The department editors, joined by classroom teachers from Wisconsin and reading specialists from Tennessee, examine across geographical and school boundaries the current practices of teachers who are initiating Response to Intervention (RTI) instruction. They address three goals of RTI that focus on providing systematic instruction of student performance, differentiated instruction, and high-quality professional development and discuss research related to these goals. They draw on school-based examples to advocate for assessment tools that are multidimensional, ongoing, and that go beyond tests of single skills; differentiated instruction that capitalizes on students' abilities and is responsive to specific student needs; and high-quality professional development that focuses on appropriate assessments and instruction for all students, but in particular students with cultural and linguistic differences. ["Crossing Boundaries and Initiating Conversations about RTI: Understanding and Applying Differentiated Classroom Instruction" was written with Cathy Esworthy, Ellen Grasley, Gina Kaisler, Dona McIlvain, and Mary Stephan.]