Deck 7: Response to Intervention and Progress Monitoring

Question 1

Measurement of change by examining the appearance of data charts to determine the trend of the data is called ___.

Answer 1

Visual Inspection

Question 2

Measuring change with this method subtracts the mean intervention score from the mean baseline score and divides this by the mean baseline score.

Answer 2

C. percent change

Question 3

A simple method to compare a student's performance based on examining the baseline score and the score after the intervention period to determine absolute change.

Answer 3

A. absolute change- The answer was given in the question.

Question 4

In this model, all students who are in Tier II for reading would receive similar interventions and would likely have progress monitored using a computer-based commercial program.

Question 5

School district personnel should be aware of the requirements of ___ rather than relying on state policy manuals alone for the implementation of RTI.

Question 6

For interventions that are included in Tier II, the interventions must be different from Tier I interventions in ___ or ___.

Question 7

When a teacher or the RTI team determines that a specific score or level of performance must be met to determine progress.

Question 8

One study indicated that along with school psychologists, special education teachers should be involved in the ___ of the students they teach.

Question 9

One method to determine whether change has occurred is to set a cut-off point that must be met by the student. One problem with this method is ___.

Question 10

This method uses content from the actual curriculum for the assessment.

Question 11

A measure that uses the standard error of the difference in the calculation is called the ___.

Question 12

A calculation that uses only the data points above the highest baseline point is called
___.

Question 13

Calculate the percent change for the following data. Baseline mean = 5, intervention mean = 18. Percent change = ____. If the committee wanted the student to reach a percent change of 80%, did this student reach that criterion?

Question 14

This general term is a type of measurement that uses the content of the curriculum.

Question 15

This method considers the data points that are not included in the baseline data.

Question 16

The following scenarios include students who are receiving 504 accommodations, Tier I instruction, Tier II instruction, and Tier III instruction. Determine which students are most likely receiving which type of instruction.
A. Leonard has his oral reading fluency instruction in a group including two other students. The instruction is provided three times per week in addition to the regular reading instruction. Leonard is receiving ___.

Question 17

Read the following scenarios and indicate which students have made progress and which students may require a change in intervention:
A. Jackie's RTI committee determined that Jackie would need to demonstrate an increase in reading comprehension by responding correctly to 9 of 10 probe questions following her reading passages for a period of at least 6 weeks to indicate that she was responding to the intervention. Jackie's results for the past 8 weeks are:
Week 1- 6/10
Week 2 - 5/10
Week 3 - 6/10
Week 4 - 7/10
Week 5 - 8/10
Week 6 - 8/10
Week 7 - 8/10
Week 8 - 9/10
Has Jackie met the requirement? ____
Would Jackie's intervention need to change? _____

Question 18

Tier I is a tier that includes universal strategies and is thought to be effective for academic instruction and behavioral expectations for ___ of students.

Question 19

Students who continue to have difficulty in Tier II would be considered for this.

Question 20

This method of examining change uses the standard error of the difference to calculate student progress.

Question 21

Detailed progress monitoring and trend analysis is required of students who are receiving RTI services under Tiers II and III.

Question 22

The use of research-based interventions is required of all teachers, not just special education teachers.

Question 23

IDEA 2004 requires the use of RTI when evaluating every child referred for special education services.

Question 24

This measure considers data points that are above the highest baseline data point as demonstrating intervention effectiveness.

A) Percent of nonoverlapping data points
B) Absolute change
C) Reliable change index
D) Percent change

Question 25

A student who is not making progress in Tier I in math would be discussed by the RTI and an individually designed intervention would be used in this model.

Question 26

This measure uses the mean (i.e., average) of the baseline and compares it with the mean of the intervention.

A) Cut-off point
B) Absolute change
C) Reliable change index
D) Percent change

Question 27

Commercially available progress monitoring programs always include everything you might need for assessing students in order to ensure progress in the general education curriculum.

