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September 15, 2009


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What types of screening tools have been considered to determine behavior issues?

Evelyn Johnson

Hi Darlene,
I'd direct you to the PBS website at http://www.pbis.org

Two instruments that I'm aware of are the SSBD - more info on this can be found at http://www.nhcebis.seresc.net/universal_ssbd
or the SSRS - more info can be found at http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=PAassrs&Mode=summary


What kind of tools do you recommend for screening math achievement? This is an area in which our district has not identified a good tracking tool. We use Aimsweb and STAR for reading.

Janet Belanger

Hi, I was following the comments to your post and I appreciate the websites you posted in reference to Darlene's question. Our school started implementing the use of RTI in the area of academics about three years ago. This year we are looking at using RTI for the purpose of improving behavior. What ideas can you give an overworked special education teacher on implementing RTI for behavior? I feel that the behavior of some my students with ADHD significantly interferes with their academic growth because of the amount of time they are “off task.” In addition, when I am addressing behavior, I am not teaching. Is there a “quick start” plan? I will research the web sights you already posted, but because of my time limitations, I would appreciate any shortcuts to getting started. Thank you.

Janet Belanger

In reference to Regina's question, we use Aimsweb for math fluency.


I understand that the push is for general education teachers to become more involved in RTI but in my district the child study team is the only professionals taught how to screen children. Who does the screening in your district?


I really enjoyed reading this post. The information that you gave regarding the screening process is very beneficial to me because I am new to the RTI model. The issue of screening students is something that my school is still tweeking and trying to solidify. We have a team that is called the Student Success Team (SST) and this constists of a group of teachers as well as the curriculum specialist at our school. Once a student is brought up to SST the group brainstorms possible interventions.
We are currently switching to the AIMSweb reading assessment which is a relatively fast screening assessment so I was very excited to see that on the website (National Center on RTI) that you included in your post. I think it is so important for these screenings to be efficiant because, in my district, classroom teachers need to find the time to administer and score them. This has been an area of concern in the past but we are hoping that swithing from Qualitative Reading Inventory (QRI) to AIMSweb as our reading assessment it will take away a lot of these issues.


I found this blog very useful. My school has tried the standard RTI process of bringing students to the intervention team to discuss. The teachers the get a plan together with the team members and implement. We also do progress monitoring with the reading coach. Teachers identify struggling learners through this method mainly. it is very effective. The problem comes when teachers have too many struggling students, and give up on the intervention process. I think we should try the multiple gating approach. This would provide the team with a genral idea of the best interventions to use and woth whom. The number of interventions to be used may be cut down or more accurate. Teachers would not be as overwhelmed with the struggling students' needs. I did not realized that the RTI process has evolved so mich. This is very encouraging to future teacher leaders like myself!!

Stacy R

I find this blog to be very insightful. I am trying to return to teaching after a long hiatus of raising children and am currently working on a masters in special eduation. RTI is a relatively new concept for me and while I have been learning about what happens in each tier, I have not learned about the types of screening. Thank you for providing me with such a detailed starting point.

Shelly Harris

In response to Darlene's question about screening tools for behavor, our school uses our office discipline forms. If a student has 3 or more office discipline refferal forms in one month, our behavior team recommends more interventions.


This article is very interesting for me. My school started to implement the RTI program this year. Many teachers are very frustrated with this new program. I personally think RTI is a great program and can make a big difference. However we weren't given much time to learn about RTI and are very confused about how students move from tier to tier. So far none of our students have had an official screening done. Students are put into tiers based on how they respond to the interventions. The general educator places their students in the tiers with no real assistance from a special educator or screening tools, it is solely based on the response to interventions they have provided. Now once the students get into tier 2 and still struggle we move them into tier 3. Those students who are in tier 3 have been there since October/November and no testing, screening, or any other measures have been taken. Is my school doing this right? I feel as though more screenings should done so students can be identified if there is a more specific problem they are encountering.


This post was very useful. I have been a substitute teacher in NV for four years now and I am also am working on a Master's Program in special education. I just recently learned about the RTI process and I found it interesting. Like several of the other people participating within the blog I was curious to know what screening tools have been most effective dealing with behavior? and what approach if any meets the challenges of developing a quality screening program?

Tonya TRipp

This post was very fulfilling and was interesting. I am working on my masters in special education. Screening tools are essential to teaching and I find them very useful. What are some challenges that you have observed with students using these tools. i feel that the RTI program really benfits students with needs that have not been confirmed. What is your opinion?


We use a screening tool called DIBELS for placement in reading RTI. It is a good measure of fluency in grades 2-5 but really that is all. So if you have a kid who can read the words well but not understand what they have read, it does not really measure that very well. I would like to find something that is free and easy to administer that will help us progress monitor and screen students in math and reading. Several years ago a few schools piloted aimsweb but we never bought it as a district. If anyone know of any good "free" screeners and progress monitoring tools for reading and math I would be interested.


My district also uses DIBELS and puts a disproportionate amount of importance on that score. It only assess fluency. Students can read 150 words per minute and retain nothing, but it doesn't show that. We definitely need another assessment for comprehension. I'm just learning about and going to implement a CBM for writing. It seems similar to DIBELS in that it's quick and easy to administer. It is a 3 minute quick write and assesses the number of words, number of words spelled correctly, and number of correct writing sequences. Has anyone used this before?


What is the best way to document the students within the general education classroom to get them to move from one tier to another? Are formal tests enough, or should we be documenting every assignment somehow?

Vida Amick

I would like to ask Emily about the CBM for writing assessment. How did you learn about it, and have you received training on how to administer it? We use a program at our school called Write from the Beginning and as far as I can determine, students are assessed with a rubric. We also employ the DIBELS program for K-1 students and a program called Thinklink for grades 2-5. I agree that DIBELS is lacking in that it only assesses fluency. As a special educator, I am interested in time-efficiency and would like some feedback from anyone on placement tests that meet this requirement. Thanks

Lea Stone

Really interesting finding about Idaho schools and drop out rate.....I would like to know if there are any high schools in Idaho that are having success with RtI and what their model entails.

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