Even in Lynnville-Sully Elementary School school with just 188 pupils, it was hard for teachers to offer intensive instruction to children who needed extra help while juggling the needs of the rest of their students. The school's reading-support staff created lesson plans that didn't always relate to regular classroom work. Teachers felt they had to wait too long to get extra resources to help the students who needed it. Acting on such concerns, the principal and teachers revamped the school's instructional program in the fall of 2006, introducing a framework best known as "response to intervention," or RTI. Called "instructional decisionmaking" in Iowa, RTI relies on frequent, short tests of students and on regular adjustments of instruction, based on what those tests show of a student's progress, or "response," to lessons. Iowa is just one of the places where response to intervention has taken root. The state shares resources among its many small school districts through its area education agencies. The Heartland Area Education Agency (Heartland AEA), the largest of 10 in the state, has been cited often in research for its approach to RTI.