National Center on Response to Intervention (RTI)

Through this module you will learn the difference between RTI and traditional assessment for learning disabilities; the basics of RTI using a three-tier model; and instructional interventions within each tier. Before covering this module, participants should have covered at least the Introduction to CBM, one of the content area modules (reading, math, or written expression and spelling), and Other Ways to Use CBM Data.

While this module can be used alone, it is part of a series of modules teaching how to use CBM data in a Response to Intervention framework.

Handouts     Manual      Presentation

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.

 PDF Version

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. 

HTML Version

Watch and listen as Dr. Erica Lembke addresses this question.

Watch the Video (08:53)
  Read the Transcript

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.

PDF Version

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. 

 Word Version  |  PDF Version 

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.

HTML Version  |  PDF Version

Over the course of the summer, the National Center Response to Intervention hosted a series of free webinars, presented by Dr. Michelle Hosp, on Curriculum Based Measurement (CBM). From these webinars, you can learn what CBM is, how to administer it, and how to use the data you collect in a response to intervention framework.

To access the PowerPoint slides and additional training material for each topic, visit the Training Modules page on our website. 

Introduction to Curriculum Based Measurement — June 9, 2009

How to Administer CBM in Reading  — July 14, 2009

Using CBM to Determine Response to Intervention — August 11, 2009
Webinar Recording

May 12, 2010

The High School Tiered Interventions Initiative (HSTII) is a collaborative effort among the National Center on Response to Intervention, the National High School Center, and the Center on Instruction that explores how RTI and tiered interventions are being implemented at the high school level. During this webinar, Dr. Kristen McMaster provided an overview of Curriculum-Based Measurement (CBM), including the purpose, a brief description of research, and a demonstration of how CBM data can be used to monitor student progress. She reviewed CBM tools that are available for high schools in reading, mathematics, and the content areas, and provided instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation of CBM in high school, representatives from Walla Walla High School in Walla Walla, Washington, discussed how they have monitored school progress as part of their tiered intervention model. This presentation is suitable for anyone interested in the researcher and practitioner perspectives of RTI and progress monitoring at the high school level.

Webinar Recording (1:25:04)  PDF Version