4444 1-4 1111 2222 3333 1111 2222 3333 1111 2222 3333 1111 2222 3333GeneralUniversalLevelTargetedLevelIntensiveLevel 1-1 1-2 1-3 2-1 2-2 2-3 3-1 3-2 3-3.

441-4

11

22

33

11

22

33

11

22

33

11

22

33

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

44 44 442-4 3-4 4-4

11

22

33

BonusBonus

5-1

5-2

5-3

445-4

551-4

55 55 552-4 3-4 4-4

555-4

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.


flexible Return toReturn toMenuMenu

1-4


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.

.


Universal Screening Return toReturn toMenuMenu

1-5

True or False.True or False.

Response to Intervention is a special education reform.


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.


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.


Differentiated Instruction Return toReturn toMenuMenu

2-3


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.


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


Schools are encouraged to apply universal screening (for all students) through

assessment measures two to three times a year


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.


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


Targeted interventions are supports that augment the universal core program. They are often implemented in small-

group but may be individualized.


True Return toReturn toMenuMenu

3-2

At the targeted level, instruction _________ the core instruction.


supplements

The non-responders from the Universal Level are focused on.


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.


Progress Monitoring Return toReturn toMenuMenu

3-5


Students can receive targeted interventions in place of the universal core program.


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


Progress Monitoring Return toReturn toMenuMenu

4-2

True or False.

The intensive level is only special education.



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.


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 ________.


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.


Intensity, frequency

and/or duration


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."


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


RTI is a dramatic redesign of general and RTI is a dramatic redesign of general and special education.special education.


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.


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


Problem Solving ProcessReturn toReturn to

MenuMenu

5-5


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.


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.


4444 1-4 1111 2222 3333 1111 2222 3333 1111 2222 3333 1111 2222 3333GeneralUniversalLevelTargetedLevelIntensiveLevel 1-1 1-2 1-3 2-1 2-2 2-3 3-1 3-2 3-3.

Documents

showanswer flexible

menu slide

pbis return

intervention rti return

core instruction

showanswer response

universal core program

core universal program