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Chapter 7: Response to Intervention
This activity contains 25 questions.
Methods that meet the needs of most students are called _____.
response to intervention
Approximately what percentage of students is served in tier one of the RTI model?
Assessing all students to determine if any are at risk or are below the level of expected performance for their grade is called _____.
Response to intervention
Which of the following is NOT a component of the RTI model according to McCook (2006)?
Baseline and progress monitoring.
Accountability for students in general education classrooms.
Data-based decision making.
What type of assessment is used for progress monitoring that assesses a range of skills and content across a curriculum?
What type of assessment is used for progress monitoring that assesses skills and content in a specific classroom curriculum?
Which of the following does NOT refer to the characteristics of tier two RTI interventions?
Often given in small groups.
Alternative pedagogy is used.
Progress is measured globally.
Intervention is intensive and intentional.
Which of the following does NOT refer to the characteristics of tier three RTI interventions?
Typically delivered by specialists.
Progress is meticulously measured via progress monitoring tools.
Often delivered in very small groups or one-on-one.
Students receive special education services.
The comparison of a student’s intellectual ability with their achievement is called _____.
response to intervention
Teachers and other school personnel must understand the process of RTI and be able to document efforts to improve student progress as required in
school district policy.
state laws and regulations.
IDEA, NCLB and the Federal Regulations.
Which of the following is NOT an instructional foundation that supports the RTI framework ?
Research-based teaching methods.
General education teachers teaching everyone.
Which of the following is NOT a component of teaching using differentiated instructional methods?
Changing the curriculum content to meet needs.
Utilizing diverse instructional techniques.
Progress monitoring all students.
Adapting the way students are assessed.
What type of RTI model is being used when students are placed into groups with readily available interventions?
Which of the following is NOT a decision the RTI team needs to consider regarding data?
Determining which classroom a student will be assigned to.
Common agreement between what constitutes lack of progress and the need to move to the next RTI tier.
Determining what data actually mean and what constitutes progress.
Data must be reviewed and understood.
Josie’s baseline score on a first-grade reading probe was 8 WCPM. Her post-intervention score was 15 WCPM. If the standard error of difference is 2, what is the reliable change index?
Find the standard error of difference if the standard error is 4 and the mean is 1.2
Find the percent change if the mean baseline score is 40, the mean intervention score is 24, and the student mean score is 21.
Find the absolute change if the baseline point is 23, the final data point is 45, and the mean intervention score is 35.
This measure of change uses only the data points above the highest baseline point.
percent of non-overlapping data points
Each week Mrs. Steph creates graphs and reviews the data of all of her students. What type of analysis is Mrs. Steph conducting?
Reliable change index
What is a major disadvantage to using only visual inspection as a way to evaluate data?
It does not show data below the established cut-off points.
It only shows data above the established cut-off points.
It shows the data in graph format.
It is less precise and is very subjective.
Data collected during the RTI process
is the for the special education teacher’s use only.
may not be used during the special education evaluation process.
may be used during the special education evaluation process.
is for the general education teacher’s use only.
IDEA requires the RTI model be used specifically with which disabilities?
LD and ED
LD and OHI
ED and OHI.
Which of the following questions can the data obtained during the RTI process NOT help the nondiscriminatory evaluation team answer?
Does the child have difficulties in specific areas?
Does the student come from a healthy home environment?
Did the child receive research-based instruction?
Has the child been frequently absent?
Measurements of change may be an easy indicator to determine student progress because
they are fairly easy to calculate.
they are not precise.
they are not sensitive to change.
they are easily generalizable to other environments.
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