RTI Implementer Webinar Series:
What is Screening?
National Center on Response to
Intervention
National Center on
Response to Intervention
RTI Implementer Series Overview
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 Multilevel 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 Multilevel Prevention
System
Establishing
Processes
Implementing RTI
Establishing a
Screening
Process
National Center on
Response to Intervention
Selecting
Evidence-based
Practices
2
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
National Center on
Response to Intervention
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Vocabulary Handout
Word
Prediction
Final Meaning
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.
National Center on
Response to Intervention
Picture/Sketch/Example
Primary
prevention
4
Essential Components of RTI
National Center on
Response to Intervention
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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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Response to Intervention
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Examples of Common Screening
Processes
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Response to Intervention
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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
National Center on
Response to Intervention
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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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Response to Intervention
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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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Response to Intervention
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CBM Passage Reading Fluency
Student copy
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Response to Intervention
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NCRTI Screening Tools Chart
http://www.rti4success.org/screeningTools
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Response to Intervention
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Tips for Using the Tools Chart
1. Gather a team
2. Determine your needs
3. Determine your priorities
4. Familiarize yourself with the content and language
of the chart
5. Review the data
6. Ask for more information
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Response to Intervention
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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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Response to Intervention
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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)?
National Center on
Response to Intervention
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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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Response to Intervention
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4. Familiarize Yourself With the
Content and Language of the Chart
1. Ratings of technical rigor:
2. The efficiency of the tool
3. Implementation requirements for the tool
4. Detailed data submitted by the vendor
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Response to Intervention
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Content and Language of Chart
Technical rigor:
•
•
•
•
•
Classification Accuracy
Generalizability
Reliability
Validity
Disaggregated data
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Response to Intervention
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Content and Language of Chart
Efficiency:
•
•
•
•
Administration format
Administration and scoring time
Scoring key
Norms/benchmarks
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Response to Intervention
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Content and Language of Chart
Implementation 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
National Center on
Response to Intervention
Click name of
tool to view
“implementat
ion table”
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Content and Language of Chart
Data:
• 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.
National Center on
Response to Intervention
Click on any
rating
bubble to
view data
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5. Review the Data
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Response to Intervention
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6. Ask for More Information
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Response to Intervention
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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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Response to Intervention
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Need More Information?
National Center on Response to Intervention
www.rti4success.org
RTI Action Network
www.rtinetwork.org
IDEA Partnership
www.ideapartnership.org
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Response to Intervention
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National Center on
Response to Intervention
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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Response to Intervention
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