ELED 3100 Quiz Answers
Explain the difference between the RTI and MTSS Model a d the discrepancy model -
Answers -RTI: otherwise known as response to intervention. This is a process for
students who may struggle in some aspects of school and they follow certain steps to
see where they need to be placed in school. There are three tiers to this model which
are important to follow as you evaluate the progress of the students.
MTSS Model: This stands for multi-tierred systems of support. RTI is a process that falls
under the umbrella. It involves a lot of people on a team such as the principal, teacher.
sped teacher, pathologist, parent, psychologist, and many more. It helps kids to look for
resources, and therapists was one that stood out to me. Nicole said in her presentation
last week that "It starts with figuring our who to talk to" and that is so important.
Discrepancy Model: This is a model similar to the bell curve and it shows learners
based on their IQ achievement. This shows a lot of failing and struggling kids and is a
very old model that not a lot of people use today.
Describe Tier 1 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and the progress monitoring for this level) -
Answers -This tier involves a whole group of kids, and they can last anywhere from 90-
180 minutes it really depends on the student and the circumstance. This group shows
proficiency and shows who will move on to tier two and who does not need to move on.
Describe Tier 2 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and progress monitoring for this level) -
Answers -This tier can be known as the intervention tier. It can last from about 6-8
weeks for students and they usually happen in smaller groups so that students can get
the attention they need. Sometimes they can go up to 4 times a week for just about 20-
30 minutes a day. This can be with a sped teacher or with a sped department head.
Describe Tier 3 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and progress monitoring for this level) -
Answers -This tier can be referred to as the intensive tier. This group of kids have
shown from tier 2 to need a little bit more extra one on one help and need time to finish
their work correctly. This occur most likely everyday for about 30 minutes to maybe an
hour. It includes a lot of independent work for the child so they can learn to work out
things on their own. It is also important to keep in mind that just because a child maybe
fall under tier 3 of the RTI/MTSS model, this does not always classify them as Special
Education.
, One advantage of the RTI/MTSS Model is... - Answers -This process helps kids to learn
their full potential and to get the extra bit of help that they may need. It is really accurate
in the statistics that may come out of it. I know from working at an elementary school, I
have seen kids flourish from their RTI meetings because they are able to build that
confidence in themselves and to realize that they can do hard things and that just
because they may need that extra support and help does not make their knowledge and
learning any less than those not in the program.
LIST and EXPLAIN the 5 parts of effective, explicit instruction. - Answers -1- Clear
explanation of the objective. This is where you explain what will be taught and what is
expected of the students. Students should be able to restate lesson back to you as you
explain it. Make sure to use teacher enthusiasm and to make it super clear, clarity is so
important for young kids. State the purpose of why they will be learning whatever it is
they are learning.
2. Modeling the process. (I do) Be brief, don't be too wordy, kids will zone out. Make
sure to think out loud and let them in on all your secrets on how you do the assignment.
Uses phrases like "I do" and just first person language in general. Show examples, and
use your teacher voice, be enthusiastic and fun, don't talk in such a way that students
start to daze off.
3- Guided practice. Let the student show some sense of independent. Let them work on
their own and walk around the class, and make sure to give corrective feedback where
needed. It gives them an opportunity to show you how responsible they can be. Still
make sure that you are actively seeking to help them where needed.
4- Independent practice. (You do) This is the final goal of instruction where students
show you their mastery of the learning objective. This one is students working more on
their own compared to the group that we were working in before.
5- Assessment. (Progress monitoring) This is where students are tested to see their
knowledge on the subject and how well they understood the objective and content.
There are two type of assessment, informal and formal. Informal could be anything from
a thumbs up to a poll from the class. Formal tends to be more like a quiz, exam, or
essay.
Define Isolating - Answers -The ability to hear and recognize sounds in words. A good
way to help students learn to hear the sounds is to use visuals. You can do beginning,
middle, or end sounds, all will work the same.
Define Blending - Answers -this is the ability to recognize all the isolated sounds and put
them together to make a word. This is a very auditory skill for students to have. You
need to model and example blends in your class, speak out loud with them until they
become familiar with all the sounds and what word they create.
