Early Literacy 321 Practice Test

In RTI, decisions about moving a student between tiers rely on progress monitoring data. These are brief, frequent assessments focused on the specific skills being taught, used to track how well the student is responding to the current instruction and interventions over time. This ongoing data shows whether the student is making adequate gains, needs more intensive supports, or can return to less intensive instruction. Because progress monitoring targets the actual instructional goals and is collected regularly, it provides timely, objective evidence to guide placement decisions.

Other sources don’t fit this purpose as well. Attendance records don’t measure academic learning or response to intervention. Teacher impressions are subjective and can vary, lacking consistent, measurable indicators. Annual standardized test scores are too infrequent and broad to inform day-to-day decisions about tier movement; they’re useful for big-picture accountability, not for ongoing progress in RTI.