In RTI, why is a discrepancy between IQ and achievement not sufficient by itself for SLD identification?

• A. A discrepancy between IQ and achievement is always sufficient for SLD identification under RTI.
• B. RTI emphasizes response to instruction; a discrepancy alone is not sufficient without data from progress monitoring.
• C. RTI relies solely on IQ scores to identify SLD.
• D. Progress monitoring data is not used in RTI decisions.

Answer: (B)

RTI concentrates on how a student responds to instruction over time. A gap between what a student is capable of (as suggested by an IQ score) and what they actually achieve in the classroom doesn’t by itself prove a learning disability. That discrepancy could reflect many factors outside the classroom learning process. In RTI, you must see how the student responds to targeted, evidence-based interventions through progress-monitoring data. If the student shows a consistently flat or very slow growth rate despite high-quality instruction and supports, that inadequate response supports an SLD identification. If, however, the student makes adequate progress with instruction, the discrepancy isn’t enough to label an SLD under RTI.

So the key idea is that RTI uses progress-monitoring data to determine whether the student is not making expected gains despite good teaching, rather than relying on IQ-achievement gaps alone.