D005 Considerations for Instructional Planning
Test Questions with Answers Graded A+
1. How can a teacher determine if a student's problem is resolved as a
result of the tier 3 interventions? Collect data on the targeted student
outcomes
2. Which grouping type scenario aligns with expected parameters of
tier 2 instructional approaches? One instructor with 2-5 students by same slop
scores
3. While providing tier 3 interventions, which data collection approach
should be used to ensure alignment of data results? Continue to plot data
using the measures from tiers 1 and 2
4. Mr Patel is reflecting on the effectiveness of reading fluency
interventions he implemented for a struggling student.
Which area of taxonomy is Mr Patel reflecting upon?: Strength
5. Mr Sousa US History class has students who are frequently disruptive
at the beginning of the lesson. A student with an emotional disability often
becomes upset because she cannot focus on the lessons of her co-
teacher, Mr Lee. Which co-teaching instructional approach would support
the student and address the behavior of the other students?: One teach,
one assist
6. Which method allows for one teacher to observe a student and
record behavioral data while the other focuses on teaching content?: One
teach one observe
7. Sensitvity: Identifying students who are at risk for academic difficulties in
the area being measured
8. Specificity: Students who perform acceptably on the measures are
unlikely to have academic problems in that area
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12
, D005 Considerations for Instructional Planning
Test Questions with Answers Graded A+
9. Cut scores: Performance score
10. Slope: Change in performance over time
11. Fidelity of implementation: The degree to which instruction is delivered
in the way it was intended
12. Direct Assessment Measures: Checklists of intervention components
conduct- ed by a qualified person to observe classroom procedures
13. Indirect methods of fidelity assessment: Teacher self reports of
implemen- tation more general rating scales, teacher interviews, and
permanent products of teacher and student work
14. Tier 1 of RTI: Differentiated instruction methods are implemented by the
class- room teacher and monitored through a variety of assessments.
Curriculum-based measurements (CBM), like DIBELS for reading skills can help
teachers to determine if students are making adequate progress
15. Tier 2 of RTI: targeted interventions
All students are frequently monitored to assess whether they are progressing in
the general education classroom. Flexible grouping options can target areas of
weakness for specific students who need more time or alternative approaches to
master and apply new strategies.
16. Tier 3 of RTI: intensive interventions and comprehensive evaluation
Students are frequently measured for progress and alignment to their specific
short term and long term academic goals. The frequency and intensity of the
interventions are increased and often involve either collaboration or support, or
both, from related specialists.
2/
12
Test Questions with Answers Graded A+
1. How can a teacher determine if a student's problem is resolved as a
result of the tier 3 interventions? Collect data on the targeted student
outcomes
2. Which grouping type scenario aligns with expected parameters of
tier 2 instructional approaches? One instructor with 2-5 students by same slop
scores
3. While providing tier 3 interventions, which data collection approach
should be used to ensure alignment of data results? Continue to plot data
using the measures from tiers 1 and 2
4. Mr Patel is reflecting on the effectiveness of reading fluency
interventions he implemented for a struggling student.
Which area of taxonomy is Mr Patel reflecting upon?: Strength
5. Mr Sousa US History class has students who are frequently disruptive
at the beginning of the lesson. A student with an emotional disability often
becomes upset because she cannot focus on the lessons of her co-
teacher, Mr Lee. Which co-teaching instructional approach would support
the student and address the behavior of the other students?: One teach,
one assist
6. Which method allows for one teacher to observe a student and
record behavioral data while the other focuses on teaching content?: One
teach one observe
7. Sensitvity: Identifying students who are at risk for academic difficulties in
the area being measured
8. Specificity: Students who perform acceptably on the measures are
unlikely to have academic problems in that area
1/
12
, D005 Considerations for Instructional Planning
Test Questions with Answers Graded A+
9. Cut scores: Performance score
10. Slope: Change in performance over time
11. Fidelity of implementation: The degree to which instruction is delivered
in the way it was intended
12. Direct Assessment Measures: Checklists of intervention components
conduct- ed by a qualified person to observe classroom procedures
13. Indirect methods of fidelity assessment: Teacher self reports of
implemen- tation more general rating scales, teacher interviews, and
permanent products of teacher and student work
14. Tier 1 of RTI: Differentiated instruction methods are implemented by the
class- room teacher and monitored through a variety of assessments.
Curriculum-based measurements (CBM), like DIBELS for reading skills can help
teachers to determine if students are making adequate progress
15. Tier 2 of RTI: targeted interventions
All students are frequently monitored to assess whether they are progressing in
the general education classroom. Flexible grouping options can target areas of
weakness for specific students who need more time or alternative approaches to
master and apply new strategies.
16. Tier 3 of RTI: intensive interventions and comprehensive evaluation
Students are frequently measured for progress and alignment to their specific
short term and long term academic goals. The frequency and intensity of the
interventions are increased and often involve either collaboration or support, or
both, from related specialists.
2/
12
