RTI Quiz

Who receives tier one instruction?

• Bottom 25 ONLY

• Everyone!

• Students with an IEP

• EL students

During tier one instruction..

• Grade level content is taught.

• Students are engaged.

• Differentiated instruction occurs.

• All of the above.

If a student is having difficulty with a specific skill, the teacher should....

• refer to TST immediately.

• intervene by using a different approach.

• pull to the teacher table once a week.

• wait until third nine weeks before referring to TST.

After assessing Jones, I observed that he is having difficultly with comprehension skills such as determining the main idea. I have provided high quality tier one instruction, small group instruction, and intervened using multiple approaches. I should inform the TST about Jones...

• by sending an email.

• by text.

• by submitting TST Request for Assistance form.

• before or after school.

Before meeting with TST, I should collect ...

• Universal Screeners and Bi-Weekly Data

• Work samples that indicate the deficit area.

• Student Portfolio

• All of the above.

I should look at my cumulative records...

• at the end of the year.

• after the first nine weeks.

• during the first two weeks of school.

• Not important.

Once a student receives tier 2 support, he/ she will be progress monitored __________.

• biweekly.

• every Friday.

• 2-3 times a week.

• never.

The teacher is providing tier 2 support on the following standard:

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/ or

the relationship between addition and subtraction.

What types of resources/ work samples should be present in the student's tier 2 folder?

• Data from all bi-weekly assessments.

• Work samples that the class completed whole group

• Multiplication drills

• Addition/ Subtraction practice within 100

What should be present in the tier 2 (Yellow) folders?

• Student work samples from the student's classroom portfolio.

• All whole group assignments, bi-weekly quizzes, and center work samples.

• A copy of the cumulative record, work samples that address the student's deficit, TST paperwork, and completed bi-weekly progress monitoring chart.

• A copy of the cumulative record, TST paperwork, incomplete bi-weekly progress monitoring chart.

Louis is already receiving language services from Mrs. Dew, but he is struggling to decode grade level words. I have

intervened with Louis using multiple approaches and provided SEVERAL opportunities for additional practice.

What should I do?

• Continue to monitor Louis at the tier 1 level.

• I do no need to refer Louis because he already receives pull-out services from Mrs. Dew.

• Louis can not fail so there is no reason to refer him.

• Refer Louis to TST.