Which evidence satisfies a criterion of the response-to-intervention (RTI) approach?

• A. The results from formative assessments were worse than results from summative assessments.
• B. None of the other students in the class have had reading performance this poor.
• C. Performance has continued to decline, even after implementing questioning strategies.
• D. The parents have been difficult to communicate with during the evaluation process.

Answer: (C)

The response to intervention (RTI) approach focuses on identifying students who may need additional support through a systematic process of tiered interventions and progress monitoring. The evidence that performance has continued to decline, even after implementing questioning strategies, directly indicates that the interventions provided have not been effective for that particular student.

This declining performance demonstrates a need for further evaluation of the effectiveness of the current strategies and suggests that additional or different interventions may be required. In the context of RTI, the response—or lack thereof—to implemented strategies is critical in determining the type and intensity of support a student may need. This aligns with the overall purpose of RTI, which is to monitor student progress and inform instructional decisions based on data-driven evidence.

The other options do not provide clear evidence of the student's response to intervention. For example, previous assessment results or comparative performance with peers do not necessarily indicate how a specific intervention has impacted the student's learning. Additionally, difficulties in communication with parents may pose challenges in the evaluation process but do not reflect the student's academic response to a specific intervention. Therefore, the evidence of declining performance in light of targeted strategies is the most relevant to the RTI framework.