Q&A Hero

Q: Which of the following is nota requirement under IDEA 2004? A. The use of RTI for all students. B. That a child's disability impact educational performance. C. That a child's difficulties do not stem from a lack of instruction. D. That classroom performance be considered in the evaluation process.

Q: Mrs. Morgan is using visual inspection to determine if Mary has made progress on her behavior goals. Mary's goal was to reduce out-of-seat behavior to no more than 2 occurrences each day. Which of the following graphs ideally represents Mary's trend line?

Q: Utilizing the PNDs measurement of progress, which of the following would be considered the cut-off score for an effective intervention? A. 90% B. 80% C. 70% D. 50%

Q: Which of the following progress monitoring tools is notcommercially available and provided with norm-referenced data? A. DIBELS B. AIMSWeb C. Read Naturally D. Curriculum-based assessments

Q: Mr. Kiddle believes that each child who is experiencing difficulty in school should be individually evaluated to determine what interventions might address their unique needs. Mr. Kiddle's philosophy is most closely aligned with which RTI model? A. Problem solving model B. Standard model C. Special education model D. Standard protocol model

Q: When teachers adapt or modify the content of the curriculum, the instructional methods they use, or the assessment used with a student, it is called A. Progress monitoring B. Response to intervention C. Special education D. Differentiated instruction

Q: Billy is a third-grade student who is receiving services at the Tier III level of the RTI model. He has reached the criterion score of 85% for four consecutive weeks on his math progress monitoring probes. What should happen next? A. Billy continues to receive services at Tier III. B. Billy moves to Tier II and continues to receive less intense services. C. Billy returns to the general education classroom (i.e., Tier I). D. He should be referred for a special education evaluation.

Q: Margot is experiencing difficulty with decoding using the general education curriculum so the reading specialist began to provide services for her in a small group in the classroom to provide more intensive practice. At what level of the RTI model is Margot being served? A. General education classroom B. Tier I C. Tier II D. Tier III

Q: This assessment is given weekly or bi-weekly to determine how a student is performing and if program changes are warranted. A. Universal screening B. Progress monitoring C. Curriculum-based assessment D. Curriculum-based measure

Q: These measures provide information about student achievement and are used to make decisions about instruction at the global level. A. Progress monitoring B. Curriculum-based assessment C. Universal screenings D. Curriculum-based measures

Q: These strategies are used in the Tier I RTI model and meet the needs of the majority of students. A. Universal methods B. Universal screenings C. Interventions D. Progress monitoring

Q: This measure uses the mean (i.e., average) of the baseline and compares it with the mean of the intervention. A. Cut-off point B. Absolute change C. Reliable change index D. Percent change

Q: A score or number that the student must reach in order to make progress as a result of the intervention. A. Absolute change B. Cut-off point C. Percent of nonoverlapping data points D. Percent change

Q: This measure considers data points that are above the highest baseline data point as demonstrating intervention effectiveness. A. Percent of nonoverlapping data points B. Absolute change C. Reliable change index D. Percent change

Q: By subtracting a student's posttestscore from the pretest score and dividing by the standard error of the difference score, you achieve this score. A. Cut-off point B. Absolute change C. Reliable change index D. Percent of nonoverlapping data points

Q: Which of the following measurement methods compares a baseline score with a post-intervention score? A. Percent change B. Absolute change C. Reliable change index D. Percent of nonoverlapping data points

Q: This process was used to identify students with disabilities and compares a student's ability scores with achievement scores. A. Discrepancy Analysis B. Response to Intervention C. Universal Screening D. Progress Monitoring

Q: Tier III interventions in the RTI model are typically delivered by what type of school personnel? A. General education teacher B. Paraeducators C. Parent volunteer D. Specialists

Q: Which of the following assessments is an example of a sensitive measure that would provide detailed information regarding a student's response to instruction? A. Universal Screening B. Standardized Assessment C. Curriculum-Based Measurement D. Student Essay

Q: The RTI process provides substantial information to the special education evaluation process in the event a student continues to be unsuccessful in the general education classroom.

Q: IDEA 2004 requires the use of RTI when evaluating every child for special education services.

Q: When using visual inspection to evaluate intervention effectiveness, progress is indicated only when a trend line is going in an upward direction.

Q: Commercially available progress monitoring programs are complete and include everything you need to assess students on to ensure progress in the general education curriculum.

Q: Differentiating instruction requires teachers to change content, instruction or assessments in order to meet individual student needs.

Q: The use of research-based interventions is required of allteachers, not just special educators.

Q: Detailed progress monitoring and trend analysis is required of students who are receiving RTI services under Tiers II and III.

Q: All students who fail to make progress at the Tier III level of the RTI model receive special education services.

Q: Only a certified teacher may provide interventions for a student under the Tier II RTI model.

