Exam 7: Response to Intervention

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.

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Question 1

Correct Answer:

Verified

Accept answers that provide a legitimate rationale to support the RTI methodology. Answers may include:
$\blacktriangleright$ Students in the remaining 15-20% may not be disabled but simply need an alternative teaching strategy.
$\blacktriangleright$ IDEA does not permit students who do not succeed in school because of a lack of instruction to receive special educations services.
$\blacktriangleright$ IDEA requires documentation of unsuccessful progress, with remedial practices, in the general education classroom prior to evaluation and placement in special education.

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.

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Question 2

Correct Answer:

Verified

To determine PND, determine the highest data point achieved during the baseline period. Count the data points that are above the highest baseline point. Divide the highest baseline total by the number of data points during the intervention. Multiply by 100.
8 / 15 = .53 .53 X 100 = 53%
According to Scruggs & Mastropieri 1998), the treatment may be effective but it is questionable.

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

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Question 3

Correct Answer:

Verified

False

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

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Question 4

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

(True/False)

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Question 5

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

(Multiple Choice)

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Question 6

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.

(Multiple Choice)

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Question 7

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 8

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?

(Multiple Choice)

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Question 9

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.

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Question 10

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

(Multiple Choice)

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Question 11

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

(True/False)

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Question 12

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?

(Multiple Choice)

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Question 13

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

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Question 14

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

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Question 15

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?

(Multiple Choice)

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Question 16

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

(Multiple Choice)

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Question 17

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

(Multiple Choice)

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Question 18

Which of the following progress monitoring tools is not commercially available and provided with norm-referenced data?

(Multiple Choice)

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Question 19

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?

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Question 20

Showing 1 - 20 of 47

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.

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

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

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

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.

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.

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?

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.

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

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

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?

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

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

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?

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.

Which of the following progress monitoring tools is not commercially available and provided with norm-referenced data?

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

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