Exam 7: Response to Intervention and Progress Monitoring

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)?

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Question 1

Correct Answer:

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Accept answers that provide legitimate questions, including:
-Has the student received consistent instruction that included research-based methods?
-Has the student had frequent absences or other interference with consistent instruction?
-Are there specific patterns of performance that can be noted by looking at the progress monitoring data and/or classroom performance?
-Does the student have specific difficulties in one area of academic achievement and classroom performance or is the student struggling across multiple areas or skills?

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

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Question 2

Correct Answer:

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

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Question 3

Correct Answer:

Verified

percentage of nonoverlapping points

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

(True/False)

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Question 4

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

(Multiple Choice)

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Question 5

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

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Question 6

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

(Multiple Choice)

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Question 7

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

(Multiple Choice)

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Question 8

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

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Question 9

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

(Essay)

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Question 10

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.

(Short Answer)

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Question 11

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

(Multiple Choice)

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Question 12

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

(Short Answer)

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Question 13

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

(Short Answer)

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Question 14

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.

(True/False)

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Question 15

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

(Short Answer)

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Question 16

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.

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Question 17

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

(Short Answer)

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Question 18

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

(True/False)

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Question 19

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.

(Multiple Choice)

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Question 20

Showing 1 - 20 of 68

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

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

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

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

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

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

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

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

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

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.

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

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

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

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.

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

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.

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

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

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.

Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Academic Assessment

Assessment of Behavior

Measures of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Transition

Interpreting Assessment for Educational Intervention

Extension : Interpreting Assessment for Educational Intervention

Filters

Exam 7: Response to Intervention and Progress Monitoring

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

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

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

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

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

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

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

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

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

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.

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

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

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

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.

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

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.

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

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

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.

Introduction

Laws, Ethics, and Issues

Descriptive Statistics

Reliability and Validity

An Introduction to Norm-Referenced Assessment

Curriculum-Based Assessment and Other Informal Measures

Academic Assessment

Assessment of Behavior

Measures of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Transition

Interpreting Assessment for Educational Intervention

Extension : Interpreting Assessment for Educational Intervention

Filters

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