4 Identifying Students for RtI
Identifying Students for Intervention
Students are typically identified as needing academic or behavioral intervention through a two-step process within RtI. The National Center for Response to Intervention (NCRTI) shares that this process starts with universal screening in the first stage, which happens for all students. At some campuses, students might have this screening several times throughout the year, possibly at the beginning, mid-term, and end of the year. Troester et al. (2022) states that universal screening can have three goals within a tiered framework such as RtI/MTSS. These three goals are: identifying students who need more intensive support, monitoring all students in the general education setting, and providing data and progress monitoring for students who might be at risk for developing reading difficulties. The last goal is especially important to consider for students in early elementary grades, as the earlier reading difficulties are identified, the more effective the intervention can be for student success and outcome (Catts et al., 2015).
The data that comes from universal screening assessments are critical pieces of information for educators to understand how to use within the tiered system of supports like Response to Intervention (RtI). This data from the beginning of the year can be compared at mid-term and at the end of the year with same-aged, same grade-level peers to determine a student’s need for tiered intervention support. RtI intervention can begin at any point in the year, but the earlier the identification occurs, the better opportunity the student has for growth and success.
Universal screening should happen in reading and math at least twice a year, beginning and mid-term. Many schools also do a universal screening benchmark for all students at the end of the year, after state-testing to measure progress for each student from beginning, middle, and end of the year. Universal screening requires the coordination of school personnel, teachers, and staff, that involves a plan for how the data will be disseminated, used, and discussed for student support.
Universal screening is a primary and critical step in the RtI and MTSS systems of support that can provide critical data points to identify students who are in need of academic and/or behavioral support. Universal screening and the goal of early identification go hand in hand. Check out this resource to learn more about universal screening: How will teachers initially identify struggling readers?
References
Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of learning disabilities, 48(3), 281–297. https://doi.org/10.1177/0022219413498115
Troester, K., Raines, R., Marencin, N. (2022). Universal screening within an RTI framework recommendations for classroom application. Perspectives on Language and Literacy, (21-25). Winter 2022.