Question 28

Which of the following measurement methods compares a baseline performance with performance at the end of an intervention period?

A) Percent change
B) Absolute change
C) Reliable change index
D) Percent of nonoverlapping data points

Question 29

A score or number that the student must reach in order for the determination to be made that progress is occurring as a result of intervention.

A) Absolute change
B) Cut-off point
C) Percent of nonoverlapping data points
D) Percent change

Question 30

This process was used to identify students with disabilities by comparing a student's cognitive ability with his or her academic achievement to determine if a significant difference between the two exists.

A) Discrepancy analysis
B) Response to intervention
C) Universal screening
D) Progress monitoring

Question 31

All students who do not respond to Tier III interventions in the RTI model automatically receive special education services.

Question 32

The term "universal methods" is often used synonymously with interventions provided at the Tier I level of the RTI model.

Question 33

The RTI process provides substantial information to the special education evaluation process in the event a student continues to be unsuccessful in the general education classroom.
Multiple Choice

Question 34

Only a specialist, including the special education teacher, may provide interventions for a student under the Tier II RTI model.

Question 35

These instructional methods are used in the Tier I RTI model and meet the needs of the majority of students.

A) Universal methods
B) Universal screenings
C) Interventions
D) Progress monitoring

Question 36

By subtracting a student's pretest score from the posttest score and dividing by the standard error of the difference score, you achieve this score.

A) Cut-off point
B) Absolute change
C) Reliable change index
D) Percent of nonoverlapping data points

Question 37

Tier III interventions in the RTI model are typically delivered by what type of school personnel?

A) General education teacher
B) Paraeducators
C) Parent volunteer
D) Specialists

Question 38

Which of the following is an example of a measure that would provide detailed information regarding a student's response to instruction?

A) Universal screening
B) Standardized assessment
C) Curriculum-based measurement
D) Student journal entry

Question 39

When using visual inspection in order to evaluate the effectiveness of an intervention represented in a trend line, progress is indicated only when the trend line is going in an upward direction.

Question 40

Following the process of differentiated instruction, one of the conceptual foundations that is needed for an RTI classroom, requires teachers to change content, instruction or assessments in order to meet individual student needs.

Question 41

Provide an example of an intervention that could typically occur under each Tier of the RTI model.

Question 42

Which instructional environment are you likely to see at Tier III in the RTI model?

A) Whole group
B) Cooperative learning groups
C) One-on-one
D) All of the above

Question 43

Identify two primary reasons why RTI was developed as a pre-special education methodology to identify students with mild disabilities and behavioral challenges.

Question 44

When teachers adapt or modify the content of the curriculum, the instructional methods they use, or the assessment used with a student, it is called which of the following?

A) Progress monitoring
B) Response to intervention
C) Special education
D) Differentiated instruction

Question 45

Who might deliver and monitor Tier II interventions in the RTI model?

A) Specialists
B) General education teacher
C) Paraeducator
D) All of the above

Question 46

Mrs. Morgan is using visual inspection to determine if Mary has made progress on her behavior goals. Mary's goal was to reduce out-of-seat behavior to no more than 2 occurrences each day. Which of the following graphs ideally represents Mary's trend line?

A)

B)

C)


D)

Question 47

This provides information about all students in the general education classroom to determine if any are at risk or are below the level of expected performance for their grade.

A) Progress monitoring
B) Curriculum-based assessment
C) Universal screening
D) Curriculum-based measures

Question 48

Utilizing the percent of nonoverlapping data points as a measurement of progress, which of the following is considered the range for an effective intervention?

A) 90%-100%
B) 80%-100%
C) 70%-90%
D) 50%-70%

Question 49

Which of the following is not a requirement under IDEA 2004?

A) The use of RTI for all students
B) That a child's disability impact educational performance
C) That a child's difficulties do not stem from a lack of instruction
D) That classroom performance be considered in the evaluation process

Question 50

Margot is experiencing difficulty with decoding using the general education curriculum so the reading specialist began to provide services for her in a small group in the classroom to provide more intensive practice. At what level of the RTI model is Margot being served?