Q: The term universal methods is often used synonymously with interventions provided at the Tier I level of the RTI model.

Q: A teacher is monitoring her Tier II interventions by using percent change. She has two students who are receiving reading interventions. Calculate the percent change of these two students and determine if either student, or both students, have made progress according to percent change. Marie John Mean Baseline = 22 Mean Baseline = 8 Mean of Intervention = 43 Mean of Intervention = 46 Percent Change = ________ Percent Change = _______ Which student, if any, made enough progress according to the percent change calculation? ___

Q: A team is using the PNDs to determine if enough progress has been made in a behavioral intervention that was implemented for Jorge. Jorge's highest baseline data point was 3 for positive behaviors and there were 12 data points above the baseline point of 3 during his Tier II intervention. There were a total of 15 data points during the intervention period. The PND calculation would be: ________ Using the guidelines provided in this chapter, has Jorge made enough progress in the behavior intervention program to return to Tier I? ______

Q: An RTI team decided to use absolute change by examining the performance scores of a student who was receiving Tier II interventions for math. The scores used are: Baseline = 18 Post-Intervention = 35 Total Math Digits in Probes = 40 Using the absolute change, what is the absolute change score? ___ If the team determined that effectiveness of intervention would be determined by the percentage correct and that percentage of digits correct must be 90%, did the student make enough progress to change the instruction back to Tier I? ___

Q: A student who is not making progress in Tier I in math would be discussed by the RTI and an individually designed intervention would be used in this model.

Q: Students who continue to have difficulty in Tier II would be considered for this.

Q: When a teacher or the RTI team determines that a specific score or level of performance must be met to determine progress.

Q: This method considers the data points that are not included in the baseline data.

Q: Measuring change with this method subtracts the mean intervention score from the mean baseline score and divides this by the mean baseline score.

Q: In this model, all students who are in Tier II for reading would receive similar interventions and would likely have progress monitored using a computer-based commercial program.

Q: This general term is a type of measurement that uses the content of the curriculum.

Q: This method of examining change uses the standard error of the difference to calculate student progress.

Q: This method uses content from the actual curriculum for the assessment.

Q: A simple method to compare a student's performance based on examining the baseline score and the score after the intervention period to determine absolute change.

Q: Read the following scenarios and indicate which students have made progress and which students may require a change in intervention:A. Jackie's RTI committee determined that Jackie would need to demonstrate an increase in reading comprehension by responding correctly to 9 of 10 probe questions following her reading passages for a period of at least 6 weeks to indicate that she was responding to the intervention. Jackie's results for the past 8 weeks are:Week 1- 6/10Week 2 - 5/10Week 3 - 6/10Week 4 - 7/10Week 5 - 8/10Week 6 - 8/10Week 7 - 8/10Week 8 - 9/10Has Jackie met the requirement? ____Would Jackie's intervention need to change? _____B. Kent's teacher and the other members of the RTI committee designed an intervention for math. The committee included a percent change criterion of 90% for a period of 4 weeks. At the end of the first 4-week period, Kent had an 80% change. At the end of the second 4-week period, Kent had a 78% change. Has Kent met the requirement set by the committee? ___________ Would Kent's intervention need to change? ________C. John participates in a behavioral intervention plan to increase positive social interactions with his peers. The committee examined his PNDs and noted that his PNDs for the last intervention period reached 95%. At what level of effectiveness is the response to intervention? Would John's intervention need to change?D. Lupita is a kindergarten student who has been participating in a program to decrease tantrum behavior when she is asked to comply with teacher directions. Lupita's RTI committee set the requirement that response to intervention would be indicated when Lupita had a percent change of 95% across a period of 8 weeks. At the end of the 8-week period, Lupita reached the 95% mark; however, school staff noted that the behavior improvements were realized only when Lupita was in the classroom setting and only when her teacher was present. They noted that Lupita's tantrum behavior continued when she was asked to comply with instructions from the librarian, the cafeteria staff, and during recess when other teachers provided instructions.Has Lupita met the requirement set by the committee? ________Would Lupita's intervention need to change? _________

Q: Calculate the percent change for the following data. Baseline mean = 5, intervention mean = 18. Percent change = ____. If the committee wanted the student to reach a percent change of 80%, did this student reach that criterion?

Q: A calculation that uses only the data points above the highest baseline point is called ___.

Q: A measure that uses the standard error of the difference in the calculation is called the ___.

Q: One method to determine whether change has occurred is to set a cut-off point that must be met by the student. One problem with this method is ___.

Q: Measurement of change by examining the appearance of data charts to determine the trend of the data is called ___.

