SPED Final Exam (Part 3) Mastery Pack: RTI Framework (Tier I, II, III) Interventions & Specialist Roles, Curriculum-Based Measurement (CBM) vs Curriculum-Based Assessment (CBA), Universal Screening & Progress Monitoring Strategies, Discrepancy Analysis vs

SPED Final Exam (Part 3) Mastery Pack: RTI Framework (Tier I, II, III) Interventions & Specialist Roles, Curriculum-Based Measurement (CBM) vs Curriculum-Based Assessment (CBA), Universal Screening & Progress Monitoring Strategies, Discrepancy Analysis vs RTI Identification Models, Absolute Change & Percent Change Calculations, Reliable Change Index & Data Interpretation, Intervention Effectiveness Measurement, Baseline vs Intervention Performance Analysis, Small Group Instruction & Tier II Support, Tier III Intensive Interventions & Transition Decisions, Differentiated Instruction Techniques, IDEA 2004 Compliance Requirements, Special Education Eligibility Criteria, Classroom Data-Driven Decision Making, Behavioral Goal Tracking & Visual Trend Analysis, Academic & Behavioral Progress Evaluation, Instructional Adaptations & Modifications, Evidence-Based Intervention Strategies, Student Performance Monitoring Systems, General vs Special Education Collaboration Exam Questions Verified and Provided with Complete A+ Graded Answers Latest Updated 2026 Which of the following is an example of a measure that would provide detailed information regarding a student's response to instruction? a. universal screening b. student journal entry c. standardized assessment d. curriculum-based measurement d. curriculum-based measurement Tier III interventions in the RTI model are typically delivered by what type of school personnel? a. specialists b. paraeducators c. parent volunteer d. general education teacher a. specialists This process was used to identify students with disabilities by comparing a student's cognitive ability with his or her academics achievement to determine if a significant difference between the two exists. a. response to intervention b. progress monitoring c. universal screening d. discrepancy analysis d. discrepancy analysis Which of the following measurement methods compares a baseline performance with performance at the end of an intervention period? a. reliable change index b. percent of non overlapping data points c. absolute change d. percent change c. absolute change This measure uses the mean of the baseline and compares it with the mean of the intervention. a. absolute change b. cut-off point c. reliable change index d. percent change a. absolute change This provides information about all the students in the general education classroom to determine if any are at risk or are below the level of expected performance for their grade. a. universal screening b. curriculum-based measures c. progress monitoring d. curriculum-based assessment a. universal screening Within the RTI framework, this allows decisions to be made about when a student's current educational program needs to be changed through ongoing data collection. a. curriculum-based measure b. curriculum-based assessment c. universal screening d. progress monitoring d. progress monitoring Margot is experiencing difficulty with decoding using the general education curriculum so the reading specialist began to provide services for her in a small group in the classroom to provide more intensive practice. At what level of the RTI model is Margot being served? a. general education classroom b. Tier I