Special Education Chapter 5 Schoolwide Systems Support Multiple Choice Tier Threetiered Model Typically Considered Comprehensive

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Chapter 5: School-wide Systems of Support

Multiple Choice

1. Tier 1 of a three-tiered model is typically considered to be comprehensive support that will

adequately meet the needs of what percentage of students?

A. 80%

B. 15%

C. 5%

D. 95%

2. What percentage of students are initially served in Tier 1 of a three-tiered model of

prevention?

A. 80%

B. 100%

C. 75%

D. 15%

3. Which of the following percentage breakdowns represents the breakdown of students whose

needs are met in the primary, secondary, and then tertiary levels of prevention in a three-

tiered model of prevention?

A. 80/15/5

B. 85/10/5

C. 75/20/5

D. 60/30/10

4. A three-tiered model of prevention depends on ________ in order to function as designed.

A. teacher opinions

B. reviewing relevant literature

C. student opinions

D. data

5. Effective support teams have all of the following characteristics EXCEPT:

A. Effective teams have a shared mission

B. Effective teams have a clear purpose

C. Effective teams have specific roles for each member

D. Effective teams appoint an administrator to lead decision-making

6. With respect to behavior, this tiered intervention model is one of the most widely known and

utilized school-wide systems.

A. Response to Intervention

B. School-wide Positive Behavioral Interventions and Supports

C. Ci3T

D. Multi-tiered Systems of Supports

7. With respect to academics, this tiered intervention model is one of the most widely known

and utilized school-wide systems.

A. Response to Intervention

B. School-wide Positive Behavioral Interventions and Supports

C. Ci3T

D. Multi-tiered Systems of Supports

8. This school-wide tiered system integrates academic and behavioral supports.

A. Response to Intervention

B. School-wide Positive Behavioral Interventions and Supports

C. Ci3T

D. Multi-tiered Systems of Supports

9. Which school-wide multi-tiered system incorporates academics, behavior, and

social/emotional supports?

A. Response to Intervention

B. School-wide Positive Behavioral Interventions and Supports

C. Ci3T

D. Multi-tiered Systems of Supports

10. The main goal of a tier 1 intervention in the SW-PBIS model is to ________ problem

behaviors.

A. correct

B. prevent

C. understand

D. identify

11. Tier 1 SW-PBIS instruction and supports are:

A. Universal

B. Targeted

C. Individualized

D. Minimal

12. When implementing SW-PBIS, a team, in concert with input from school personnel, families,

and students, identifies ________ to ________ behavioral expectations for all students.

A. 7 to 9

B. 5 to 7

C. 3 to 5

D. 1 to 2

13. Which of the following is a step that school communities would NOT likely take to

implement developed behavioral expectations?

A. Clearly define behavioral expectations.

B. Teach behavioral expectations.

C. Frequently acknowledge appropriate behaviors.

D. Punish students who do not comply with expectations.

14. At which tier would a Functional Behavioral Assessment (FBA) most likely be considered in

an SW-PBIS model?

A. Tier 1

B. Tier 2

C. Tier 3

D. FBAs are included in all tiers of the SW-PBIS model.

15. Response to Intervention originally became a strategy for identifying students who may

qualify for which disability category?

A. Specific Learning Disability

B. Emotional Disturbance

C. Intellectual Disability

D. Speech or Language Disorders

16. The primary requirement for tier 1 in the Response to Intervention model is that all students

have access to:

A. Academic interventions

B. Academic modifications

C. Research-based instruction

D. Extra classroom supports

17. This tiered model aligns academic and behavioral instruction and supports delivered in both

SW-PBIS and RTI.

A. Multi-tiered Systems of Support

B. Ci3T

C. School-designed systems

D. SWIFT

18. ________ is defined as “implementing practices and policies that help students and adults

acquire and apply knowledge, skills, and attitudes that enhance personal development, social

relationships, ethical behavior, and effective, productive work.”

A. Response to Intervention

B. Social-emotional learning

C. Positive Behavior Intervention and Supports

D. Ci3T

19. In the Ci3T model, just as in the SW-PBIS model, a(n) ________ approach to behavior is

embraced.

A. manipulative

B. punishment

C. corrective

D. instructional

20. The ________ is another example of how schools combine the features of school-wide

systems to target multiple, interrelated areas related to learning and progress in the general

education curriculum, particularly for the benefit of students with disabilities.

