Question 1

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

Accepted Answer

Detailed progress monitoring and trend analysis is necessary for tracking the effectiveness of RTI services and making data-based decisions for adjustments and modifications to the intervention plan. This is particularly important for students receiving services at Tiers II and III, as they require more intensive and individualized support.

Question 2

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

Accepted Answer

The use of research-based interventions is required of all teachers to provide evidence-based and effective instruction for all students, including those with disabilities. It is not limited to only special education teachers.

Question 3

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

Accepted Answer

IDEA 2004 allows for the use of Response to Intervention (RTI) as part of the evaluation process, but it does not require RTI to be used in every case when evaluating children for special education services.

Question 4

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

Accepted Answer

The percent of nonoverlapping data points measures the percentage of data points above the highest baseline data point, indicating a clear intervention effect. The other measures (absolute change, reliable change index, percent change) may also reflect intervention effectiveness, but do not specifically consider data points above the highest baseline point.

Question 5

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.

Accepted Answer

The answer of A student who is not making progress...

Question 6

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

Accepted Answer

This measure is known as percent change. It calculates the percentage difference between the baseline and intervention means.

Question 7

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

Accepted Answer

Commercially available progress monitoring programs may not always include assessments for all content areas or may not align with specific state or district standards. Some programs may also focus on a specific skill or subject area. It is important to select a program that is appropriate for the specific needs of your students and curriculum.

Question 8

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

Accepted Answer

The answer of Which of the following measurement methods compares...

Question 9

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

Accepted Answer

A cut-off point is a predetermined score or number that serves as a threshold for determining the effectiveness of interventions. It is used to determine if a student is making progress towards his or her goals.

Question 10

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

Accepted Answer

This process is known as discrepancy analysis, which involves comparing a student's cognitive ability with their academic achievement to identify potential learning disabilities.

Question 11

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

Accepted Answer

Just because a student does not respond to Tier III interventions does not automatically mean they need special education services. Other factors, such as environmental or medical issues, may need to be considered and alternative interventions may be tried before considering special education. Special education should be considered only after a comprehensive evaluation and determination of eligibility according to IDEA guidelines.

Question 12

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

Accepted Answer

Universal methods refer to the interventions provided at the Tier I level of the RTI model, which involves providing effective instruction to all students. These interventions are designed to prevent learning difficulties and improve academic outcomes for all students in the general education classroom.

Question 13

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

Accepted Answer

The RTI process is designed to identify and support struggling students in the general education setting before a special education evaluation is considered. However, if a student continues to struggle despite intensive interventions through RTI, the data collected during that process can provide important information for a special education evaluation.

Question 14

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

Accepted Answer

Under the Tier II RTI model, interventions can be provided by a variety of individuals including general education teachers, reading specialists, and other professionals. The role of the special education teacher is typically to provide support and guidance to the general education teacher in implementing interventions for students who may eventually qualify for special education services.

Question 15

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

Accepted Answer

Universal methods refer to instructional strategies and practices designed to support the learning of all students in a classroom. These methods are typically implemented as part of the Tier I level of the RTI model and are intended to meet the needs of the majority of students. Universal screenings are also part of Tier I and are used to identify students who may need additional support. However, interventions and progress monitoring are typically associated with Tier II or III, which are intended for students who require more intensive or individualized support.

Question 16

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

Accepted Answer

The Reliable Change Index (RCI) is calculated by subtracting a student's pretest score from the posttest score and dividing by the standard error of the difference score. This score indicates the amount of change in a student's score that is beyond what could be expected due to chance or measurement error. The RCI is often used in clinical and educational settings to determine if a student's change in score is statistically significant and meaningful.

Question 17

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

Accepted Answer

Tier III interventions are typically delivered by specialists such as special education teachers, interventionists, or behavioral specialists who have expertise in addressing specific learning or behavioral needs of individual students. General education teachers may collaborate with specialists to implement and monitor the interventions, but they are not typically responsible for delivering Tier III interventions on their own. Paraeducators and parent volunteers may support the delivery of Tier III interventions under the direction of specialists or general education teachers but they are not typically responsible for delivering the interventions themselves.

Question 18

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

Accepted Answer

Curriculum-based measurement (CBM) is designed to directly assess student performance in the specific academic areas being taught in the classroom. This method provides detailed information regarding a student's response to instruction by measuring their progress over time with the curriculum being used in the classroom. This helps teachers identify areas of weakness and adjust instruction accordingly. Universal screening and standardized assessments provide a broader picture of overall student performance and may not provide as much detail on specific instructional needs. A student journal entry may provide insight into a student's thought process, but does not necessarily provide information on their response to instruction.

Question 19

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.

Accepted Answer

This statement is false. While an upward trend line can indicate progress, a stable or flat trend line can also indicate that the intervention is maintaining its effectiveness, and a downward trend line may indicate the need for adjustments to the intervention. It is important to consider the context and specific goals of the intervention when evaluating the effectiveness of a trend line.

Question 20

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.

Accepted Answer

According to the process of differentiated instruction, teachers are required to change content, instruction, or assessments in order to meet individual student needs, which is one of the conceptual foundations of an RTI (Response to Intervention) classroom.

Quiz 7: Response to Intervention and Progress Monitoring

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

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

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

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

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.

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

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

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

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.

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.

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

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

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

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

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

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.

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

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

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.

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.