Supporting the Special Education Process

RtI and MTSS are not substitutes for special education referral or programming. A student’s parent/guardian, teacher, or other educational professional can request a special education evaluation at any time in the process. You do not have to wait for “data” to prove that the student needs special education. The Individuals with Disabilities Education Act (IDEA) states, “Consistent with the consent requirements in §300.300, either a parent of a child or a public agency may initiate a request for an initial evaluation to determine if the child is a child with a disability” (IDEA, 2004).  IDEA is the federal law that supports students before, during, and after the special education process. This is important to know even while using the RtI and MTSS systems of support so that the student can receive the support that they need in a timely manner.  The special education process is a structured sequence of steps designed to identify, evaluate, and provide appropriate educational services to students with disabilities. RtI and MTSS play crucial roles in supporting the special education process, primarily by providing data and decision-making support throughout the pre-referral and evaluation phases.  RtI is not a federal law, but it was introduced during the reauthorization of IDEA in 2004 as a way to identify students with a specific learning disability (SLD).

IDEA (Individual with Disabilities Act, 2004) lays out the framework for how the special education process should work. IDEA is a federal law, and all (public) school districts must follow this process. The special education process looks like this:

1. Referral: A student is referred for a special education evaluation due to suspected disability by a parent/guardian/caregiver or teacher
2. Consent Obtained: The student’s legal parent/guardian/caregiver gives written consent for the evaluation process to take place.
3. Evaluation: A comprehensive educational evaluation is conducted to determine if the student has a disability and what their educational needs are. Outside records, such as ADHD or other medical evaluation records, are also obtained and considered.
4. Eligibility Determination: A team of educational professionals reviews the evaluation results to determine if the student meets the criteria for special education services, which includes a determination for an educational need for special education services.
5. Individualized Education Program (IEP) Development: If the student is eligible for special education, an IEP is developed that outlines their specific educational needs, academic and/or behavioral goals, and the appropriate services.
6. IEP Implementation: The IEP is implemented, and the student receives special education services from qualified and licensed educational personnel.
7. Progress Monitoring and Review: The student’s progress is monitored regularly, and the IEP is reviewed and revised as needed. Progress notes are sent home at least as often as grades are sent home.

How RTI and MTSS Support the Special Education Process

RTI and MTSS emphasize providing high-quality, evidence-based instruction to all students in the general education classroom (Tier 1). This reduces the number of unnecessary special education referrals by addressing learning and behavior difficulties early on.

Data Collection

Both RtI and MTSS frameworks rely on data to monitor student progress and identify those who are struggling. This data provides valuable information that can be used to inform instructional and/or behavioral interventions and support the evaluation process.

Tiered Interventions

RTI and MTSS provide a tiered system of interventions beginning with Tier 1 and then moving to Tier 2 and/or Tier 3 (if appropriate and based on data) that are specifically designed to meet the student’s individual learning needs. This allows educators to try different teaching strategies, including using research-based curriculum and evidence-based teaching practices and interventions and document their effectiveness before referring a student for a full special education evaluation.

Documented Interventions

Providing interventions within RTI/MTSS creates an important documentation trail of the academic and behavioral interventions that have been tried with the student, and how the student has responded to them. This data and documentation of it is crucial for the evaluation team, as it provides valuable insight into the student’s learning and behavioral needs.

Evaluation (MTSS/RtI) and Comprehensive Data

 MTSS provides a comprehensive view of the student’s academic, behavioral, and social-emotional needs. This data can be used to inform the special education evaluation process, when appropriate, and ensure that it is thorough and accurate. MTSS and RtI support teams are able to make informed eligibility decisions with data collected during the MTSS process. It can help the evaluation teams make informed decisions about the students’ eligibility for special education services.  The data gathered during MTSS and RtI programming can be used to inform the development of the IEP when appropriate, ensuring that it is aligned with the students’ individual needs.

IEP Development & Implementation (MTSS/RtI)

MTSS and RtI focus on data collection and progress monitoring after the IEP is in place and help to ensure the IEP is being implemented correctly, and that the student is making progress. MTSS’s focus on the whole child also helps to assure that the IEP addresses academic, behavioral, and social emotional students’ needs, not just academic ones.

RTI/MTSS: Steps of Implementation

A multi-tiered system of support (MTSS and RtI system of supports) has a structured system of delivery that includes research-based and evidence-based curriculums that increase intensity, support, and duration.

A multi-tiered model of support begins with universal screening.  To have good data measurement, universal screening should occur at the beginning and potentially at the end of year, to obtain baseline data and growth in learning data for students in the specific subject. Fuchs et al. (2012) writes, “Maybe the greatest RTI-inspired change in service delivery is schools’ routine reliance on universal screening to identify students at risk for reading or math problems” (p. 265).  It is a common practice in many schools across the United States use universal screeners two or three times per year to measure learners in reading and math subject areas. Sometimes, the subject area of science, social studies, or writing might be measured in universal screening at certain grade levels as well.

