To request assistance in your state
Does the state have a RTI website? Yes.
Does the state have a RTI guidance document? Yes.
What does the state allow for SLD
determination? RTI and IQ Discrepancy
Does the state have an RTI Related SPDG
Does the state have RTI Components in its SPP
1 - 3 out of 3
- A Tiered Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework (pdf)
- The purpose of this document is to provide guidance to local school systems in Maryland regarding the implementation of a tiered instructional approach to support achievement of all students, with emphasis on those students who are not demonstrating grade appropriate skill and content mastery. The State developed this document to articulate an evidence-based framework that is consistent with regulatory requirements and best practice in Maryland public schools. The document includes: 1) a description of a suggested tiered instructional approach to support achievement for all students that may be implemented as an essential component of the response to intervention process, 2) guidance for the local school system option to use the response to intervention process for identifying specific learning disabilities, and 3) a description of the process followed by a broad-based group of Maryland stakeholders to develop this guidance document for use by local school system professionals. The document was developed in June 2008 through a collaborative effort of the Division of Special Education/Early Intervention Services, Division of Instruction, and Division of Student, Family, and School Support in the Maryland Department of Education.
- Monitoring Student Progress
- ‘Monitoring Student Progress’ is a section of the ‘School Improvement in Maryland’ website, maintained by the Maryland State Department of Education and created to help schools analyze their state assessment data and guide them in making data-based instructional decisions that support improved performance for all students. The section offers guidance around: developing a monitoring plan, assessing students for learning, analyzing and using data, and leading the process (principal’s role in setting/communicating expectations to staff, monitoring the plan, and leading discussions with staff around monitoring). It also provides monitoring templates for different subjects.
- Using the Response to Intervention Process for Identifying Specific Learning Disabilities (pdf)
- This question and answer document was developed to support and provide additional clarifying information to A Tiered Instructional Approach to Support Achievement for All Students: Maryland's Response to Intervention Framework. The page numbers referred to in these responses can be found in A Tiered Instructional Approach on our website, www.marylandpublicschools.org.