Deck 7: Response to Intervention

Question 1

Only a certified teacher may provide interventions for a student under the Tier II RTI model.

Answer 1

False

Question 2

This process was used to identify students with disabilities and compares a student's ability scores with achievement scores.

A) Discrepancy Analysis
B) Response to Intervention
C) Universal Screening
D) Progress Monitoring

Answer 2

A

Question 3

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

Answer 3

False

Question 4

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

Question 5

All students who fail to make progress at the Tier III level of the RTI model receive special education services.

Question 6

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

Question 7

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 8

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

Question 9

These strategies 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 10

Differentiating instruction requires teachers to change content, instruction or assessments in order to meet individual student needs.

Question 11

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 12

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.

Question 13

These measures provide information about student achievement and are used to make decisions about instruction at the global level.

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

Question 14

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

Question 15

By subtracting a student's posttest score from the pretest 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 16

Which of the following measurement methods compares a baseline score with a post-intervention score?

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

Question 17

Commercially available progress monitoring programs are complete and include everything you need to assess students on to ensure progress in the general education curriculum.

Question 18

Which of the following assessments is an example of a sensitive 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 Essay

Question 19

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 20

A score or number that the student must reach in order to make progress as a result of the intervention.

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

Question 21

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

Question 22

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 23

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 24

Utilizing the PNDs measurement of progress, which of the following would be considered the cut-off score for an effective intervention?

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

Question 25

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

Question 26

Which type of instruction are you most likely to see at Tier III in the RTI model?

A) Whole group
B) Small groups
C) Cooperative learning groups
D) One-on-one

Question 27

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 28

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 29

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 30

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

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

Question 31

This assessment is given weekly or bi-weekly to determine how a student is performing and if program changes are warranted.

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

Question 32

Who is most likely to deliver the Tier III instruction in the RTI model?

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

Question 33

Michael receives additional reading interventions in a small group. His mean baseline score is 15 and the mean intervention score is 21. What is Michael's percent change?

A) 18%
B) 28.6%
C) 40%
D) 60%

Question 34

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 35

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

Question 36

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 37

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 38

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

Question 39

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

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

Question 40

Which of the following is not a characteristic of what constitutes a research-based intervention?

A) Interventions that include large samples.
B) Studies that were completed once.
C) Random selection of subjects.
D) Studies that provide positive results.

Question 41

The data collected through the RTI methodology can provide the special education team with important information. This information can be used to determine the answers to these four important questions.

Question 42

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 43

Discuss the importance of using a quantitative measure of progress in addition to using a noticeable progress in application approach.

Question 44

Explain the difference between a CBM and a CBA. What is the value of each for progress monitoring purposes?

Question 45

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

Question 46

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 47

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.