Instructional Interventions Quiz

Rigor; 5-3-20; research-based?

Examples of Research-based Interventions

Mastery Level %

Instructional Level %

5 Reasons Students fail

I.C.E.L.

___________ is an in-depth assessment of areas

______________ is a wellness check

Academic failure possible if we don't do anything extra

Screeners are at __________ level throughout year

3 Barriers to Data Systems:

Differences between Tier II and Tier III?

__________ alone can improve performance.

4 Levels of Data Decisions:

What does a Treatment Integrity Reinforcement do?

Going down grade levels to find student's instructional level is:

_______ interventions at Tier II before moving to Tier III

Characteristics of RTI and PBIS:

Which system involves behavioral interventions?

Which system involves academic interventions?

Student learning levels:

Where is SPED in MTSS?

Who can assess with CBM?

Ways to gather data:

Uses of CBM?

PBIS characteristics:

MTSS

2 Practical uses of MTSS:

R-I-O-T Assessment

3 types of Math knowledge:

5 BIG Ideas in Reading:

How often should we gather data?

Reasons students fail:

Dual Discrepancy Model:

Traditional Discrepency Model:

What signifies level of performance?

Learning rate shows:

The difference between 2 groups:

Effect size range:

What uses qualitative and quantitative data?

4 Things PLAAFP tells us:

Small group; whole class; partner pairs

Metacognition is:

What is formative assessment?

85-95% accuracy signifies ____________________

On task behaviors are:

Scaffolding is:

Scaffolding goes from __________ to ___________

What changes the material that is taught to be at different levels:

Sequence is:

Scope is:

4 Elements of Differentiated Instruction:

How to get Reading Comprehension PLoP?

Reding Comprehension metric

How to get Reading Fluency PLoP

Reading Fluency PLoP metric:

What is detecting meaningful change through rigorous methodology; involves SCIENCE?

Evaluation is:

Collecting multiple sources of data to make an informed decision is:

Measurement does what:

Modern Dual Discrepancy Model:

Idea by Fuchs & Fuchs:

______________ detects change in performance

________________ tells us magnitude of change

P-L-A-A-F-P

3 approaches to visual graph analysis:

Formula for Catch-Up goal

What info do you need to move from Tier II to Tier III?

Info needed for catch-up goal?

When to use catch-up goal?

___________ connects PLoP to goal point

5 critical aspects of CBM graphs:

2 ways to determine of a student is making meaningful gains:

ROI as related to CBM:

Ways for students to have EQUAL access to material?

How do we measure PLoP in Written Expression?

Small group work with student roles

How to get PLoP in Math Fluency?

Metric for Math fluency:

Tier III to SPED considerations:

G-A-S

Social validity is ____________ significance

3 ways to analyze baseline & treatment to detect meaningful change:

Feedback to teacher by a peer:

Percentile of Instructional level:

Percentile of Frustrational level:

_______________ if performance is below aimline

_______________ if performance is above aimline

Data you have shows

Aimline shows you:

Problem-Solving Model

P-A-S-S approach

If At Risk, give student ______ more CBMs and take __________ score

CEC classifications tell:

5-3-20 means:

Works for students; no rigor

2 ways to differentiate instruction:

4 elements to avoid fatal flaws:

3 BIG Ideas of RTI

Info needed to move from Tier III to MFE:

Statistical significance: