How MTSS Helps Schools Identify Dyslexia (SLD)

In Rhode Island and under federal law, schools use a Multi-Tiered System of Supports (MTSS) to help identify students who may have a Specific Learning Disability (SLD), including dyslexia.

MTSS provides instruction and intervention at increasing levels of intensity and gives schools important data about how a student responds to reading instruction. This data is one part of the information used during an evaluation for special education eligibility.

From MTSS to IEP Eligibility for Dyslexia (SLD)

Understanding dyslexia identification starts with how schools determine a Specific Learning Disability (SLD). Federal and state guidelines outline criteria that are considered during the evaluation process. This process may begin with support in MTSS and, if concerns continue, may lead to a comprehensive evaluation for an IEP.

From MTSS to IEP Eligibility for Dyslexia (SLD)

When schools evaluate a student for a Specific Learning Disability in reading (dyslexia), they look at four key areas:

1. Academic achievement

2. Response to instruction and intervention

3. Exclusionary factors

4. Access to appropriate instruction

These criteria are considered together during a comprehensive evaluation. No single piece of data determines eligibility on its own.

1. Academic Achievement

Is the student significantly behind in reading skills?

Schools look at multiple sources of data, including:

• Universal screening (DIBELS, Acadience, Aimsweb, i-Ready, STAR)

• Classroom assessments aligned to curriculum

• State assessments (RICAS)

Parent questions:

• Is my child meeting grade-level expectations in decoding, fluency, and spelling?

• What do screening and benchmark scores show over time?

• How is my child performing on state and classroom assessments?

2. Response to Intervention

Is the student making adequate progress with additional support?

Within MTSS, students may receive Tier 2 or Tier 3 interventions with regular progress monitoring.

Parent questions:

• Is my child making enough progress to close the gap?

• Can I see progress-monitoring graphs with a goal line and trend line?

• Has instruction or intervention been changed when progress was limited?

• How often is progress monitored, and is the data reliable and valid?

3. Exclusionary Factors

Are there other reasons the student is struggling?

Schools consider whether difficulties are primarily due to factors such as:

• vision or hearing issues

• intellectual disability

• emotional or behavioral concerns

• cultural or linguistic differences

• lack of appropriate instruction

Parent question:

• What evidence shows that these factors are not the primary cause of my child’s reading difficulties?

4. Access to Evidence-Based Instruction

Has the student had effective reading instruction?

Students should receive high-quality, evidence-based literacy instruction, such as Structured Literacy, matched to their needs.

Parent questions:

• What reading program is being used for instruction and intervention?

• Is instruction explicit, systematic, and aligned to my child’s area of need?

• How often is intervention provided, and in what group size?

• How is fidelity of instruction monitored?

When the Data Suggests a Need for Evaluation

A comprehensive evaluation should be considered when a student:

• Is significantly below grade level in reading skills

• Is not making adequate progress despite intervention

• Has received appropriate, evidence-based instruction

When these patterns are present, the team may determine that the student needs specially designed instruction through an IEP.

Important Note for Families

If you suspect your child may have dyslexia, you can request a comprehensive special education evaluation at any time. You do not need to wait for MTSS to finish or for a specific amount of intervention to occur.

Family Tip

Ask to see your child’s progress-monitoring data over time. The trend in the data often tells the most important part of the story. If their trend line is below their goal line, that is an indication your child is not making progress. 

While MTSS is important, it cannot be used to delay or deny a formal special education evaluation. This is clearly stated in guidance from the U.S. Department of Education (OSEP Memo).

As a parent, you have the right to request an evaluation at any time if you suspect your child has a disability. If you make this request in writing:

• The school must respond within a reasonable time (10 school days in RI)
  
  

• If the school agrees, you will be asked to give written consent for the evaluation
  
  

• The evaluation must be completed within 60 calendar days after you give consent (RI uses the federal timeline)

Parents should: 

• Collect examples of student work

• Create a list of characteristics of dyslexia you notice

• Request the student's benchmark scores (iReady, Aimsweb, Acadience, etc.). Note areas of weakness and request diagnostic data that was used to determine why students struggled with comprehension. Remember, comprehension is connected to a series of sub-skills (word recognition+language comprehension). 

• List RICAS scores that show how students are doing in meeting grade-level literacy standards

• Request the comprehensive testing results to review before your eligibility meeting or IEP annual review.  
  
  

Even if your child is receiving help through MTSS, this cannot delay the timeline for an evaluation if you have made a request.

Families can sign-up for free trainings on the MTSS Rhode Island Website. There are two helpful courses on dyslexia! We highly encourage parents to take this course to help them understand how the school process works. 

Characteristics of Dyslexia 

Dyslexia and Learning Disability Evaluation