special education programs and those responsible for general curriculum planning at the local, state and national levels. NASDSE activities are designed to provide professional support to its members and others interested in special education.

National Center for Learning Disabilities
The National Center for Learning Disabilities (NCLD) works to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life. NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning and advocates for policies to protect and strengthen educational rights and opportunities.

New Roles in Response to Intervention: Creating Success for Schools and Children
This resource, a collection of position papers from myriad professional organizations, provides general information about RtI and various school personnel's roles in RTI.

Prevent Dropout with an Early Warning System
This resource provides an overview of the Early Warning System tool and process, which is designed to support students who are at risk of dropping out of school with both school-wide strategies and targeted interventions. It provides background information, an implementation guide, and both a high school and middle school tool to identify and monitor students at risk of dropping out of school.

Response to Intervention in Elementary-Middle Math
This newly added section of the Doing What Works (DWW) website includes recommended practices for RTI-math in elementary and middle school: Screening and Monitoring, Foundations of Arithmetic, Intentional Teaching, and RTI Implementation. Each sub-section contains a practice summary along with practice help: Learn What Works (video interviews with nationally known research experts), See What Works (slideshows with audio of successful schools that have implemented RTI), and Do What Works (ideas for action and tools and templates).

RTI State Database
This website database developed by the National Center on Response to Intervention provides resources on topics related to RTI, ranging from policy documents and briefs to trainings and tools developed by states, districts, or territories in the United States all of which are in different stages of implementing RTI. These resources were compiled to share examples and information across states. They were gathered from public sources and are intended only to provide examples (not recommendations) of RTI implementation in the field.

Screening Reading Tools Chart
The National Center on Response to Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. A Screening Reading Tools Chart which reviews DIBELS, Scholastic, STAR, and STEEP programs is available online (submission to the review process was voluntary). The Center provides this information to assist educators and practitioners in making informed decisions about scientifically based tools that best meet their individual needs.

Teaching Exceptional Children
The Council for Exceptional Children's May/June 2007 issue, edited by guest editors Douglas and Lynn Fuchs, provides a cogent framework for understanding RTI as a means of preventing academic failure and identifying students as having learning disabilities. The articles in this special issue present a coherent set of developmental practices that can provide administrators and practitioners with an understanding of the benefits of using RTI and demonstrate how instruction and a tiered approach to service delivery, along with progress monitoring, can be implemented within schools and classrooms.

The Center for Promoting Research to Practice
The Center for Promoting Research to Practice at Lehigh University establishes partnerships with schools, parents and families, and community service providers to enhance the use of best practices for individuals with, or at risk for disabilities. It was designed to put empirically supported research into practice by generating new knowledge, demonstrating successful application of this knowledge to real life settings, and disseminating practical information.

The Florida Center for Reading Research (FCRR)
The Florida Center for Reading Research conducts applied research that will have an immediate impact on policy and practices related to literacy instruction and assessment in Florida; disseminates information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade; and conducts basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading.

The IDEA Partnership Collection on RTI
The IDEA Partnership Collection on RTI, a website developed by the IDEA Partnership, is the result of the collaborative work of 65 partner organization representatives, five technical assistance providers, and a number of state and local organizations and agencies representing a range of roles at all levels of the education system and geographic locations across the country. The Collection provides access to a comprehensive database of materials and resources to assist in the understanding of RTI processes and best practices for its implementation on all levels: federal, state, and local.

Vaughn Gross Center for Reading and Language Arts
Dedicated to scientifically based reading research, the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development. Center projects focus on enhancing the knowledge, skills, and practices of Texas educators in implementing the state curriculum standards - the Texas Essential Knowledge and Skills - in reading and language arts.