Define Segmenting - Answers -this is the division of sentences into words, compound
words into component words, words into syllables, syllables into onset and rime, and
finally, words into phonemes. A great exercise to go along with this idea is to use the
Explain the difference between the RTI and MTSS Model a d the discrepancy model -
Answers -RTI: otherwise known as response to intervention. This is a process for
students who may struggle in some aspects of school and they follow certain steps to
see where they need to be placed in school. There are three tiers to this model which
are important to follow as you evaluate the progress of the students.
MTSS Model: This stands for multi-tierred systems of support. RTI is a process that falls
under the umbrella. It involves a lot of people on a team such as the principal, teacher.
sped teacher, pathologist, parent, psychologist, and many more. It helps kids to look for
resources, and therapists was one that stood out to me. Nicole said in her presentation
last week that "It starts with figuring our who to talk to" and that is so important.
Discrepancy Model: This is a model similar to the bell curve and it shows learners
based on their IQ achievement. This shows a lot of failing and struggling kids and is a
very old model that not a lot of people use today.
Describe Tier 1 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and the progress monitoring for this level) -
Answers -This tier involves a whole group of kids, and they can last anywhere from 90-
180 minutes it really depends on the student and the circumstance. This group shows
proficiency and shows who will move on to tier two and who does not need to move on.
Describe Tier 2 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and progress monitoring for this level) -
Answers -This tier can be known as the intervention tier. It can last from about 6-8
weeks for students and they usually happen in smaller groups so that students can get
the attention they need. Sometimes they can go up to 4 times a week for just about 20-
30 minutes a day. This can be with a sped teacher or with a sped department head.
Describe Tier 3 of RtI/MTSS (include the focus of instruction, who provides the
instruction, who receives the instruction, and progress monitoring for this level) -
Answers -This tier can be referred to as the intensive tier. This group of kids have
shown from tier 2 to need a little bit more extra one on one help and need time to finish
their work correctly. This occur most likely everyday for about 30 minutes to maybe an
hour. It includes a lot of independent work for the child so they can learn to work out
things on their own. It is also important to keep in mind that just because a child maybe
fall under tier 3 of the RTI/MTSS model, this does not always classify them as Special
Education.
, One advantage of the RTI/MTSS Model is... - Answers -This process helps kids to learn
their full potential and to get the extra bit of help that they may need. It is really accurate
in the statistics that may come out of it. I know from working at an elementary school, I
have seen kids flourish from their RTI meetings because they are able to build that
confidence in themselves and to realize that they can do hard things and that just
because they may need that extra support and help does not make their knowledge and
learning any less than those not in the program.
LIST and EXPLAIN the 5 parts of effective, explicit instruction. - Answers -1- Clear
explanation of the objective. This is where you explain what will be taught and what is
expected of the students. Students should be able to restate lesson back to you as you
explain it. Make sure to use teacher enthusiasm and to make it super clear, clarity is so
important for young kids. State the purpose of why they will be learning whatever it is
they are learning.
2. Modeling the process. (I do) Be brief, don't be too wordy, kids will zone out. Make
sure to think out loud and let them in on all your secrets on how you do the assignment.
Uses phrases like "I do" and just first person language in general. Show examples, and
use your teacher voice, be enthusiastic and fun, don't talk in such a way that students
start to daze off.
3- Guided practice. Let the student show some sense of independent. Let them work on
their own and walk around the class, and make sure to give corrective feedback where
needed. It gives them an opportunity to show you how responsible they can be. Still
make sure that you are actively seeking to help them where needed.
4- Independent practice. (You do) This is the final goal of instruction where students
show you their mastery of the learning objective. This one is students working more on
their own compared to the group that we were working in before.
5- Assessment. (Progress monitoring) This is where students are tested to see their
knowledge on the subject and how well they understood the objective and content.
There are two type of assessment, informal and formal. Informal could be anything from
a thumbs up to a poll from the class. Formal tends to be more like a quiz, exam, or
essay.
Define Isolating - Answers -The ability to hear and recognize sounds in words. A good
way to help students learn to hear the sounds is to use visuals. You can do beginning,
middle, or end sounds, all will work the same.
Define Blending - Answers -this is the ability to recognize all the isolated sounds and put
them together to make a word. This is a very auditory skill for students to have. You
need to model and example blends in your class, speak out loud with them until they
become familiar with all the sounds and what word they create.
Define Segmenting - Answers -this is the division of sentences into words, compound
words into component words, words into syllables, syllables into onset and rime, and
finally, words into phonemes. A great exercise to go along with this idea is to use the
