LESSON 8 RESPONSE TO THE INTERVENTIONS

Question 1

Early in the year, your child’s school can start looking at everyone’s skills in reading, writing and math. They can provide targeted teaching called _________ to help struggling students catch up.

Answer 1

INTERVENTIONS

Question 2

What is RTI?

Answer 2

RESPONSE TO INTERVENTION (RTI)

Question 3

Is a model for delivering scientifically based, school wide, multi-tiered systems of support (MTSS), which is designed to promote improved academic performance for all students and minimize behavior problems.

Answer 3

RESPONSE TO INTERVENTION (RTI)

Question 4

Through this model, students who are identified as at risk for poor academic achievement are eligible to receive additional educational support.

Answer 4

RESPONSE TO INTERVENTION (RTI)

Question 5

It is commonly utilized in school districts to prevent behavior problems and to provide intensive interventions for small group of students who who require this support.

Answer 5

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)

Question 6

means that instructional practices employed in schools are based on findings from research studies involved systematic, rigorous procedures using experimental or quasi-experimental research designs.

Answer 6

SCIENTIFICALLY BASED or EVIDENCE-BASED INSTRUCTIONS

Question 7

It refers to following the protocol or lesson steps as developed for the instructional practice, and the research method should have been valid and reliable.

Answer 7

FIDELITY

Question 8

It is also designed to provide evidence toward the evaluation for and identification of learning disabilities in the event that a special education referral is necessary because of continually low performance in spite of intensive instructions.

Answer 8

RESPONSE TO INTERVENTION (RTI)

Question 9

According to IDEA ‘04, ______ must adopt criteria for determining the presence of a learning disability.

Answer 9

STATES

Question 10

RTI involves four fundamental components namely:

Answer 10

UNIVERSAL SCREENING, PROGRESS MONITORING, DATA-BASED DECISION MAKING, AND HIGH QUALITY, EVIDENCED-BASED MULTI-TIERED INSTRUCTCIONAL support in relation to student’s educational needs.

Question 11

It is the schoolwide process of identifying students who are at risk for poor performance.

Answer 11

UNIVERSAL SCREENING

Question 12

It involves systematically monitoring student performance in relation to the delivery of intensive intervention

Answer 12

PROGRESS MONITORING

Question 13

It is used to identify students who require additional instruction and to determine whether intensive intervention supports are effective.

Answer 13

DATA-BASED DECISION MAKING

Question 14

Data can be used to determine movement within the _______________ and as part of the disability, identification process.

Answer 14

MULTI-TIERED SYSTEM

Question 15

It involves tiered levels of increasingly intensive intervention at the primary, secondary and tertiary levels.

Answer 15

MULTI-TIERED INSTRUCTIONAL SUPPORT

Question 16

Is the primary level, consists of high-quality, evidenced-based core instruction for all students; approximately 80% of all students can benefit from this typical, core instruction.

Answer 16

TIER 1

Question 17

or secondary intervention, involves about 15% of the students who have been identified through universal screening as at intensified intervention and is appropriate risk and in need of intensified instructional support.

Answer 17

TIER 2

Question 18

The tertiary level, is more intensified intervention and is appropriate for approximately 5% of students. This group of students continues to demonstrate poor performance in spite of receiving evidenced-based instructional practices in Tiers 1 & 2.

Answer 18

TIER 3

Question 19

Schoolwide instruction for all students, including differentiated instruction.

Answer 19

PRIMARY

Question 20

Specialized individualized systems for students with intensive needs.

Answer 20

TERTIARY

Question 21

Supplemental group systems for students with at-risk response to primary level

Answer 21

SECONDARY

Question 22

Hoover and Patton (2007) defined the three (3) tiers namely:

Answer 22

1. TIER 1 HIGH-QUALITY CORE INSTRUCTION (PRIMARY)
2. TIER 2 HIGH-QUALITY TARGETED SUPPLEMENTAL INSTRUCTION
3. TIER 3 INTENSIVE INTERVENTIONS AND COMPREHENSIVE EVALUATION

Question 23

Incorporates individualized plans and interventions, which increase access to the general education curriculum. In the general education classroom, the teacher measures everyone’s skills. This is known as a universal screening. The screening helps the teacher work with students in small groups based on their skill levels. All students are taught using methods that research has shown to be effective.

Answer 23

TIER 1 HIGH-QUALITY CORE INSTRUCTION (PRIMARY)

Question 24

During the intervention, the __________ monitor students’ progress to see who might need additional support. Many students respond successfully to Tier 1 support and achieve grade-level expectations.

Answer 24

RTI TEAM

Question 25

when integrated into the general education curriculum
and teaching process, can and do make real differences for every student – those with and those without disabilities.

Answer 25

EVIDENCED-BASED EFFECTIVE PRACTICES

Question 26

offered to all students in the general education class is
important for many reasons. Education that uses instructional procedures that have been validated
through research is responsive to struggling students, prevents school failure and reduces the number of referrals to special education

Answer 26

EVIDENCED-BASED INSTRUCTION

Question 27

is designed to improve access to the general education
curriculum by adapting instruction to each student’s learning needs. In other words, instruction is adjusted in response to the individual’s readiness, interests, strengths and struggles

Answer 27

DIFFERENTIATING INSTRUCTION

Question 28

The mnemonic adapt is the five steps involved in using that framework to make appropriate instructional adaptations for differentiating instruction. The five steps in ADAPT are:

Answer 28

ASK, DETERMINE, ANALYZE, PROPOSE, TEST

Question 29

“What am I requiring the student to do?”

Answer 29

ASK

Question 30

the prerequisite skills of the
task.

Answer 30

DETERMINE

Question 31

___________ the student’s strengths and struggles.

Answer 31

ANALYZE

Question 32

and implement adaptations from the four categories (instructional activity, instructional content, instructional delivery and instructional materials)

Answer 32

PROPOSE

Question 33

to determine if adaptations helped the student accomplish the task. Thus, different instructional methods might be employed for members of class who are all learning the same content

Answer 33

TEST

Question 34

can be accomplished through the four categories of instructional adaptations.

Answer 34

DIFFERENTATION

Question 35

can be adapted by using flexible grouping practices to differentiate instruction

Answer 35

INSTRUCTIONAL DELIVERY

Question 36

Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.

Answer 36

TIER 2 HIGH-QUALITY TARGETED SUPPLEMENTAL INSTRUCTION

Question 37

varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and
interventions are provided in small-group settings in addition to instruction in the general curriculum.

Answer 37

INTENSIFY

Question 38

This level includes more intensive intervention provided by a special educator in an appropriate placement to be determined by the student’s individualized education program.

Answer 38

TIER 3 INTENSIVE INTERVENTIONS AND COMPREHENSIVE EVALUATION