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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

Study These Flashcards
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

Study These Flashcards
A

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

25
What are 3 decision rules that you can use to make decisions
3 data point rule, Data point rule (mean of baseline), Trendline
26
How should you think of the decision making process?
as a formative and continuous feedback loop
27
Moderate interventions are what
enhancement of existing instruction
28
Simple interventions
No change to instructional process
29
Intensive Interventions
Typical instruction is altered-change in curriculum, materials or grouping-often 1 on 1 instruction
30
Problem Solving Approach
Based on each individual student define problem, develop plan, implement plan, evaluate plan's effectiveness in each tier
31
Standard protocol treatment
Standard-same consistent for all students. Protocol-instruction, intervention. Treatment (predetermined format or deliver system
32
Universal Screening
1st step in RTI usually done 3 times per year. examples are IRI and SBAC
33
Benchmark or Target score
Predetermined level of performance on screening test that is considered to represent mastery of certain set of skills (often same as cut score)
34
Premise of RTI
High Quality instruction-effectice use of curriculum and procedures based on research-evidence based instruction
35
PLUSS Model for Interventions with ELL students
Preteach critical vocabulary, Language modeling, Use visuals and graphic organizers, Systematic explicit instruction in reading, Strategic use of native language
36
ICEL
Instruction, Curriculum, Environment, learner
37
What is the power in the ICEL/RIOT Matrix
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
What are the 4 stages of implementation?
Exploring and adopting, Planning, Implementing, continuously improving
39
What do you need for RTI success
Innovation and Implementation fidelity
40
What are the 3 types of Fidelity
Context, Compliance, Competence
41
What is the most effective way to get teachers to implement RTI?
Coaching in the classroom
42
What factors could you change to change the intensity of an intervention?
Duration, Frequency, interventionist, group size
43
What do you need for the 4 point rule in progress monitoring to determine if the student is reaching their goal line?
At least 6 data points and 3 weeks of instruction. Look at the last 4 points
44
What is screening specificity
extent to which a screener accurately identifies a student who is at-risk
45
What is sensitivity
Extent to which a screener accurately identifies a student not at risk
46
Emerging students (yellow)
10-25% usually needs secondary interventions
47
Deficient (red)
Below 10% usually needs tertiary interventions
48
Established (green)
above 25% and are doing well with the core curriculum
49
What is the goal of RTI
Integrates Student Assessment and Evidence Based Instructional Interventions in a multidimensional framework to maximize student achievement and reduce problem behaviors.
50
Critical Features of RTI 3 things
1. Screening using formative assessments, 2. progress monitoring 3. implement evidence based instruction multitiered to meet student needs.
51
What is the difference between an assessment and evaluation
assessment is the process of collecting information and evaluation is the process of using the information to make decisions
52
What is saturation
the point at which a person or a team feels there is enough information to make an informed decision
53
Dual Discrepancy Model
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
What is the change to intervention approach that would most likely result in a faster ROI
Increasing the frequency of an intervention is the most obvious way to increase the intensity of the intervention.
55
In which TWO of the following ways can a school psychologist best support a student with epilepsy
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

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