Response to Intervention (RTI) and Multi-Tiered Support Systems (MTSS) Flashcards

In an RTI model, what is the key distinction between Tier 2 and Tier 3 interventions?

Answer: Tier 3 is more intensive, more frequent, and often individualized compared to the standardized small-group format of Tier 2

Tier 3 provides the most intensive, individualized intervention — often one-on-one or very small groups with increased frequency — compared to the standardized small-group approach used in Tier 2.

What does 'fidelity of implementation' mean in the context of an RTI intervention?

Answer: The degree to which an intervention is delivered as intended by its developers

Fidelity of implementation refers to how closely the intervention is delivered according to its design, which is essential to attribute a student's response (or lack thereof) to the intervention itself.

Which team is primarily responsible for reviewing RTI data and making problem-solving decisions about students at the building level?

Answer: A building-level problem-solving or student support team

A building-level problem-solving (or student support) team — typically comprising general and special educators, a school psychologist, and an administrator — reviews RTI data and guides intervention decisions.

What is a 'dual discrepancy' criterion in the RTI model for identifying a specific learning disability?

Answer: A student performs below benchmark AND shows a slope of growth significantly below peers despite adequate intervention

Dual discrepancy means the student both performs significantly below the benchmark level AND has a growth rate (slope) that is significantly lower than same-grade peers even with intervention, supporting an LD determination.

Which type of data is most central to making tier movement decisions within an RTI framework?

Answer: Systematic progress monitoring data collected at regular intervals

Systematic progress monitoring data — collected frequently using reliable, validated measures — provides the ongoing evidence needed to determine whether a student is responding to the intervention and whether a tier change is warranted.

How does a 'standard protocol' RTI approach differ from a 'problem-solving' RTI approach?

Answer: Standard protocol uses a preset evidence-based intervention for all students at a tier; problem-solving individualizes the intervention based on each student's specific needs

In the standard protocol model, all students at a given tier receive the same validated intervention, while the problem-solving model uses a team process to design individualized interventions for each student.

A student has received 10 weeks of Tier 2 intervention with biweekly progress monitoring showing a flat growth slope and performance remaining below the 10th percentile. What is the most appropriate next step?

Answer: Move the student to Tier 3 with more intensive, individualized intervention and consider a comprehensive evaluation

Persistent low performance and flat growth after adequate Tier 2 intervention indicate the need for increased intensity (Tier 3) and may trigger consideration of a comprehensive special education evaluation.