How does RTI inform the identification of a learning disability, and what data would you expect to see across tiers?

• A. RTI uses progress-monitoring data to determine response to instruction; you would see baseline scores and progress-monitoring slope.
• B. RTI uses progress-monitoring data across tiers to determine response to instruction; you would see baseline scores, progress-monitoring slope, and intervention integrity data.
• C. RTI relies on a discrepancy model using IQ and achievement scores.
• D. RTI uses only end-of-year standardized tests.

Answer: (B)

RTI identifies learning difficulties by examining how a student responds to instruction over time, using data collected during each tier to guide decisions. You monitor progress with frequent probes from the start of a tier to establish a baseline, then track the rate of growth (the slope) as instruction continues. Seeing how the student performs relative to expectations across tiers helps determine whether they’re responding adequately to intervention or if supports need to be increased or changed. Including intervention integrity data—whether the lesson or intervention was implemented as designed—helps ensure any lack of progress is due to the student’s learning, not issues with rollout. Put together, baseline performance, progress-monitoring slope, and fidelity of implementation across tiers provide a comprehensive picture of response to instruction, which is central to RTI when identifying a learning disability. End-of-year standardized tests or a single IQ-achievement discrepancy do not capture this ongoing, instructional-response process.