Which RTI-related practice best supports decisions about pursuing a full evaluation?

Which RTI-related practice best supports decisions about pursuing a full evaluation?

• A. Using RTI data to determine eligibility for special education
• B. RTI data is not used for eligibility
• C. Only teacher impressions determine eligibility
• D. Only IQ tests determine eligibility

Answer: (A)

RTI uses data-driven decisions to decide when a student should be referred for a full evaluation. By tracking progress with regular, evidence-based interventions across multiple tiers, you build an objective picture of how the student responds to instruction. If the data show persistent difficulty and insufficient progress despite high-quality supports, that pattern supports moving forward with a comprehensive evaluation to determine if a disability is present and eligibility for special education is warranted. Relying on data from RTI helps ensure decisions aren't based on intuition or a single test score, but on consistent evidence over time. Impressions without data or using a single measure like IQ alone don’t fit this approach, since they don’t demonstrate the student’s response to instruction or the need for further evaluation.

RTI uses data-driven decisions to decide when a student should be referred for a full evaluation. By tracking progress with regular, evidence-based interventions across multiple tiers, you build an objective picture of how the student responds to instruction. If the data show persistent difficulty and insufficient progress despite high-quality supports, that pattern supports moving forward with a comprehensive evaluation to determine if a disability is present and eligibility for special education is warranted. Relying on data from RTI helps ensure decisions aren't based on intuition or a single test score, but on consistent evidence over time. Impressions without data or using a single measure like IQ alone don’t fit this approach, since they don’t demonstrate the student’s response to instruction or the need for further evaluation.