Chapter 2 Test Bank:
Response to Intervention: Developing Success for All Learners
2.1 This model is used for screening and the data source helps facilitate identifying students who need
special education service.
a. RTI
b. LRE
c. IEP
d. MFE
2.2 In many cases students who were assessed as being low in both ability and achievement did not
qualify for special education services unless they were cognitively delayed. What are two of the
difficulties identified by the authors in this process?
a. Over reliance on teacher recommendation and testing by school psychologist
b. Over reliance on IQ measures and the requirement to wait for a discrepancy between IQ and
achievement
c. Over reliance on parent input into child’s and IQ measures
d. Over reliance on teacher input and IQ measures
2.3 After the reauthorization of IDEA in 2004 and with the recommendation to use RTI, determining
eligibility for specific learning disabilities the LEA (Local Education Agency)
a. Is required to use the severe discrepancy between achievement and intellectual ability
b. Is not required to consider a severe discrepancy between achievement and intellectual ability
c. May use a process that determines if a student responds to scientific , research-based intervention
as part of the evaluation
d. B and C
2.4 In the past when students were struggling and there was not enough of a discrepancy between their
achievement and ability the prevailing model was called
a. Wait for help.
b. Wait and hope.
c. Wait to fail.
d. Wait it out.
2.5 Since with RTI students are screened early and their progress in being assessed frequently to see they
are making adequate progress RTI is often referred to as a
a. Probation model
b. Prevention and intervention model
c. Adequate yearly progress model
d. Multifactored evaluation model
2.6 Vaughn and Klingner (2007) note that over 30 years the field of learning disabilities has had many
challenges related to definition and identification. Which of the following is one of those challenges?
a. Questionable procedures for determining learning disabilities that emphasized IQ achievement
discrepancy and processing disorders
b. Objectivity in student referral with heavy weighting from teachers’ and others’ perceptions
c. An identification process that provides too much information to guide instructional decision
making
d There were no real challenges facing children with learning disabilities
2.7 Which of the following is one of the three initiatives that led to the eventual use of RTI?
a. State and local governments required the use of interventions before identification.
b. President’s Commission on Excellence in Special Education held public hearings about special
education.
c. The governors of every state held a national conference on the need for early identification of
students with learning disabilities.
d. The federal government instituted NCLB to combat over identification of persons with learning
disabilities.
2.8 In 2004, based on the three initiatives preceding RTI, Congress passed what act?
a. Education of All Handicapped Children Act
b. Elementary and Special Education Act
c. Individuals with Disabilities Education Improvement Act
d. Individuals with Disabilities Education Act
2.9 Even though there are multiple frameworks for the implementation of RTI what is one of the critical
components that all agree are essential for RTI?
a. Only select students should be receiving interventions.
b. Every student should meet the same criteria to receive intervention.
c. Screening and progress monitoring should only be for those identified with a disability.
d. Implementation of effective classroom instructional practices so all students have an opportunity
to learn (Tier 1).
2.10 Which of the following in one of the key components of RTI models?
a. They implement non-research based instruction matched to the students needs
b. They implement high-quality, research-based instruction matched to the needs of the students
c. They implement high-quality, research-based instruction matched to the needs of the teacher
d. They implement fair-quality, researched based instruction to match the needs of the students
2.11 This process is essential to effectively implement RTI as it allows stakeholders to determine the
rate of growth students are making and determine if additional intervention is needed.
a. Progress monitoring
b. Tier 1 intervention
c. Tier 2 intervention
d. Tier 3 intervention
2.12 In RTI this term represents the level of intensity of instruction that is provided to student(s).
a. Supplement
b. Dual discrepancy
c. Tier
d. Progress monitoring
2.13 Which of the tiers of intervention in RTI is being utilized if the general education teacher is
providing evidence-based instruction to all students in the class?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
2.14 Which of the tiers of intervention in RTI is being utilized if the general education teacher is
providing evidence-based instruction to those students who are not making adequate progress in tier
1?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
2.15 Which of the tiers of intervention in RTI is being utilized for those students who continue to
experience difficulties and show minimum progress during secondary interventions?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
2.16 In this tier students who are receiving special education services may be provided intervention
that can occur individually or in small groups.
