National Center on Response to Intervention (RTI)

This brief from 2007 provides information for parents on what children may experience in schools that use RTI to identify and instruct children with specific learning disabilities.  It presents a three-tier model and includes question section that parents could use to fill in information about screening, progress monitoring, tiered instruction, staff collaboration, and fidelity of implementation.  The tool was written by Daryl Mellard, Melinda McKnight, and Donald Deshler and produced by the National Research Center on Learning Disabilities.

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This 2007 webinar presentation provides an overview of a 3-tier RTI model.  It explains how to use Curriculum-Based Measurement (CBM) in reading and math to identify whether students are responding to instruction in each tier.  It was presented by Dr. John Hintze and released by the National Center on Student Progress Monitoring. 

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The purpose of this module is to provide participants with an introduction to procedures for monitoring student reading progress in the classroom based on Curriculum Based Measurement (CBM). The module outlines the steps required to implement a system for screening and monitoring students in the area of reading, and summarizes the research on the effectiveness of these procedures. The module concludes with a suggested sequence of study group activities for individual classroom levels, grade level teams, and at a school-wide level. The module, like the Leadership Team Content Module, was developed by Stanley Deno, Erica Lembke, and Amy Reschly Anderson for the Research Institute on Progress Monitoring.

PDF Version

The purpose of this module is to help Leadership Teams undertake the support activities necessary to enable classroom teachers to develop and effectively use student progress monitoring data. The module provides guidance on bringing about effective collaboration in the data-based decision-making model, setting measurable goals for school reform, and ensuring school reform is driven by data. It also highlights how the use of progress monitoring can both reduce bias in the assessment process and reduce the likelihood of inappropriate special education referrals. The module concludes with a suggested sequence of study group activities for the leadership team. The module, like the Study Group Content Module, was developed by Stanley Deno, Erica Lembke, and Amy Reschly Anderson for the Research Institute on Progress Monitoring.

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This 2007 brief studies an RTI model as a method of identifying children for special education services.  Two children are discussed, whose profiles illustrate different aspects of the progress monitoring--RTI interface. It was presented by Deborah Speece and released by the National Center on Student Progress Monitoring. 

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This 2007 presentation provides an overview of RTI. It explains how to use Curriculum-Based Measurement (CBM) in reading and math for: identifying students in need of Tier 2 intervention, determining whether response to Tier 2 intervention is inadequate and therefore special education may be appropriate, applying CBM decision-making in Tier 2 special education to formulate effective individual intervention plans, and determining whether Tier 3 special education response is sufficient to consider exiting special education. It was presented by Doug Fuchs, Lynn Fuchs, John Hintze, and Erica Lembke, and released by the National Center on Student Progress Monitoring.

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This brief provides an overview of Curriculum-Based Measurement (CBM).  It explains how CBM can be helpful to parents because it provides current, week-by-week information on the progress children are making. It was presented by Kathleen McLane and released by the National Center on Student Progress Monitoring.

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This 2006 presentation discusses issues related to successfully implementing Curriculum-Based Measurement (CBM) at the school or district level. It also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners. It was presented by Erica Lembke and Laura Saenz and released by the National Center on Student Progress Monitoring.

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 Word Version

This brief explains factors that you must consider before implementing student progress monitoring in your school.  It was written by Kathleen McLane and released by the National Center on Student Progress Monitoring.  

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This brief provides a definition for and features of Progress Monitoring. It describes Progress Monitoring within an RTI Model and explains changes that may need to occur with school and staff structures, roles, and responsibilities in order to implement Progress Monitoring. It was produced by the National Research Center on Learning Disabilities and is part of a broader manual which can be found here.

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