Deck 12: Response to Intervention Rti and a Multi-Tiered System of Supports Mtss

Question 1

Intervention integrity refers to the extent to which an intervention is

A) research-based.
B) implemented as intended.
C) known to be generally effective.
D) targeting the correct skills

Answer 1

B

Question 2

One assumption of a response to intervention model is that the measurement system is adequate to detect changes in student learning. Each of the following are subcomponents of that assumption except that the measurement system

A) reflects the curriculum
B) can be used frequently.
C) uses general outcome measures
D) assesses pupil performance.

Answer 2

D

Question 3

_________ are served through a multi-tiered system of support.

A) Special education students
B) All students in a school
C) All students except those who are gifted
D) Only students with special needs - both struggling and gifted students

Answer 3

B

Question 4

Each of the following are reasons that standardized tests are usually not satisfactory for monitoring response to intervention, except that they

A) are insensitive to small changes.
B) are not suitable for repeated administrations.
C) are too specific to measures progress over school year.
D) fail to match a student's curriculum and instruction.

Question 5

All of the following are results of a correctly implemented multi-tiered system of support except

A) high quality instruction in general education.
B) fewer referrals for special education consideration.
C) fewer students receiving individualized instruction
D) continuous monitoring of individual students.

Question 6

The basic conceptual framework for RTI

A) emerged from recent legislation.
B) has existed for many years in other areas including medicine.
C) has existed for many years in Western European countries
D) has existed in school for many years under different names.

Question 7

A multi-tiered system of supports may best be conceptualized as a

A) funnel, in which narrower parts of the funnel correspond to more intense services.
B) series of boxes, in which different boxes correspond to different services
C) circle, in which all students have access to the same level of service.
D) flight of stairs, in which students make their way through different levels of service as they progress.

Question 8

Tiers in a MTSS describe

A) the intensity of instruction provided ​
B) where instruction will be provided
C) who will provide instruction
D) the intensity of instruction, where it will be provided, and who will provide it.

Question 9

The best assessment measures in an MTSS or RTI model are

A) highly sensitive but not frequently administered.
B) not sensitive but frequently administered
C) highly sensitive or frequently administered.
D) highly sensitive and frequently administered.

Question 10

Each of the following is an advantage of frequent measures of student progress except

A) teachers more effectively apply data
B) teachers frequently see the relative standing of students in a class.
C) quicker instructional adaptations.
D) students get immediate feedback on how they are doing.

Question 11

__________ refers to the response to universal programming; it is measured for all students continuously, periodically, or as little as once a year.

Question 12

Student performance data are primarily used in an MTSS to

A) classify students into different levels of service delivery.
B) inform the type of instruction a student needs to be successful.
C) identify students for special education
D) ensure that fewer students are receiving special education.

Question 13

__________ of a multi-tiered system of support is equivalent to special education.

A) The first tier
B) The second tier
C) The third tier
D) No tier

Question 14

Student failure to respond appropriately, as determined by formative measures, should result in a change in __________.

Question 15

The series of tiers in a multi-tiered system of support are visually represented by a __________ or a __________.
​

Question 16

The ___________ can provide direction as to what interventions might be particularly effective.

A) National Center for Response to Intervention
B) What Works Clearinghouse
C) No Child Left Behind Act of 2001
D) Handbook of Response to Intervention

Question 17

Response to intervention is implemented in

A) general and special education.
B) general education only.
C) special education only
D) elementary schools only

Question 18

Assessments of student response to intervention vary along two dimensions: ___________ and ___________.

Question 19

___________ refers to the response to substantial changes in programming, either at the large group, small group, or individual level.

Question 20

The criteria for determining a student's response to intervention should be

A) the same for all students.
B) determined during intervention implementation.
C) determined before interventions are implemented.
D) related to rate of progress, but not level of performance. ​

Question 21

Assessments of response to intervention should be specific and used frequently. Why are these two attributes critical when planning instruction and interventions?

Question 22

One assumption of the response to instruction model is that there are consequences that sustain (a) improved __________ and (b) continued _________ of the measurement system

Question 23

Describe the three tiers of a multi-tiered system of support.

Question 24

A teacher learning the nuances of implementing an intervention is one way to enhance ___________.

Question 25

_________ assessment of pupil performance is preferable because it maximizes the speed at which instruction can be adapted.

Question 26

Assessment of response to core instruction occurs for __________ students.

Question 27

Multi-tiered systems of support are intended to bring various benefits to schools and students. List at least four of these benefits

Question 28

Define four of the seven assumptions when implementing a multi-tiered system of supports, and discuss why each of those assumptions is necessary and how one could ensure that it is met.

Question 29

Frequent assessment is only valuable when it is __________ by teachers.

Question 30

One evidence-based principle of effective instruction is that _________ in instructional presentation enhances instructional outcomes.

Question 31

The idea that all students receive instruction from the classroom teacher describes the assumption within response to instruction that ___________.

Question 32

Describe the six steps of response to interventions that educators follow