Question 1

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

Accepted Answer

Accept answers that include discussion of students participating in the general education curriculum adopted by the education agent.
Tier I examples:
-Engaging in a typical general education reading program where students read from a reader,orally and silently read,complete corresponding workbooks.
-Participating in the classroom management program established by the teacher,possibly a token economy where students earn chips that can be traded for prizes.
-Engaging in content area curriculum by completing typical science labs.
Tier II examples:
-Small group instruction for reading to focus on decoding skills.
-Additional instruction provided by the paraeducator to reinforce multiplication facts.
-Providing additional time to complete a science lab.
-A student is placed on a TALID points system to monitor behavior.
Tier III examples:
-A reading specialist providing reading comprehension support in a one-on-one setting.
-A special education teacher providing social skills training for two students in a small group setting.
-A behavior specialist is assigned to work with a student one-on-one as wrap around support.

Question 2

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

Accepted Answer

A) True 
 B)False  True

Question 3

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?

Accepted Answer

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

Question 4

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

Accepted Answer

RTI was developed as a pre-special educa

Question 5

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.

Accepted Answer

Accept answers that provide a legitimate

Question 6

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

Accepted Answer

A) True 
 B)False

Question 7

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

Accepted Answer

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

Question 8

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

Accepted Answer

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

Question 9

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

Accepted Answer

A) True 
 B)False

Question 10

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

Accepted Answer

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

Question 11

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

Accepted Answer

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

Question 12

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

Accepted Answer

A) True 
 B)False

Question 13

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

Accepted Answer

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

Question 14

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.

Accepted Answer

Answers should include the defining feat

Question 15

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

Accepted Answer

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

Question 16

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

Accepted Answer

A) True 
 B)False

Question 17

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

Accepted Answer

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

Question 18

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

Accepted Answer

A) True 
 B)False

Question 19

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

Accepted Answer

A) True 
 B)False

Question 20

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.

Accepted Answer

A) True 
 B)False

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

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

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?

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

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.

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

An 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

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters

Exam 7: Response to Intervention

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

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

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?

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

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.

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

An 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

Measurement of Intelligence and Adaptive Behavior

Special Considerations of Assessment in Early Childhood

Special Considerations of Assessment in Transition

Interpreting Assessment for Educational Intervention

Filters