Q: The following scenarios include students who are receiving 504 accommodations, Tier I instruction, Tier II instruction, and Tier III instruction. Determine which students are most likely receiving which type of instruction.A. Leonard has his oral reading fluency instruction in a group including two other students. The instruction is provided three times per week in addition to the regular reading instruction. Leonard is receiving ___.B. Mary receives her reading and language arts instruction in a 2nd-grade classroom. She participates in oral reading to increase her fluency in one of three groups of students. The teacher rotates between the three groups to assist with the oral reading. Mary is most likely receiving ___.C. Jos has asthma that occasionally requires that he miss school for breathing treatments. When he returns to school, he is provided with extended time to complete assignments. He is receiving ___.D. Marcus has experienced behavioral challenges in the classroom and has been on a behavior plan that includes visits regularly to the counselor, although he receives his core academic instruction with his age peers. Marcus is receiving ___.E. Maria is an English Language Learner whose primary language is Spanish. She receives support for her language instruction through bilingual services. Her language skills are approaching fluency for academics. In addition, she receives all instruction for her core classes in a general education setting with her age peers. Maria is ___.

Q: School district personnel should be aware of the requirements of ___ rather than relying on state policy manuals alone for the implementation of RTI.

Q: One study indicated that along with school psychologists, special education teachers should be involved in the ___ of the students they teach.

Q: For interventions that are included in Tier II, the interventions must be different from Tier I interventions in ___ or ___.

Q: Tier I is a tier that includes universal strategies and is thought to be effective for academic instruction and behavioral expectations for ___ of students.

Q: The other two scores obtained to determine the baseline were 40 and 44. What is the baseline score?

Q: Look at the student's spelling performance on the following CBM. Determine the correct letter sequence score. If you convert this to the percentage of letter sequences correct, what is the percent? What is the spelling score on the test based simply on the number of words spelled correctly?

Q: What should teachers remember when establishing goals in reading using expected growth rates?

Q: Following the determination of the baseline score, the aimline should be determined.Refer to Table 6.3 in your text to determine the number of words a first-grade student is expected to increase by each week. If there are 27 weeks remaining in the academic year, what is the goal?Aimline:

Q: A first-grade teacher asked each student to read three passages aloud. Matt's scores were 10, 15, and 13. What is Matt's baseline score?

Q: In this text, the pre-test and Part I, II, III, and IV tests are examples.

Q: Your assessment instructor administers a final exam to determine your mastery of assessment skills.

Q: A third-grade language arts teacher uses curriculum-based measurement twice each week to determine if students are correctly sequencing the letters in the spelling words.

Q: In science, the teacher administers a unit test and uses the score as part of the end-of-term grade.

Q: The special education teacher requires her students to read oral passages twice a week to determine their rate of fluency and accuracy of reading.

Q: A classroom teacher administers a quiz following the introduction of each new concept in geometry.

Q: What criterion are often used when developing criterion-referenced assessments?

Q: Describe the function of the trendline.

Q: Discuss the criterion that teachers should consider when developing criterion-referenced tests and what the established levels of proficiency indicate.

Q: Given the following problem: 45+ 35 70A. Determine the digits correct.B. Explain the student's error.

Q: A teacher gave a student the following spelling test. Answer the questions that follow. Word Student Correct letter sequence clock clok storm storm lamp lamp sheet shet frame fram A. Determine the total correct letter sequences. B. If the criterion was set at 80%, did the student make it? C. What types of errors do you notice the student making?

Q: Explain how a teacher knows when they should adjust instruction for a student.

Q: Given the following information, what is the expected weekly rate of increase in reading for this student? 2nd grade Baseline = 55 25 weeks of school left Aimline = 93

Q: Create a Maze for the following passage: The dog and cat lived at the farm. The dog lived inside and the cat lived in the barn. One day, the dog was left outside and it started raining. The dog decided to go into the barn. The cat was not happy.

Q: Create a Cloze for the following passage: The dog and cat lived at the farm. The dog lived inside and the cat lived in the barn. One day, the dog was left outside and it started raining. The dog decided to go into the barn. The cat was not happy.

Q: Describe how an aimline would be constructed for a progress monitoring graph.

Q: Discuss the four design criteria that should be inherent in effective CBMs?

Q: What is the difference between a CBA and a CBM?

Q: Use the graph below to answer the following questions: If you were the teacher of this student, your next action should most likely be: A. Refer the student for an evaluation B. Call the parents C. Analyze the instructional methods, perform error analyses and adapt the instructional techniques that are being used D. Continue for several more days and see if the student begins to make progress again

Q: Use the graph below to answer the following questions: According to the graph, it could be said that on days 1"6: A. The student was not responding to the instruction. B. The student was maintaining progress toward the goal. C. The student was achieving above the level expected. D. The student was achieving below the level expected.

Q: Which of the following represents ways that spelling errors may be evaluated? A. Phonetic ability B. Visualization C. Linguistic performance D. All of the above

Q: When are summative assessments given? A. At the end of an instructional period. B. In the middle of the instructional period. C. Each week during the instructional period. D. At the end of the academic year.