Early Literacy Intervention:
Expanding Expertise and Impact

a Reading Recovery initiative in partnership with the U.S. Department of Education

The goal of this initiative is to focus on developing highly effective teachers and resources for schools for improving the reading and writing abilities of students.
Funding has been provided through an award from the U.S. Department of Education, under award number U215K090094, for the Fund for the Improvement of Education (FIE) Program. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.


« return to RRCNA site

Home RTI principles RTI principle 8

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