Response to Intervention (see the RTI action network) presents an important shift in the teacher-learner relationship that is inherent in the Learner-Active, Technology-Infused Classroom. No longer should students be categorized or labelled. In LATIC, there is no such thing as a "struggling student" -- only students who struggle with some content. The key is to acknowledge the situation, which can be addressed, and not characterize the student.
In RTI, instead of students being labelled, the emphasis is on teacher action. If a student is struggling with content after Tier 1 instruction, the teacher must then intervene and deliver more targeted instruction through small-group lessons. In LATIC, the "small-group, mini-lesson" is a structure that allows students to receive small-group direct instruction throughout the day, allowing Tier 2 instruction to flow easily in the classroom. If a student after Tier 2 instruction is still having difficulty with the content, then the teacher intervenes with Tier 3 instruction. That often involves a special education teacher who provides one on one instruction for the student with the intent of helping the student achieve success with only Tier 2 interventions. Again, in a LATIC environment, students receive one on one instruction as the teacher moves around the room facilitating, and addressing needs posted on the "help board." A second teacher easily joins the classroom and offers intervention strategies as well. It is rare that a student needs to leave the room for instruction in LATIC.
As you explore LATIC further, consider how your RTI efforts might be enhanced by the Learner-Active, Technology-Infused Classroom.
Finally, a blog post for you: The LATIC - RTI - UDL Convergence