D232 Special Education
Methods & Instruction |
Study Guide, Practice
Questions & Exam
Review
|Guaranteed success|
,What are the six key characteristics of progress 1. Brief formative assessments
monitoring tools? 2. Reliable and valid and evidence based
3. Repeated measures that have alternate forms and are comparable in
difficulty, conceptualization, and capture student ability
4. Measure age-appropriate outcomes
5. Provide continuous feedback to both students and the teacher concerning
learning success and challenges
What are the six major steps and effective progress 1. Continue progress monitoring and analyzing
monitoring? 2. Analyze results and make instructional decisions
3. Collect and share data
4. Plan for data collection and review
5. Determine expected rate of progress
6. Select a measurement tool
True or false - progress monitoring provides data and true - a review her progress monitoring data tells the IEP team about the
information to adjust specially designed instruction to student rate of progress in response to specially designed instruction
accelerate student progress.
True false - gathering progress monitoring data is false - graphing progress monitoring data provide solid information and results
optional because a little information is revealed by the that is easily share with students parents teachers and administration.
graph.
true or false - curriculum based measurements (CBMs) true - curriculum based measurement provide an easy and quick method to
are short term, repeated and directed assessments of gathering student progress and measure a short term gains in specific
targeted skills. academic skills, such as reading fluency, maths fluency, reading
comprehension, letter identification, and math computation, etc.
True or false - progress monitoring provides long-term False. Progress monitoring tools are formative assessments and should be used
summative results. to adjust instruction.
What are the features that progress monitoring must 1. Progress monitoring is conducted in all tiers of instruction
employ to be effective within the context of response 2. Progress monitoring measures are based on and directly relevant to the
to intervention? curriculum, as well as the grade level and tier level of response to intervention
3. In order to facilitate data collection measures must be easy to administer and
effective
4. Results should be displayed in a manner that makes interpretation simple and
efficient, for example, in charts or line graphs
5. Rules for decision-making must be determined for all aspects of progress
monitoring data, including cut scores for level or performance score, slope or
change in performance overtime, and percentage of mastery
6. Cut scores in decision rules must have a clear rationale
7. Progress monitoring measures must be collected frequently enough to
informed instructional and placement decisions. Frequency of administration
may differ across different tiers, and guidelines for these should be specified.
8. Results of progress monitoring, although important should be considered
only one of several sources that inform instructional decision making
,In response to intervention, what is the purpose of tier Tier 1: The whole classStudents in this tier may work in small groups. Teachers
1? do their best to give the kids teaching that fits their skill levels and how they
learn best. However, there's not always time to give kids individual attention.
In response to intervention, what is the purpose of tier Tier 2: Small group interventionsKids who aren't making progress in Tier 1 will
2? get Tier 2 help. This usually means small group lessons two to three times a
week, using methods that are proven to work. It can also mean special
teaching. Educators call this help “interventions.”
In response to intervention, what is the purpose of tier Tier 3: Intensive interventionsThis is the most intense level of RTI. Tier 3 can
3? mean small group work, or it can mean individual lessons. Most kids who get
this support still spend a lot of their day in a general education classroom.
, What are the 3 to 4 tiers is used in the model of The number of tiers used in a culturally responsive literacy instruction model
culturally responsive literacy instruction when with Response to Intervention (RTI) for diverse students can vary depending on
employing response to intervention for students from a the specific framework and program adopted. However, most frameworks fall
diversity of backgrounds? within the range of 3 to 4 tiers, with variations in their focus and intensity of
support. Here's a breakdown of the common tiers:
Tier 1: Universal Screening and Core Instruction:
All students receive high-quality core literacy instruction aligned with grade-
level standards.
This tier emphasizes differentiation and culturally responsive practices within
the classroom setting.
Regular progress monitoring helps identify students who might need additional
support.
Tier 2: Targeted Small Group Intervention:
Students who show mild to moderate needs receive targeted small-group
instruction focused on specific reading or writing skills.
Culturally responsive assessments and instructional materials are used to
address individual needs and learning styles.
Frequent progress monitoring ensures timely adjustments and continued
progress.
Tier 3: Intensive Individualized Intervention:
This tier provides intensive, individualized support for students with significant
needs.
Instruction is highly targeted and specific to individual learning gaps and
cultural contexts.
Frequent progress monitoring and collaboration with specialists occur to
adjust interventions and maximize effectiveness.
Optional Tier 4: Specialized Instruction:
Some frameworks include a fourth tier offering specialized instruction for
students with complex learning disabilities or who require specialized services.
This tier may involve collaboration with additional specialists and intensive
interventions tailored to specific needs.
Important points to note:
The transition between tiers is based on data-driven decision-making, ensuri
What are the special features of the three tiers of Tier 1: Whole Class Instruction: This is the core level for all students, using
instruction in RTI? research-based teaching methods tailored to the grade level. Individualized
attention may be limited, but progress is monitored.
Tier 2: Small Group Interventions: Students requiring additional support
receive targeted instruction in small groups (5-8 students) based on specific
needs.
Tier 3: Intensive Interventions: This level provides highly individualized and
intensive support for students with significant learning difficulties. It may
involve individual lessons, specialized programs, or even special education
evaluations.