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
2.17 When implementing interventions in an RTI model which treatment protocol uses the same
empirically validated treatments for all children with similar problems and does not differ from child
to child?
a. Standard treatment protocol method
b. Problem-solving model
c. Tertiary interventions
d. Both standard treatment and problem-solving methods
2.18 When using the problem-solving method in RTI what are the steps the teacher would follow?
a. Analyze the problem, define the problem, develop the plan, implement the plan, and evaluate the
plan
b. Define the problem, analyze the plan, evaluate the plan, develop the plan, and implement the plan
c. Analyze the problem, define the problem, implement the plan, develop the plan, and evaluate the
plan
d. Define the problem, analyze the problem, develop the plan, implement the plan, and evaluate the
plan
2.19 Teachers of English Language Learners (ELL) who are implementing RTI approached must
determine what two things about their ELL students?
a. How well they read in their primary language and in English
b. Instructional approaches that work well for the student in their primary language and English
c. Students’ knowledge and skills in their primary language and understanding their performance in
their second language (English)
d. Students writing ability in their primary language and in English
2.20 Working with families and notifying them about their child’s progress in the RTI is essential.
Which of the following does the Council for Exceptional Children suggest schools do to inform
parents of their child’s participation in the RTI process?
a. Provide families by phone calls regarding the intervention plan
b. Describe the RTI process
c. Obtain consent after the RTI process is completed with the child
d. Provide families with bi-annual updates on their child’s progress
2.21 This process involves administering the same test to all students to determine who is likely to be
at risk for academic difficulties.
a. RTI
b. Universal design
c. Universal screening
d. Informal assessment
2.22 Which of the following is role the special education teacher plays in the multi-tiered RTI
process?
a. Collaborating with the general education teachers and providing consultation services
b. Working with only the children with special needs in a resource room
c. Offering intensive interventions to all students
d. Helping Tier 3 students with access to special education curriculum
2.23 When using the data collected from the RTI process the focus should be to
a. Develop a list of concerns for the special education teacher to correct.
b. Develop a profile that includes information about the child’s strengths and areas of need.
c. Develop a comprehensive list of further evaluations to be conducted on the child.
d. Develop a profile to address only the strengths of the child.
2.24 As teachers you may teach in a school where RTI is being utilized. What percentage of the
students would typically require Tier 2 or Tier 3 interventions?
a. 10 to 20 percent
b. 15 to 20 percent
c. 40 to 50 percent
d. 20 to 40 percent
2.25 When delivering secondary interventions to students how much time per week might you be
required to intervene with these students?
a. 1–2 time per week for 5 minutes a day
b. 2–3 times per week for 10 minutes or more
c. 3–5 times per week for 20 minutes or more
d. .5 times a weeks for 30 to 60 minutes
Fill-in-the-Blank Questions:
2.26 ____________________ is the most current model for screening students and using their data
source to facilitate identifying students who need special education services.
2.27 Since the Learning Disability category was established it has seen a more than _________
percent increase.
2.28 The three initiatives that set the stage for changes in how we think about students with
disabilities and setting the stage for RTI are:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
2.29 ______________________ is a set of layers of instruction that increase the intensity based on
how well students are succeeding in a less intensive instructional format.
2.30 _____________________ is essential to effective implementation of RTI because it allows key
stakeholders to determine the rate of growth students are making and determine whether additional
intervention is needed.
2.31 As part of RTI _________ represent the level of intensity of instruction provided to a student or
group of students.
2.32 In Tier 1, _______________________ provide ______________________ instruction to all
students in the class.
2.33 ________________________ is provided for those students who are not making adequate
progress in Tier 1.
2.34 ________________________ is provided to those students who continue to experience
difficulties and show minimum progress during secondary or _____________ interventions.
2.35 In the __________________________the same empirically validated treatments are used for all
children with similar problems and the protocol does not differ from child to child.
2.36 Even though there is no single accepted model for RTI identify and briefly explain the four key
components that are commonly included in RTI models. Be sure you list the components and provide
a brief explanation of each.
2.37 When implementing RTI interventions the educator can choose from two models. Choose one of
the two models and briefly explain how the model you have chosen would be used with children in
your classroom. Please be sure to include the steps you would use with the model you have chosen.
a. Define what the terms responders and non-responders to intervention means
and then provide an example of each of the terms in your answer.
b. If you had a child in your classroom who was classified as an English
Language Learner (ELL) who is receiving intervention in the RTI process
what information would you include in a written intervention plan as outlined
by the National Center for Learning Disabilities? In your response include at
least five of the nine components that are included in the written intervention
plan.
c. Explain what is meant by the term “with–in child factors.” What does the
term mean? What is the importance of these factors related to RTI?
CHAPTER 2
Multiple Choice: