multitiered system of support and response to intervention Flashcards

1
Q

MTSS supports an

A

an early intervening, prevention-to-intervention framework

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2
Q

specialized instructional support personel (SISPs are developing service delivery modes that promote

A

promote services to students across a coninuum of need

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3
Q

the MTSS framework establishes specific

A

specific actions that educators, special educators, and SISPs can take to support students

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4
Q

“early intervening services” providing assistance to students including modifying

A

providing assistance to students, including modifying the classroom enviornment or instructional practices to see if changes will result in improved performance.

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5
Q

MTSS funding

A

is supported through general education rather than special education. a portion of idea funds allocated for supplemental and teacher training.

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6
Q

in MTSS general education teachers to collaborate

A

collaborate closely with special educators, including SLPS

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7
Q

Key concepts of MTSS, focuses on ____development from early childhood to

A

focuses on academic as well as social, emotional, and behavior development from early childhood to graduation.

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8
Q

Key concepts of MTSS, provides ____ for all learners (struggling as well as advance)

A

multiple levels of support

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9
Q

Key concepts of MTSS, focuses on school improvement by assuring

A

assuring that practices, policies and programs are aligned throughout the school organization

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10
Q

Key concepts of MTSS, provides support for teachers in delivering

A

delivering instruction and utilizing curriculumKey concepts of MTSS,

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11
Q

Key concepts of MTSS, requires a focus on calloboration between

A

general education, sepcial education, and specialized instructional support personnel (including SLP)

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12
Q

Key concepts of MTSS, stresses using data to ____and

A

using data to guide instruction, and prevention but also focuses on intervention

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13
Q

Key concepts of MTSS, aligns ____ ____ across the school

A

aligns professional development across the school

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14
Q

Key concepts of MTSS, requires teachers, administrators, district personnel and student support specialists to change

A

the way that they have traditionally practiced and embrace a collaborative culture.

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15
Q

3 tiers of mtss frame work, teir 1

A

universal interventino and research- based core instruction

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16
Q

3 tiers of mtss frame work, tier 2

A

targeted intervention

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17
Q

3 tiers of mtss frame work, tier 3

A

intensive intervention.

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18
Q

what tier: instructional activities are applicable to the whole general education classroom?

A

1

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19
Q

what tier: students considered at-risk and should benefit from supplemental services and additional support to sucessfully acess the curriculum

A

2

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20
Q

what tier? preventative, proactive approach

A

tier 1

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21
Q

what tier? activities designed for small groups within the classroom setting

A

tier 2

22
Q

what tier? students not making progress enrolled in special ed classes.

A

3

23
Q

what tier? SLPs can provide suggestions for modifying classroom environment to promote better communication and general strategies for improving speech and language skills?

A

1

24
Q

what tier? sLPs involved in problem-solving process and take steps to assess eligibility for specific services such as speech-langugae interven

A

3

25
Q

what tier? instruction is differentiated and students supported with alternative materials for remediation and enrichment

A

tier 2.

26
Q

rtie refers to

A

the practice of providing effective instruction and intervention across three tiers to all students

27
Q

an integral part of the MTSS frame work,

A

RTI, that fits within.

28
Q

rti was first started to help

A

identify young learners who were struggling to learn to read and to reduce the number of students being referred to special education.

29
Q

RTI is a ___ and ___ ____ ____ ____ model.

A

prevention; early prereferral education intervention model.

30
Q

t/f rti is designed to preventtudents from failing

A

true

31
Q

t/f RTI is considered to be a special education model rather than a general education model.

A

f it is considered to be a general education model more.

32
Q

rti is a ___ and ____ component of MTSS

A

prevention prereferral

33
Q

rti prevention and prereferral component uses a problem solving_______________________ to support students prior to formal assessments for special education eligibility.

A

a problem soling methodology and research based, scientifically validated intervention

34
Q

rti assessments include

A

screening, diagnostics to identify interventions and progress monitoring.

35
Q
A
36
Q

in RTI educational decisions are guided by

A

guided by data

37
Q

in rti assessments are used for 3 purposes

A
  1. screening to id which children have a prob that need further assessment
  2. diagnosis to identify what interventions specific students need.
  3. monitoring progress to id if interven and instructions methods are workking ( if too many are moving into different teirs theres probably something wrong with the instructional method.
38
Q

Slps become successful in the MTSS process by, acquire knowledge about the relation ship among students with____and________-.

A

disabilities and reading problems, classroom instruction, and student performance

39
Q

Slps become successful in the MTSS process by, become knowledgable about_______________for each grade

A

the curriculum standards for each grade

40
Q

Slps become successful in the MTSS process by, id the impact of the disabilitity on the skills necessary for

A

reading.

41
Q

Slps become successful in the MTSS process by, understand the requirements for school____________

A

school accountability,especially IDEA and ESSA

42
Q

Slps become successful in the MTSS process by, become familiar with

A

test modification, accommodations, and alternative assessments

43
Q

Slps become successful in the MTSS process by, strive to be an active

A

and effective member of the educational team

44
Q

Slps become successful in the MTSS process by, by observation and work eith the student in the classroom settings to become familiar

A

with expectations and instructional practices.

45
Q

MTss offers a multi-tier approach with the emphasis on school-wide _______________________

A

school-wide differntiated universal core instruction ar tier 1, tiers 2 and 3 providing intensive and increasingly individualized interventions

46
Q

tier one refers to the core curriculum delived to all students that has a high likelihood of bringing the majority

A

bringing the majority of students to acceptable levels of proficiency.

47
Q

in 1 interventions are ___ and provide teachers with__________

A

student-specific provides teachers with informatin and strategies to support the academic goal.

48
Q

tier 2 provides supplemental instrution to those students who

A

display poor response to the core instruction provided at tier 1.a

49
Q

at tier 2 interventions are individualized to speciffic student need and progress is monitored to

A

monitored to determine efficacy of interventions

50
Q

tier 3 applies _____________ designed to increase the rate of student progress

A

intensive instructional interventions.