A balanced view of RTI
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Within an RTI service delivery model, curriculum-based measurement and psychoeducational testing are complementary, not competing, approaches. Used at the appropriate time and in the appropriate way, these approaches help you pinpoint student strengths and weaknesses, monitor progress, and identify specific learning disabilities (SLD) - all integral components of the RTI service delivery model.
You can count on Pearson to meet your need for a continuum of resources and
balanced information that support best practices in the RTI environment. These
resources include proven standardized assessments, targeted intervention
materials, and professions expertise and training to help you satisfy the unique
needs of all your students. | |
Download our full brochure for the
definition of "specific learning
disability" (SLD) and what the
U.S. DOE says about
using RTI to determine SLD.
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About the law
The Federal Individuals with Disabilities Education Act (IDEA) and the regulations that apply to the identification of students with learning disabilities require a range of strategies and a comprehensive evaluation to identify
a Specific Learning Disability (SLD) (definition later on this page). IDEA was reauthorized in 2004 and the regulations were enacted in 2006.
Both the IDEA S614(b)(2)(B) law and the regulations (34 CFR S300.304 (b)(2)) state that in conducting its evaluation, "the public agency must not use any single measure of assessment as the sole criterion for determining
whether a child is a child with a disability and for determining an appropriate educational program for the child."1
Elements of a typical RTI model include assessments for screening, identification, and diagnosis
According to the National Joint Committee on Learning Disabilities, the application of RTI is typically understood within the context of a multitiered model or framework that delineates a continuum of programs and services for students with academic difficulties.
However, policy dictates that the model should include data-based documentation of repeated assessment at reasonable intervals to reflect student improvement during instruction."2
To find out more about the definition of "Specific learning
disability" (SLD) and what the U.S. Department of Education says about
using RTI to determine SLD, please refer to pages 2 of our brochure.
Universal Screening of all children
- Identify students at risk by conducting universal screening of academic performance and behavior
- Provide class-wide instruction in a general education setting that utilizes scientific/research-based teaching and intervention methods and continuously monitor progress
Identifying specific strengths and weaknesses
- Measure response to previous teaching and interventions
- Administer standardized tests to pinpoint specific areas of difficulty among students who continue to struggle
- Based on test results, tailor group or individual interventions that are progressively more intensive and monitor progress
Diagnostic testing
- Measure response to ongoing intensive intervention
- Administer comprehensive diagnostic assessments appropriate to individual needs to those who continue to show poor progress
- Diagnose SLD based on test results and all other available information
- Develop individualized educational plans and/or special education and related services and monitor progress
- Include documentation that underachievement of a child suspected of having an SLD is based on a processing disorder and is not due to the lack of appropriate instruction
Questions on RTI?
To let us know how we can help you effectively implement RTI practices with your students, please contact your Measurement Consultant at 800-627-7271.
1U.S. Department of Education Office of Special Education Programs, Building the Lagacy 2004: RTI-EIS (RIM 2007).
2Responsiveness to Intervention and Learning Disabilities National Joint Committee on Learning Disabilities, June 2005
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