How MTSS Helps Schools Identify Dyslexia (SLD)

In Rhode Island (and under federal law), schools use the Multi-Tiered System of Supports (MTSS) to help determine whether a child may have a Specific Learning Disability (SLD) in reading, including dyslexia. MTSS is more than just providing extra help—it is a framework that gives schools valuable data about how students respond to instruction and intervention. This data connects directly to the four criteria schools must use when deciding if a student qualifies for an IEP under SLD.

At each tier, student progress is closely monitored. If a student does not make adequate progress despite changes in intervention—such as increasing intensity, improving instruction, or extending the duration—it may point to an underlying learning disability rather than just a gap in learning.

It’s important to understand that schools do not diagnose dyslexia. Instead, they identify characteristics of dyslexia and use this information, along with MTSS data, to determine if a student qualifies for special education under SLD. Likewise, having an outside diagnosis of dyslexia does not automatically guarantee an IEP—eligibility is always determined through the school’s evaluation process. Schools must consider an outside diagnosis, but it does not guarantee that a student needs specially designed instruction. 

✨ Family Tip: Use the phrase "does my child show characteristics of dyslexia" during meetings with the school. 

From MTSS to IEP Eligibility: The Four Criteria for Specific Learning Disabilities/Dyslexia

Understanding how schools identify dyslexia begins with the criteria used for determining a Specific Learning Disability (SLD). Federal and state regulations outline four criteria that must be considered, and these guide the process from early support in Multi-Tiered Systems of Support (MTSS) to formal eligibility for an Individualized Education Program (IEP). The following section explains each criterion and how it specifically relates to dyslexia. 

1. Academic Achievement: Is the student significantly behind in reading?

• MTSS provides universal screening data (like DIBELS or Acadience) to show how a student performs compared to grade-level benchmarks.
  
  

• Questions to ask: 

  • Does my child’s screening data show they are below grade-level expectations in decoding, fluency, or spelling—not just comprehension?

  • Is my child meeting grade-level proficiency on RICAS? 

  • Is my child meeting grade-level benchmarks? (Aimsweb, Star, iReady, Acadience, etc.)

  • Do you have samples of unit assessments from the High Quality Instructional Materials our district is using? For high school, ask for assessments from each course ELA, Science, Math, Social Studies, etc.
    
    

2. Lack of Adequate Progress: Is the student catching up with extra help?

• MTSS includes progress monitoring tools that are given every 1–2 weeks.
  
  

• Progress-monitoring graphs show whether the student is making enough growth to close the gap (not just moving slowly forward).
  
  

• Questions to ask: 

  • What data was used to determine if my child is making adequate progress with their interventions? Is the measure scientifically-based?  (F&P is not)

  • Can you show me the progress monitoring graphs that include a goal line, aim line, and intervention frequency? 

  •  Is my child on track to make at least one year’s growth per year?

  • Were there any changes made to the intervention when my child was not making progress? 

  • Was the intervention aligned with my child's area of need? What diagnostic assessments were used to determine this? 

  • Was fidelity to the intervention monitored? Can you share that data? 

3. Rule Out Exclusionary Factors: Is dyslexia the right explanation?

• Through MTSS, schools check for and rule out other reasons a student may be struggling, such as visual, hearing, or motor disabilities, intellectual disability, emotional disturbance, cultural factors, environmental or economic disadvantage, and limited English proficiency. 

• Question to ask: If exclusionary factors have not impacted my child, then why is my child struggling to make adequate progress?
  
  

4. Evidence-based Instruction: Has the student received evidence-based literacy instruction?

• MTSS requires schools to provide interventions that are scientifically based and matched to the student’s needs (such as structured literacy).
  
  

• Data from MTSS documents the type, frequency, and fidelity of instruction.
  
  

• Question to ask: What structured literacy program has been used? How often, in what group size, and by a trained teacher?

When the Data Shows More Support is Needed

If a student is:

• Well below grade level,
  
  

• Not making adequate progress in MTSS despite strong interventions, and
  
  

• Has had access to evidence-based literacy instruction,
  
  

…the team may determine that an eligibility meeting should occur because the student requires specially designed instruction through an IEP.

That’s how MTSS not only supports students early but also helps schools make accurate, data-driven decisions about dyslexia and SLD.

✨ Family Tip: Always ask for the actual progress monitoring graphs. 

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