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GeneralGeneral UniversalUniversalLevelLevel
TargetedTargetedLevelLevel
IntensiveIntensiveLevelLevel
1-1
1-2
1-3
2-1
2-2
2-3
3-1
3-2
3-3
4-1
4-2
4-3
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BonusBonus
5-1
5-2
5-3
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1-1
_____ practices are implemented with _____ practices are implemented with fidelity to create a unified system of fidelity to create a unified system of
support that promotes achievement for all support that promotes achievement for all students.students.
Show Show AnswerAnswer
Response to Intervention (RtI) Return toReturn toMenuMenu
1-3
Allocation of staff is ________ across Allocation of staff is ________ across educational roles in response to educational roles in response to
availability and expertise.availability and expertise.
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flexible Return toReturn toMenuMenu
1-4
Show Show AnswerAnswer
Positive Behavioral Intervention & Supports (PBIS) Return toReturn to
MenuMenu
_________is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. It is a process that is consistent with the core principles of RtI.
1-2
__________ __________ is a systematic process for assessment of all children within a given grade,
school building, or school district on critical academic and/or social–emotional skills. It yields
data to make decisions about needed enhancements in the core curriculum, instruction and/or educational environment and about which students may need additional assessment
and/or supplemental or intensive intervention and instruction beyond what is provided through core
programming. It is typically done two (but sometimes three) times per year.
.
Show Show AnswerAnswer
Universal Screening Return toReturn toMenuMenu
1-5
True or False.True or False.
Response to Intervention is a special education reform.
Show Show AnswerAnswer
False
RtI is education reform! Return toReturn toMenuMenu
2-1
The Universal Level provides a coherent The Universal Level provides a coherent and viable core curriculum that embeds and viable core curriculum that embeds ongoing monitoring for ____ students.ongoing monitoring for ____ students.
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ALL
This is called the Universal Core Program.
Return toReturn toMenuMenu
2-2
This is the process of designing lesson This is the process of designing lesson plans that meet the needs of the entire plans that meet the needs of the entire
range of learners in the classroom; such range of learners in the classroom; such planning includes learning objectives, planning includes learning objectives, grouping practices, teaching methods, grouping practices, teaching methods,
varied assignments, and varied materials varied assignments, and varied materials chosen based on student skill levels, chosen based on student skill levels,
interest levels, and learning preferences.interest levels, and learning preferences.
Show Show AnswerAnswer
Differentiated Instruction Return toReturn toMenuMenu
2-3
True or False.True or False.
One of the most important steps a school can take to improve its core program is
providing accommodations for any student that may need them, providing
differentiated instruction and small, flexible group activities.
Show Show AnswerAnswer
TRUE
The Universal Core program must include a component that
specializes instruction and learning based on individual needs and
groups’ disparate needs.Return toReturn to
MenuMenu
2-4
True or False.True or False.
Schools are encouraged to apply universal screening (for all students) through
assessment measures two to three times a year
Show Show AnswerAnswer
True
Screenings should be used to guide our core instruction and preventative interventions for
students.Return toReturn to
MenuMenu
2-5
Our Core Universal Program should meet Our Core Universal Program should meet the needs of ____ of our students.the needs of ____ of our students.
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80%
A school that has significantly less than 75% of its students
at or above grade-level proficiency has a universal
core program problem, not an intervention problem. Return toReturn to
MenuMenu
3-1
True or False.True or False.
Targeted interventions are supports that augment the universal core program. They are often implemented in small-
group but may be individualized.
Show Show AnswerAnswer
True Return toReturn toMenuMenu
3-2
At the targeted level, instruction _________ the core instruction.
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supplements
The non-responders from the Universal Level are focused on.
Return toReturn toMenuMenu
3-3
The RtI Team is a problem-solving group of school professionals that:
a)Assess concerns about referred students
b)Review base-line data that has been collected
c)Set projected outcomes & methods for progress monitoring
d)Design specific intervention plans
e)Reviews & monitors intervention plans
f) All of the aboveShow Show
AnswerAnswer f) All of the aboveReturn toReturn to
MenuMenu
3-4
This is always part of the targeted level to assure that the intervention is meeting the
identified student need.
Show Show AnswerAnswer
Progress Monitoring Return toReturn toMenuMenu
3-5
True or False.True or False.
Students can receive targeted interventions in place of the universal core program.
Show Show AnswerAnswer
False
Targeted interventions should not supplant the core curriculum but instead should supplement it. Students should not miss the core instruction but instead
receive support in addition to this instruction. Return toReturn to
MenuMenu
4-1
During the Intensive Level, this may need to During the Intensive Level, this may need to happen more oftenhappen more often
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Progress Monitoring Return toReturn toMenuMenu
4-2
True or False.
The intensive level is only special education.
Show Show AnswerAnswer
Return toReturn toMenuMenu
False (Tier 3 is the most intense level of
intervention provided to students in general
education.)
4-3
An intensive intervention is highly An intensive intervention is highly _________, structured and explicit _________, structured and explicit instruction in an area of identified instruction in an area of identified
need.need.
Show Show AnswerAnswer
individualized Return toReturn toMenuMenu
4-5
The inability to close the gap may The inability to close the gap may indicate a need for ________.indicate a need for ________.
Show Show AnswerAnswer
Referral to the
EVALUATION TEAM Return toReturn toMenuMenu
4-4
Increased interventions take place when Increased interventions take place when _______, _________, and/or ________ _______, _________, and/or ________
increase.increase.
Show Show AnswerAnswer
Intensity, frequency
and/or duration
Return toReturn toMenuMenu
5-1
True or FalseTrue or False..
The outcome and intent of RTI is The outcome and intent of RTI is identification, and therefore special identification, and therefore special
education remains its own entity that education remains its own entity that "occurs" subsequent to "trying RTI.""occurs" subsequent to "trying RTI."
Show Show AnswerAnswer
False (There are two overarching goals of RTI. The
first is to deliver evidence-based interventions and the second is to use students’ response to those interventions as a basis for determining instructional needs and intensity. Special education eligibility decisions can be a product of
these efforts, but is not the primary goal.)Return toReturn to
MenuMenu
5-2
True or False.True or False.
RTI is a dramatic redesign of general and RTI is a dramatic redesign of general and special education.special education.
Show Show AnswerAnswer
True
General and special education General and special education both require change. RtI supports both require change. RtI supports the reform needed if schools are the reform needed if schools are going to make AYP targets and going to make AYP targets and meet the needs of all students.meet the needs of all students. Return toReturn to
MenuMenu
5-3
___________ is a basic course/program of study deemed critical and usually made mandatory for all students of a school or school system. It is often instituted by
curriculum committees or curriculum task force committees, supporting requirements set by the state department of education. It must be scientific and research-based.
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Universal Core Curriculum Return toReturn toMenuMenu
5-4
Steps of the ________ _________ ______Steps of the ________ _________ ______
1.1.Identify the problemIdentify the problem
2.2.Analyze why the problem is happeningAnalyze why the problem is happening
3.3.Develop a planDevelop a plan
4.4.Implement a planImplement a plan
5.5.Evaluate a planEvaluate a plan
Show Show AnswerAnswer
Problem Solving ProcessReturn toReturn to
MenuMenu
5-5
True or False.True or False.
Students can move back and forth across Students can move back and forth across the levels of universal, targeted and the levels of universal, targeted and
intensive.intensive.
Show Show AnswerAnswer
True
Students should move across the levels based on their success (response) or
difficulty (minimal response) at the level where they are receiving intervention,
i.e., according to their documented progress based on the data.
Return toReturn toMenuMenu