Methods & Instruction |
Study Guide, Practice
Questions & Exam
Review
|Guaranteed success|
,What are the six key characteristics of progress 1. Brief formative assessments
monitoring tools? 2. Reliable and valid and evidence based
3. Repeated measures that have alternate forms and are comparable in
difficulty, conceptualization, and capture student ability
4. Measure age-appropriate outcomes
5. Provide continuous feedback to both students and the teacher concerning
learning success and challenges
What are the six major steps and effective progress 1. Continue progress monitoring and analyzing
monitoring? 2. Analyze results and make instructional decisions
3. Collect and share data
4. Plan for data collection and review
5. Determine expected rate of progress
6. Select a measurement tool
True or false - progress monitoring provides data and true - a review her progress monitoring data tells the IEP team about the
information to adjust specially designed instruction to student rate of progress in response to specially designed instruction
accelerate student progress.
True false - gathering progress monitoring data is false - graphing progress monitoring data provide solid information and results
optional because a little information is revealed by the that is easily share with students parents teachers and administration.
graph.
true or false - curriculum based measurements (CBMs) true - curriculum based measurement provide an easy and quick method to
are short term, repeated and directed assessments of gathering student progress and measure a short term gains in specific
targeted skills. academic skills, such as reading fluency, maths fluency, reading
comprehension, letter identification, and math computation, etc.
True or false - progress monitoring provides long-term False. Progress monitoring tools are formative assessments and should be used
summative results. to adjust instruction.
What are the features that progress monitoring must 1. Progress monitoring is conducted in all tiers of instruction
employ to be effective within the context of response 2. Progress monitoring measures are based on and directly relevant to the
to intervention? curriculum, as well as the grade level and tier level of response to intervention
3. In order to facilitate data collection measures must be easy to administer and
effective
4. Results should be displayed in a manner that makes interpretation simple and
efficient, for example, in charts or line graphs
5. Rules for decision-making must be determined for all aspects of progress
monitoring data, including cut scores for level or performance score, slope or
change in performance overtime, and percentage of mastery
6. Cut scores in decision rules must have a clear rationale
7. Progress monitoring measures must be collected frequently enough to
informed instructional and placement decisions. Frequency of administration
may differ across different tiers, and guidelines for these should be specified.
8. Results of progress monitoring, although important should be considered
only one of several sources that inform instructional decision making
,In response to intervention, what is the purpose of tier Tier 1: The whole classStudents in this tier may work in small groups. Teachers
1? do their best to give the kids teaching that fits their skill levels and how they
learn best. However, there's not always time to give kids individual attention.
In response to intervention, what is the purpose of tier Tier 2: Small group interventionsKids who aren't making progress in Tier 1 will
2? get Tier 2 help. This usually means small group lessons two to three times a
week, using methods that are proven to work. It can also mean special
teaching. Educators call this help “interventions.”
In response to intervention, what is the purpose of tier Tier 3: Intensive interventionsThis is the most intense level of RTI. Tier 3 can
3? mean small group work, or it can mean individual lessons. Most kids who get
this support still spend a lot of their day in a general education classroom.
, What are the 3 to 4 tiers is used in the model of The number of tiers used in a culturally responsive literacy instruction model
culturally responsive literacy instruction when with Response to Intervention (RTI) for diverse students can vary depending on
employing response to intervention for students from a the specific framework and program adopted. However, most frameworks fall
diversity of backgrounds? within the range of 3 to 4 tiers, with variations in their focus and intensity of
support. Here's a breakdown of the common tiers:
Tier 1: Universal Screening and Core Instruction:
All students receive high-quality core literacy instruction aligned with grade-
level standards.
This tier emphasizes differentiation and culturally responsive practices within
the classroom setting.
Regular progress monitoring helps identify students who might need additional
support.
Tier 2: Targeted Small Group Intervention:
Students who show mild to moderate needs receive targeted small-group
instruction focused on specific reading or writing skills.
Culturally responsive assessments and instructional materials are used to
address individual needs and learning styles.
Frequent progress monitoring ensures timely adjustments and continued
progress.
Tier 3: Intensive Individualized Intervention:
This tier provides intensive, individualized support for students with significant
needs.
Instruction is highly targeted and specific to individual learning gaps and
cultural contexts.
Frequent progress monitoring and collaboration with specialists occur to
adjust interventions and maximize effectiveness.
Optional Tier 4: Specialized Instruction:
Some frameworks include a fourth tier offering specialized instruction for
students with complex learning disabilities or who require specialized services.
This tier may involve collaboration with additional specialists and intensive
interventions tailored to specific needs.
Important points to note:
The transition between tiers is based on data-driven decision-making, ensuri
What are the special features of the three tiers of Tier 1: Whole Class Instruction: This is the core level for all students, using
instruction in RTI? research-based teaching methods tailored to the grade level. Individualized
attention may be limited, but progress is monitored.
Tier 2: Small Group Interventions: Students requiring additional support
receive targeted instruction in small groups (5-8 students) based on specific
needs.
Tier 3: Intensive Interventions: This level provides highly individualized and
intensive support for students with significant learning difficulties. It may
involve individual lessons, specialized programs, or even special education
evaluations.