Examples of universal screening and progress monitoring procedures may include AIMSweb, which is a “benchmark and progress monitoring system based on direct, frequent, and continuous student assessment” (AIMSweb). It is a curriculum-based measurement (CBM) and has assessment topics in both academic and behavioral domains. Visit Wisconsin DPI Act 20 for up-to-date information on how AIMSweb is used in conjunction with Wisconsin DPI teaching standards. It is a system that uses formative screening and progress monitoring for students in grades K-8. AIMSweb has the ability to give comprehensive and timely learner progress updates to parent/guardians/caregivers and other stakeholders.

Using CBM data for student data analysis is a standardized approach for gathering data that originated in the 1980s (Deno, 2005, Shinn & Shinn, 2002). Here are some current CBM assessment platforms used in school districts and schools around the United States.

easyCBM: This was developed by researchers at the University of Oregon. It offers both free (Lite) and paid district versions with CBM probes for reading and math.

AIMSweb (by Pearson): A widely used commercial system for CBM and progress monitoring.

FastBridge (by Illuminate Education): This is another comprehensive assessment system including CBM tools for reading, math, and social-emotional behavior.

iReady (by Curriculum Associates): This is primarily an adaptive diagnostic and instructional tool, incorporating elements related to monitoring progress.

It is important to know the key concepts of CBMs and how they relate to the broader concept of curriculum-based assessments (CBA).  They are a direct assessment that ensures skills using the actual curriculum materials or tasks directly related to what is being taught. Curriculum based assessments (CBA) are the broader concept here. However, CBM is frequently used for ongoing monitoring of student learning to see if interventions are effective. Results are intended to be useful for teachers to adjust to instruction and interventions.  Curriculum-Based Measurement (CBM) is a specific, standardized form of CBA characterized by brief, timed probes with standardized administration and scoring (e.g., words read correctly per minute; digits correct per minute).

Multi-tiered Intervention Process Steps

Step 1: Using a research-based curriculum, all learners in the general education classroom get Tier 1 support. Tier 1 support typically serves 80% of the general education population without additional intervention needed. Typical timeline: 4-6 weeks

Step 1b: Use data from Tier 1 instruction to determine need for Tier 2 intervention

Step 2: Using research-based curriculum, learners who need Tier 2 intervention, based on data collected and analyzed from Tier 1 support, get Tier 2 support in addition to Tier 1 instruction. This intervention occurs within the general education classroom in small groups and typically involves no more than 15% of students. Typical timeline: 6-8 weeks

Step 2b: Use data from Tier 2 intervention to determine the need for a move back to Tier 1 or move to more intensive support of Tier 3 intervention.

Step 3: Using evidence-based interventions, students who need Tier 3 support get intervention in small groups, with no more than 1-3 students. This kind of support can happen in a pull-out setting outside of the general education classroom, often with a reading or math specialist or interventionist. This is the smallest subset of students, often only 5-8% of the student population. Typical timeline: 6 weeks

Step 3b: Data is analyzed again to note whether the interventions are working or if a special education evaluation is warranted.

Data must be analyzed every step of the way. An important component of both Tier 2 and Tier 3 interventions is progress monitoring and consistent communication with the parents/guardians/caregivers of the student to keep them informed of how their student is doing.

Multi-tiered Process Roles

Progress Monitoring

Progress monitoring used in the Response to Intervention (RTI) and MTSS frameworks is an ongoing assessment of a student’s academic or behavioral progress to determine the effectiveness of instruction and the multi-tiered interventions that students are receiving in math, reading, science, behavior, writing, social studies, etc.

Progress monitoring should be systematic and ongoing. It should follow a planned and organized approach that uses specific tools and procedures that are often outlined by the school district.  Progress monitoring is frequent. This means that data on student performance is collected at regular intervals, often weekly or bi-weekly, especially for students receiving targeted interventions in Tier 2 or Tier 3. The frequency may vary based on the tier of support and school or district requirements.  Progress monitoring is an assessment of academic or behavioral progress. It can measure how well a student is learning specific skills or achieving outlined behavioral goals. This measurement typically involves a variety of prescribed methods, like curriculum-based measures (CBMs) in academic subjects such as reading and math. For progress monitoring of behavior goals, observations and rating scales are appropraite data collection methods for behavior.   Progress monitoring also involves measuring the effectiveness of targeted tiered instruction and interventions. The goal here is to learn if the current intervention and instructional strategies are helping the student make expected grade level progress in the area being measured.

Progress monitoring in RtI/MTSS models helps educators answer the question: “Is what we’re doing working for the student?”

By regularly checking a student’s progress in MTSS/ RtI programming, educators can:

• Identify students who are not responding adequately to instruction early in the process of the system of supports.
• Create quantifiable data to a student’s rate of improvement with data from progress monitoring.
• Evaluate the effectiveness of different instructional strategies and interventions.
• Make data-based decisions about whether to continue, adjust, or intensify interventions.
• Develop more effective instructional plans tailored to individual student needs, based on data.
• Communicate student progress to parents, guardians, caregivers and other stakeholders.

