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Praxis > Response to Intervention > Flashcards

Response to Intervention Flashcards

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1
Q

Core Behaviors for success in the classroom

A

academic Engagement, respectful, non disruptive

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2
Q

Direct Behavior rating

A

Combination of systematic observations and behavior rating scales

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3
Q

Cut score

A

score that divides students who are considered potentially at risk from those who are considered not at risk-set to over identify students as at risk

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4
Q

How do you establish cut scores

A

national norms, local norms (comparison at local level), cut score based on likelihood of mastery on core test (benchmark testing). Use statistical testing

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5
Q

Which level is the best for establishing cut scores

A

District

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6
Q

Why is the district level beneficial for establish cut scores

A

better for resource allocation-effective and efficient

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7
Q

What is a curriculum based Assessment

A

procedure to determine the instructional needs of student

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8
Q

Two approaches to Progress monitoring

A

General Outcomes and Skill Mastery

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9
Q

General Outcomes

A

appropriate for all students and goals and objectives based in general ed curriculum-simple, accurate, inexpensive, collected frequently-overall compentence in curriculum and used for screening and progress monitoring.

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10
Q

Skill Specific Mastery

A

appropriate for students with IEPs and goals and objectives referenced to general education curriculum. measures a mastery of hierachy of skills and short term instructional objectives

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11
Q

Example of Math CBM

A

Many different types of math problems

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12
Q

Example of Math Mastery

A

Only one type of skill-multi digit addition

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13
Q

Oral Reading Fluency

A

Formative Assessment, predictive, words read correctly in a minute, use median score across three passages to represent performance on grade level material

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14
Q

ROI

A

Rate of Improvement (for ORF it is 2 words a week)

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15
Q

Math Progress monitoring measures what

A

Digits correct per minute

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16
Q

Fluent Math computation skills indicate what

A

overall math performance

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17
Q

How do you establish a baseline

A

Median of 3 probes administered on same day

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18
Q

What does progress monitoring graph tell you?

A

graph summarizes level, slope and variability of performance

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19
Q

What is level of performance

A

average level of performance across a period of time

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20
Q

Slope of Performance

A

trend over time-look at rate of change

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21
Q

Variability of performance

A

bounce-if too much bounce look at environmental causes

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22
Q

Guidelines for instructional decisions

A

emphasis in attaining a goal, modify program only when attaining a goal is in doubt

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23
Q

what is the rule for making program changes

A

4 consecutive points above aim line for decelerating behaviors and below for accelerating behaviors

24
Q

number of data points in a decision rule is based on

A

frequency of data collection (collect once a week need 3 points, data collect 2 times a week then 4 points)

25
Q

What are 3 decision rules that you can use to make decisions

A

3 data point rule, Data point rule (mean of baseline), Trendline

26
Q

How should you think of the decision making process?

A

as a formative and continuous feedback loop

27
Q

Moderate interventions are what

A

enhancement of existing instruction

28
Q

Simple interventions

A

No change to instructional process

29
Q

Intensive Interventions

A

Typical instruction is altered-change in curriculum, materials or grouping-often 1 on 1 instruction

30
Q

Problem Solving Approach

A

Based on each individual student define problem, develop plan, implement plan, evaluate plan’s effectiveness in each tier

31
Q

Standard protocol treatment

A

Standard-same consistent for all students. Protocol-instruction, intervention. Treatment (predetermined format or deliver system

32
Q

Universal Screening

A

1st step in RTI usually done 3 times per year. examples are IRI and SBAC

33
Q

Benchmark or Target score

A

Predetermined level of performance on screening test that is considered to represent mastery of certain set of skills (often same as cut score)

34
Q

Premise of RTI

A

High Quality instruction-effectice use of curriculum and procedures based on research-evidence based instruction

35
Q

PLUSS Model for Interventions with ELL students

A

Preteach critical vocabulary, Language modeling, Use visuals and graphic organizers, Systematic explicit instruction in reading, Strategic use of native language

36
Q

ICEL

A

Instruction, Curriculum, Environment, learner

37
Q

What is the power in the ICEL/RIOT Matrix

A

in its use as a cognitive strategy, one that helps educators to verify they have asked the right questions and sampled from a sufficiently broad range of data sources to increase the probability that they will correctly understand the student’s presenting concern(s)

38
Q

What are the 4 stages of implementation?

A

Exploring and adopting, Planning, Implementing, continuously improving

39
Q

What do you need for RTI success

A

Innovation and Implementation fidelity

40
Q

What are the 3 types of Fidelity

A

Context, Compliance, Competence

41
Q

What is the most effective way to get teachers to implement RTI?

A

Coaching in the classroom

42
Q

What factors could you change to change the intensity of an intervention?

A

Duration, Frequency, interventionist, group size

43
Q

What do you need for the 4 point rule in progress monitoring to determine if the student is reaching their goal line?

A

At least 6 data points and 3 weeks of instruction. Look at the last 4 points

44
Q

What is screening specificity

A

extent to which a screener accurately identifies a student who is at-risk

45
Q

What is sensitivity

A

Extent to which a screener accurately identifies a student not at risk

46
Q

Emerging students (yellow)

A

10-25% usually needs secondary interventions

47
Q

Deficient (red)

A

Below 10% usually needs tertiary interventions

48
Q

Established (green)

A

above 25% and are doing well with the core curriculum

49
Q

What is the goal of RTI

A

Integrates Student Assessment and Evidence Based Instructional Interventions in a multidimensional framework to maximize student achievement and reduce problem behaviors.

50
Q

Critical Features of RTI 3 things

A
  1. Screening using formative assessments, 2. progress monitoring 3. implement evidence based instruction multitiered to meet student needs.
51
Q

What is the difference between an assessment and evaluation

A

assessment is the process of collecting information and evaluation is the process of using the information to make decisions

52
Q

What is saturation

A

the point at which a person or a team feels there is enough information to make an informed decision

53
Q

Dual Discrepancy Model

A

Student must be significantly below same aged peers on academic performance and must perform poorly in response to carefully planned and precisely delivered instruction.

54
Q

What is the change to intervention approach that would most likely result in a faster ROI

A

Increasing the frequency of an intervention is the most obvious way to increase the intensity of the intervention.

55
Q

In which TWO of the following ways can a school psychologist best support a student with epilepsy

A

Case management services are necessary if the student will need to spend significant time out of school to attend appointments or because of seizures. Developing a seizure action plan will allow school staff to know how to act quickly and safely in the event of a seizure.

56
Q
A

Praxis (15 decks)

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