ABSTRACT
This chapter discusses the relationship measurement, problem-solving intensity, and tiers of intervention within Response-to-Intervention (RtI). It discusses problem-solving decisions made in each tier and the various decision-making rules used to answer these questions and to make decisions within Tier 3. Remembering that Tier 1 involves 80% of the student population, and Tier 2 involves 15 to 20%, the number of children served in these first two tiers is quite large. There are several fundamental differences in data-based decision making at the secondary and elementary level. Although data are graphed to measure student progress within Tier 3, a numeric slope is also computed using the process to more precisely interpret the rate of growth for resource allocation decisions.