Diagnostic Assessments

Progress monitoring is a crucial component of the RtI and MTSS frameworks, ensuring that students receive the appropriate level of support to achieve their full potential. When data analysis shows that more intervention is needed, diagnostic assessment is most appropriate. A diagnostic assessment is a type of assessment designed to identify a student’s specific strengths, weaknesses, knowledge gaps, and learning needs before instruction begins. Its primary purpose isn’t to assign a grade but rather to provide teachers with a detailed understanding of what each student already knows and what areas require targeted instruction. Diagnostic assessment isn’t just for special education or Tier 3 intervention. It can be used to identify specific areas of need such as reading fluency or comprehension, or math problem solving or math calculation.

Diagnostic assessments focus on foundational skills and prerequisite knowledge necessary for success in a particular subject. The results give detailed feedback and provide specific information about a student’s strengths and weaknesses. This in-depth information can provide important details to support a student’s need for targeted intervention. These assessments are informative for instruction and intervention planning. The data gathered directly informs instructional planning, allowing teachers to differentiate instruction and tailor their approach to meet individual student needs.

A diagnostic assessment answers the question: “What do my students already know and what are their specific learning needs before I start teaching this?” These assessments can be used with RtI and MTSS structured interventions to support knowledge and data gathering for the purposes of student support. The information gathered from diagnostic assessments is crucial for effective teaching and ensuring that all students can learn and succeed.

CEC’s Core Beliefs Regarding RtI and Special Education Referral

The Council for Exceptional Children (CEC) plays a significant role in shaping the understanding and implementation of special education referral within a Response to Intervention (RtI) or MTSS, multi-tiered intervention framework. CEC’s position emphasizes the importance of a multi-tiered framework as a school-wide initiative that should be integrated with, not a replacement for, special education referral and evaluation processes.

Council for Exceptional Children (CEC), the leading national special education organization, recognizes RtI/MTSS as a prevention and early intervention framework to support student success. CEC recognizes RtI as a valuable multi-tiered system of support (MTSS) designed to identify struggling learners early and provide increasingly intensive, research-based interventions within the general education setting. The aim of RtI and MTSS systems is to prevent academic and behavioral issues from escalating.

Special Education as an Integral Component of RtI/MTSS

CEC firmly believes that special education and special educators have a crucial and clearly defined role within an RtI/MTSS framework. It should not be viewed as a separate entity but as the most intensive tier (Tier 3) of support for students with significant needs. This shift in thinking can be a challenge for many educators who view Tier 3 and special education supports as different entities.

Data-Driven Decision Making

CEC emphasizes that decisions at all tiers of RtI, including the decision to refer for a comprehensive special education evaluation, must be based on systematic data collection and analysis of student progress in response to interventions.  A critical tenet of CEC’s position is that RtI should never delay or deny a referral for a comprehensive special education evaluation when there is a suspicion that a child has a disability. Students suspected of having a disability should be referred for evaluation without unnecessary delays, regardless of their progress in RtI tiers.

Comprehensive Evaluation Beyond RTI Data

RtI interventions can provide valuable information for a special education evaluation. However, CEC stresses that RtI should not be the only basis for determining eligibility for special education services. Their position remains steadfast that a comprehensive evaluation, including reliable and valid measures of cognitive ability and other relevant assessments, is essential to identify a disability accurately.

Parental Rights and Involvement

CEC highlights the importance of involving parents/guardians/caregivers as partners throughout the RtI and MTSS process and in decisions regarding special education referral and evaluation. Parents/guardians/caregivers have the right to request a special education evaluation at any time. They do not have to wait through the tiers of RtI and MTSS data before referring for their student for a special education evaluation

Qualified Personnel

CEC also places emphasis on the necessity of having qualified personnel, including special education teachers, content area interventionists, and related service providers, to implement effective RtI and conduct comprehensive evaluations. Special educators bring unique expertise in evidence-based interventions and individualized instruction.

CEC advocates for an RtI and MTSS framework that:

• Works to support all students.
• Includes special education as the most intensive level of support.
• Uses data to inform instruction and intervention.
• Does not prohibit, delay, or replace timely referrals for special education evaluations when warranted.
• Ensures comprehensive evaluations are conducted by qualified professionals.
• Actively involves parents/guardians/caregivers in the process.

By adhering to these core principles, CEC aims to ensure that students with disabilities and those suspected of having a disability are identified accurately and receive the appropriate academic and behavioral supports and services they need to succeed in school.

Conclusion

MTSS and RtI programs can support the special education process when appropriate due to the systematic structure of the intervention and data collection and analysis. The goal of MTSS and RtI is to “identify as many learners who are struggling with academic and behavioral needs early through universal screening and early intervention. When students truly have a learning and/or behavioral need that requires special education, the RtI and MTSS process can help support them because they have received interventions based on their needs with research-based curriculum and evidence-based interventions and practices. The data obtained during those processes can inform the special education referral and IEP process when appropriate.

Additional Resources

Branching Minds

CEC.org

Center on Multi-tiered Supports

CA Dept of Education

Diagnostic Assessment – IRIS Center

Evidence-Based Assessment in the Science of Reading – LD@school

Guidance on Diagnostic and Formative Assessments – Health Services & School Nursing

IDEA

IRIS Module Tier 3

IRIS Peabody – Math

IRiS Peabody Math 2

Understanding Diagnostic Assessments – Let’s Go Learn