A. SWIFT

B. FAST

C. FBA

D. BIP

21. What process is used to determine when and how all students will receive Tier 2 and Tier 3

supports in school-wide systems of supports?

A. Team meetings

B. Progress monitoring

C. IEP meetings

D. Administrative decision-making process

22. In a tiered model of instruction, which process occurs before instruction is delivered in order

to obtain data for use in identifying factors likely to predict whether a student will make

progress in school without support or whether the student may need additional support.

A. Progress monitoring

B. Parent meetings

C. Screening

D. Administrative review

23. Which of the following would NOT be an appropriately stated behavioral expectation in the

SW-PBIS model?

A. Respect yourself

B. Respect others

C. Be safe

D. Do not place your hands on your neighbor

24. Which of the following is an example of a Tier 2 intervention in the SW-PBIS model?

A. Check in/check-out (CICO)

B. Differentiated instruction

C. Universal Design

D. Suspension

25. At which tier in multi-tiered systems should a leadership team be established?

A. Tier 1

B. Tier 2

C. Tier 3

D. Leadership teams are not a key component of multi-tiered systems.

26. At which tier in the SW-PBIS process are Functional Behavioral Assessments (FBAs) first

introduced?

A. Tier 1

B. Tier 2

C. Tier 3

D. FBAs are not a part of the SW-PBIS process.

27. What is the purpose of an FBA?

A. The purpose of an FBA is to collect data in the tier 1 phase of SW-PBIS.

B. The purpose of an FBA is to understand a student’s academic areas of concern.

C. The purpose of an FBA is to determine why students are engaging in particular

behaviors.

D. The purpose of an FBA is to collect data used to move students into special education.

28. This tool for data-based decision making and teaming is used to help educators collect and

organize data at the student, classroom, and school levels.

A. SWIS

B. MTSS

C. RTI

D. SW-PBIS

29. The general education classroom setting would be considered which tier in the RTI process?

A. Tier 1

B. Tier 2

C. Tier 3

D. The general education setting is not a part of the RTI model.

30. A student who is struggling with reading comprehension has been identified for additional,

more targeted small group supports. In which tier of the RTI model is this student most

likely being served?

A. Tier 1

B. Tier 2

C. Tier 3

D. This would not be a concern addressed in the RTI model.

Praxis style questions

1. Alex is a second grade student who is falling behind his peers in regards to reading

comprehension. His teachers have collected data at the Tier 1 level and decided that he needs

further support beyond a well-differentiated learning environment. Alex has no behavioral

concerns to note. Which tiered system of support is Alex a part of at this time?

A. RTI

B. SW-PBIS

C. Ci3T

D. MTSS

2. Keona is a fourth grade student who performs at or above grade level in each academic area.

However, Keona has significant behavioral concerns. After analyzing the data, her teachers

moved her from Tier 1 to Tier 2 in order for her to receive smaller group oriented behavioral

interventions. Still, Keona is experiencing significant challenges and her teachers have

decided it is time to move her to Tier 3 for more individualized intervention and the

completion of an FBA. Which tiered system of support is Keona a part of at this time?

A. RTI

B. SW-PBIS

C. Ci3T

D. MTSS

3. Rebekah is a seventh grade student who has experienced both academic and behavioral

difficulties throughout her school career. She also struggles with issues related to emotional

regulation. Rebekah’s teachers have included her in a comprehensive tiered model that

addresses academic, behavioral, and socio-emotional concerns. Which tiered system of

support is Rebekah a part of at this time?

A. RTI

B. SW-PBIS

C. Ci3T

D. MTSS

Short Answer

1. Briefly explain the difference in focus of SW-PBIS and RTI.

2. Briefly explain the unique feature of Ci3T.

3. Explain the binding characteristic of all tiered models.

4. Explain the percentage breakdown of tiered systems.

5. Why is progress monitoring an important feature of tiered systems?

Essay

1. Describe why multi-tiered systems require a team approach to decision-making.

2. All tiered models share a focus on fluidity between tiers. Explain this concept.

3. While focus varies among models, explain the three foci of school-wide systems.

4. Provide an example of positively stated behavioral expectations.

5. Explain how school-wide systems of supports help to include students with disabilities.

Chapter 5: School-wide Systems of Supports

Multiple Choice

Praxis

Short Answer

Essay