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WorksheetsRTI IQ
Total questions: 12
Worksheet time: 6mins
The PRIMARY focus of implementing a Response to Intervention (RTI) framework is to
identify students who have specific learning disabilities.
meet the instructional needs of all learners.
provide research-based pre-referral procedures.
help with eligibility decisions for special education.
What is NOT a defining attribute of an intervention when using RTI?
Use of specific strategies in the general classroom
Small group instruction in homogeneous groups.
Additional time to help students who struggle.
Progress monitoring twice a month on target skills
Which of the following is true about universal screening and periodic assessments?
They serve as ongoing progress monitoring for at-risk students.
Their purpose is the early identification of students who need additional help.
STAAR can provide useful data because of its curricular focus.
These are the assessments that are given to the pool of at-risk students.
In a multi-tiered intervention approach, differentiated instruction
occurs primarily in intervention (Tiers 2 and 3).
stems from scientific research about learning styles.
can help students in all tiers of instruction.
does not use screening or progress monitoring data.
When at-risk students are not making adequate progress, research does NOT support
increasing the amount of time provided in intervention sessions.
reducing group size to increase opportunities for practice to automaticity with immediate teacher feedback.
reteaching the lesson, allowing additional time from student practice.
increasing the duration of the intervention period.
In a school implementing RTI, students who are not making adequate progress and thus are suspected of having a disability
must have at least one round of intervention documented prior to referral for special education evaluation.
are referred for an initial evaluation for special education without delay.
are not eligible for coordinated early intervening services (CEIS) during the evaluation period.
must have their data reviewed by the campus problem-solving team, e.g., Child Study Team, Student Assistance Team.
In a school implementing RTI, at-risk students are provided intervention
according to the assessment's intervention criteria.
in small groups during content-area instruction.
by specialists who work with small homogeously grouped students outside the general education classroom.
for as long as they show adequate progress in closing their learning gaps.
All of the above.
How can RTI impact the evaluation process for students with learning disabilities?
It provides instructional data that may support the need for special services.
It identifies deficits early in order to design cognitively-based intervetions.
It can help identify environmental and linguistic factors for learning disabilities.
Screening data can be used in lieu of time-consuming diagnostic assessments.
None of the above
Which statement is NOT true: From an RTI perspective
the number of students referred to special education for learning disabilities can be reduced by intervening early, when students first begin to struggle iwht learning.
it is difficult to close learning gaps when students are several years behind their peers.
learning problems are mainly the result of neurological limitations.
effective Tier 1 instruction is the best way to prevent learning and behavior difficulties.
How do schools effectively monitor the progress of at-risk students?
Campus leadership teams review student report cards at the end of each grading period.
Leadership teams periodically review grade-level assessment data for at-risk students and strategize for those who are not making adequate progress.
Problem-solving teams explore evidence-based strategies for grade-level teachers to use.
Campus leadership teams observe instruction and intervention lessons to identify teachers who can demonstrate explicit instruction to their peers.
None of the above
How do schools know that their campus RTI action plans are working to prevent learning disabilties?
Students exit intervention after receiving a prescribed period ofr intervention.
The number of students receiving special education decreases while the number of at-risk students receiving interventions increases.
All interventionists report progress-monitoring data to the district.
The number of at-risk students, as well as the number of students referred for special education services, decreases.
All of the above.
Within an RTI framework designed to address the needs of English Language Learners (ELLs), which of the following is true?
All assessments must be administered to students in both their native language and English.
All interventions must be provided to students in both their native language and English.
Interventions and assessments should be provided only in English.
The language of both interventions and assessments should match the language of students' core instruction.
