Response-to-intervention (RTI) technical adequacy standards should follow from model purpose, procedural specification, procedural adherence, outcome determination, and subsequent plans. Therefore, RTI raises atypical measurement questions for practice, and, for this reason, it may require hybridized technical adequacy methods. Due to RTI model complexities, and the possibility of many measures and variables used over time to examine functional discrepancies in performance, decision reliability and validity questions require significant attention. Key points of analysis and recommendations for RTI technical adequacy standards are addressed, and a case study is used to illustrate technical checks. We conclude with discussion of how RTI technical adequacy may be simplified.With response to intervention (RTI), the potential for bringing intervention science to education has never been stronger. To apply RTI procedures, consideration is given to prevention, screening, sequences of instruction and interventions, use of scientifically based approaches, and decision rules for changing instruction and interventions. Each intervention is developed from data including control conditions (i.e., data that show what might happen without the instruction or intervention), outcomes, and subsequent intervention decisions. Each structure (i.e., tier), process, and objective (i.e., social, academic, disability evaluation) raises questions about technical adequacy, and standards for RTI will be required that have yet to be expected in practice. Applying Messick's (1995) arguments for the need to address the evidential and the consequential bases of validity, we examine possible technical adequacy standards for RTI as a new area of broad-spectrum practice (Batsche et al., 2005) and suggest what those standards may look like.