Which level of data-based decision making is associated with RTI?

The level of data-based decision making associated with Response to Intervention (RTI) is primarily linked to process monitoring. In the context of RTI, process monitoring involves ongoing assessment of student performance and progress in response to interventions. This continuous evaluation allows educators to determine the effectiveness of instructional strategies and make necessary adjustments to support student learning.

Process monitoring typically occurs after initial screening and involves using various formative assessments to gather data about student performance over time. This real-time data collection helps educators identify which students are making adequate progress and which may need additional support or adjustments to their interventions. By focusing on process monitoring, educators can ensure that they are responsive to the needs of their students throughout their learning journey.

In contrast, background data collection, screening level, and formal assessment serve different purposes within the RTI framework. Background data collection helps inform initial understanding of students' needs, screening is used to identify students who may be at risk for academic difficulties, and formal assessment typically involves standardized testing at specific intervals. However, it is the continuous nature of process monitoring that is crucial for effectively implementing RTI and ensuring that interventions are adequately meeting student needs.