An RTI approach requires close collaboration among stakeholders.
Reading Recovery: An Ideal Fit Within an RTI Framework
Reading Recovery has an established system of collaboration to meet the needs of children.
A core feature of an RTI approach is collaboration across general education, special education, and compensatory education. Strong administrative support is needed at the district and school level to ensure a coordinated RTI plan.
Reading Recovery schools strive to achieve the notion that “every student belongs to everyone,” encouraging district and campus decision-making teams to build collaborative goals and action plans. RTI teams should include members with literacy expertise; Reading Recovery professionals are valuable members of these teams.
Reading Recovery has an established system of collaboration to meet the needs of children:
- Ongoing and often informal conversations with classroom teachers about individual children
- Team meetings (for progress monitoring, problem solving, and decision making)
- Reading Recovery teachers observing children in classroom settings
- Classroom teachers observing Reading Recovery lessons
- Sharing valuable diagnostic teaching records for Reading Recovery children who are ultimately referred for special education assessment