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National Center on Response to Intervention National Center on Response to Intervention RTI Implementer Webinar Series: What is Screening?
National Center on Response to Intervention
National Center on Response to Intervention
RTI Implementer Webinar Series: What is Screening?
National Center on Response to Intervention
RTI Implementer Series Overview
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Introduction Screening Progress Monitoring
Multi-level Prevention System
Defining the Essential Components
What Is RTI? What Is Screening?
What Is Progress Monitoring?
What Is a Multi-level Prevention System?
Assessment and Data-based Decision Making
Understanding Types of Assessment within an RTI Framework
Using Screening Data for Decision Making
Using Progress Monitoring Data for Decision Making
IDEA and Multi-level Prevention System
Establishing Processes
Implementing RTI Establishing a Screening Process
Selecting Evidence-based Practices
National Center on Response to Intervention
Upon Completion Participants Will Be Able To: Recognize the purpose and focus of
screening Use the Screening Tools Chart to learn
about screening tools Understand the timeframe for screening
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Vocabulary HandoutWord Prediction Final Meaning Picture/Sketch/Example
Primary prevention level
The bottom of the pyramid that represents instruction given to students without learning problems
Instruction delivered to all students using research-based curricula and differentiation in the general education classroom. Incorporates universal screening, continuous progress monitoring, and outcome measures or summative assessments.
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Primary prevention
National Center on Response to Intervention
Essential Components of RTI
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National Center on Response to Intervention
Screening PURPOSE: identify students who are at risk of poor
learning outcomes FOCUS: conducted for all students TOOLS: involves brief assessments that are valid,
reliable, and evidence based TIMEFRAME: administered more than one time per
year (e.g., fall, winter, spring )
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Examples of Common Screening Processes
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Purpose of Screening
Identify students at risk for poor learning outcomes
Identity students who need additional assessment (i.e., progress monitoring) and instruction (i.e., secondary or tertiary)
Provide data on the effectiveness of the core instruction and curriculum
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Focus of Screening Screening typically includes all students Two-stage screening process
• Stage 1: Universal screening • Stage 2: More in-depth testing or progress monitoring
for students who scored at or below the cut score to verify whether they are or are not truly at risk
Should be an educationally valid outcome
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Screening Tools Must choose reliable, valid tools that demonstrate
diagnostic accuracy Must choose age-appropriate outcome measures that
capture student ability May have different screeners to assess different
outcome measures
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Student copy
CBM Passage Reading Fluency
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NCRTI Screening Tools Chart
http://www.rti4success.org/screeningTools
National Center on Response to Intervention
Tips for Using the Tools Chart1. Gather a team2. Determine your needs3. Determine your priorities4. Familiarize yourself with the content and language
of the chart5. Review the data6. Ask for more information
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National Center on Response to Intervention
1. Gather a Team Who should be involved in selecting a screening
tool? What types of expertise and what perspectives
should be involved in selecting a tool?
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National Center on Response to Intervention
2. Determine Your Needs For what skills do I need a screening tool? For which specific academic outcome or measure am
I interested in screening? For what grades do I need a screening tool? Will this screening tool be used with all students or
only a specific subgroup(s) of students? Which subgroup(s)?
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National Center on Response to Intervention
3. Determine Your Priorities Is it a tool that can be purchased for a reasonable
cost? Is it a tool that does not take long to administer and
score? Is it a tool that offers ready access to training and
technical support for staff? Is it a tool that meets the highest standards for
technical rigor? Is it a tool whose effectiveness has been studied and
demonstrated in my district or state?
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4. Familiarize Yourself With the Content and Language of the Chart1. Ratings of technical rigor:
2. The efficiency of the tool3. Implementation requirements for the tool4. Detailed data submitted by the vendor
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Content and Language of Chart
Technical rigor:• Classification Accuracy• Generalizability• Reliability• Validity• Disaggregated data
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Content and Language of Chart
Efficiency:• Administration format• Administration and scoring time• Scoring key• Norms/benchmarks
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National Center on Response to Intervention
Content and Language of ChartImplementation Requirements:• Cost of tool• Training required to
implement tool• Level of expertise
required to administer tool
• Training and technical support offered
• How scores are reported
Click name of tool to view “implementation table”
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National Center on Response to Intervention
Content and Language of ChartData:• Detail about data
submitted to TRC.• Look for tools that
conducted classification studies with outcome measures and samples similar to your population and outcome of interest.
• More information to help you determine which tool(s) is most appropriate for which populations of students.
Click on any rating bubble to view data
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5. Review the Data
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6. Ask for More Information
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The NCRTI Screening Tool Chart User Guide
National Center on Response to Intervention
Timeframe Screening typically occurs at least three times a year.
• Fall, winter, spring • Should remain consistent across school years and sites
Screeners must target skills pertinent to the grade and time the screen is administered.
Delivery option:• Individually administered test: approximately 1–5 minutes• Class-wide tests: range from 2–60 minutes
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National Center on Response to Interventionwww.rti4success.org
RTI Action Networkwww.rtinetwork.org
IDEA Partnershipwww.ideapartnership.org
Need More Information?
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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326E07000.4 Grace Zamora Durán and Tina Diamond served as the OSEP project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: www.rti4success.org.
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