FTCE ESE Response to Intervention (RTI) and Multi-Tiered Support Systems (MTSS) 2 — Questions and Answers
Question 1: In an RTI model, what is the key distinction between Tier 2 and Tier 3 interventions?
- Tier 3 interventions are delivered by special education teachers only, while Tier 2 is delivered by general educators
- Tier 3 is more intensive, more frequent, and often individualized compared to the standardized small-group format of Tier 2 (Correct answer)
- Tier 2 targets behavior, while Tier 3 targets academics exclusively
- Tier 3 requires a formal IEP, whereas Tier 2 does not require any written documentation
Correct 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.
Question 2: What does 'fidelity of implementation' mean in the context of an RTI intervention?
- The loyalty of parents to the school's intervention plan
- The degree to which an intervention is delivered as intended by its developers (Correct answer)
- The accuracy of student scores on progress monitoring probes
- The alignment of intervention goals with state academic standards
Correct 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.
Question 3: Which team is primarily responsible for reviewing RTI data and making problem-solving decisions about students at the building level?
- The school board of directors
- A building-level problem-solving or student support team (Correct answer)
- The district's special education director
- The school psychologist acting alone
Correct 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.
Question 4: What is a 'dual discrepancy' criterion in the RTI model for identifying a specific learning disability?
- A discrepancy between IQ scores on two different intelligence tests
- A student performs below benchmark AND shows a slope of growth significantly below peers despite adequate intervention (Correct answer)
- A discrepancy between a student's reading and math performance levels
- A mismatch between a student's cultural background and the language of instruction
Correct 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.
Question 5: Which type of data is most central to making tier movement decisions within an RTI framework?
- Grades from classroom report cards
- Teacher opinion surveys
- Systematic progress monitoring data collected at regular intervals (Correct answer)
- State standardized test scores from the prior year
Correct 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.
Question 6: How does a 'standard protocol' RTI approach differ from a 'problem-solving' RTI approach?
- 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 (Correct answer)
- Standard protocol is used only in special education settings, while problem-solving is used in general education
- Standard protocol requires parent consent, while problem-solving does not
- Standard protocol applies only to behavior; problem-solving applies only to academics
Correct 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.
Question 7: 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?
- Continue Tier 2 for another 10 weeks before making any changes
- Return the student to Tier 1 and discontinue additional supports
- Move the student to Tier 3 with more intensive, individualized intervention and consider a comprehensive evaluation (Correct answer)
- Immediately place the student in a self-contained special education classroom
Correct 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.
FTCE ESE Response to Intervention (RTI) and Multi-Tiered Support Systems (MTSS) 2
In an RTI model, what is the key distinction between Tier 2 and Tier 3 interventions?