A) General education classroom
B) Tier I
C) Tier II
D) Tier III

Question 51

Michael receives additional support for noncompliant behavior. Prior to intervention his average number of incidents of noncompliant behavior was 18. Following the intervention, the number had decreased to 11. What is the percent change following intervention?

A) 19%
B) 29%
C) 39%
D) 49%

Question 52

Mr. Jean, the principal at Mountain Top School, wants to streamline the RTI process in his building. He's requiring all students with similar reading challenges to be grouped together and receive interventions through a commercial curriculum the district has purchased. All students will be progress-monitored using the materials that come with the curriculum. Mr. Jean's philosophy is most closely aligned with which RTI model?

A) Problem solving model
B) Progress monitoring model
C) Special education model
D) Standard protocol model

Question 53

Identify the criteria of what constitutes a teaching methodology being a research-based intervention.

Question 54

Which of the following progress monitoring tools is not commercially available and provided with norm-referenced data?

A) DIBELS
B) AIMSweb
C) Read Naturally
D) Curriculum-based assessments

Question 55

Within the RTI framework, this allows decisions to be made about when a student's current educational program needs to be changed through ongoing data collection.

A) Universal screening
B) Progress monitoring
C) Curriculum-based assessment
D) Curriculum-based measure

Question 56

Mr. Kiddle believes that each child who is experiencing difficulty in school should be individually evaluated to determine what interventions might address their unique needs. Mr. Kiddle's philosophy is most closely aligned with which RTI model?

A) Problem-solving model
B) Standard model
C) Special education model
D) Standard protocol model

Question 57

Which of the following is a characteristic of what constitutes a research-based intervention?

A) Interventions that meet effectiveness standards
B) Meets requirements set by the Institute of Education Sciences
C) Random selection of subjects
D) All of the above
Short Answer

Question 58

General education instruction is designed to meet the needs of approximately what percentage of the school population?

A) 100%
B) 90-95%
C) 80-85%
D) 70-75%

Question 59

Which measurement of progress would you choose to use in your classroom? Why?

Question 60

Billy is a third-grade student who is receiving services at the Tier III level of the RTI model. He has reached the criterion score of 85% for four consecutive weeks on his math progress monitoring probes. What should happen next?

A) Billy continues to receive services at Tier III.
B) Billy moves to Tier II and continues to receive less intense services.
C) Billy returns to the general education classroom (i.e., Tier I).
D) He should be referred for a special education evaluation.

Question 61

Given the fact that general education methods are designed to meet the needs of 80-85% of the school population, present an argument supporting RTI as a pre-special education process.

Question 62

Your school is adopting RTI and you have been tasked with educating the faculty on the two predominate models (Standard Model or Problem-Solving Model). Provide an explanation of each model and present an argument for the model you would personally like selected.

Question 63

Why is the use of RTI especially important for the evaluation process of identifying children with learning disabilities and emotional disturbance?

Question 64

As RTI continues to develop and be implemented in schools, teachers are finding themselves taking on new roles and responsibilities. Discuss at least three of these roles and/or responsibilities.

Question 65

Mrs. Rodriguez is using the PNDs to determine whether her students have made progress while receiving intensive instruction in identifying story grammar elements. Christina's highest baseline point was 5 questions correct. There were a total of 15 data points taken, 8 of which were above the baseline point. Determine the PND calculation and if the intervention was effective.

Question 66

Discuss the importance of using a quantitative measure of progress in addition to using informal observation as a method of assessment.

Question 67

The data collected through the RTI methodology can provide the special education team with important information that was not necessarily provided in older models of special education. What are some important questions about students that can now be easily answered by the RTI model (please provide at least two)?

Question 68

Explain the difference between a CBM and a CBA. What is the value of each for progress monitoring purposes?
Chapter 7 Test Bank Answer Key
True and False