1. Which of the following is a major component of response-to–
intervention?
2. At which tier of response-to-intervention do teachers provide
opportunities for differentiated instruction with accommodations that
allow all students access to the high-quality instructional and
behavior programs?
3. Which strategy for universal design for classroom management is not
implemented at the primary tier?
4. Which behavior and classroom management strategy is appropriate at
the secondary tier?
5. Which intervention is appropriate at the tertiary tier?
6. Response-to-intervention is used an alternative to the discrepancy
model to identify students with learning disabilities.
7. Continuous progress monitoring is a procedure in which a teacher
gathers information on a student’s behaviors to determine whether
interventions are effective in modifying the behaviors.
8. A student who has a skill deficit has the ability to perform the
appropriate behavior or skill but chooses not to do so.
9. The third tier of response-to-intervention is considered the special
education level.
10. Response-to–intervention is predicated on the belief that students
receive high-quality instruction and effective behavior and classroom
management strategies.
11. Discuss why many educators were concerned about using the
discrepancy model to identify a child as having a specific learning
disability.
12. What are the major components of response-to-intervention?
13. What are the three functions of the primary tier?
14. How does false confidence in the assessment and instructional
practices of RTI affect the educational needs of culturally and
linguistically diverse students?
15. List the essential elements of a successful RTI program.
Correct Answer:
