1. General
Universal
Level
Targeted
Level
Intensive
Level
Bonus 1 1 1 1 1
1-1
2-1
3-1
4-1
5-1 2 2 2 2 2
1-2
2-2
3-2
4-2
5-2 3 3 3 3 3
1-3
2-3
3-3
4-3
5-3 4 4 4 4 4
1-4
2-4
3-4
4-4
5-4 5 5 5 5 5
1-4
2-4
3-4
4-4
5-4

2. Response to Intervention (RtI)
1-1
_____ practices are implemented with fidelity to create a unified system of support that promotes achievement for all students.
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Response to Intervention (RtI)
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3. 1-3
Allocation of staff is ________ across educational roles in response to availability and expertise.
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flexible
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4. Positive Behavioral Intervention & Supports (PBIS)
1-4
_________is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. It is a process that is consistent with the core principles of RtI.
Positive Behavioral Intervention & Supports (PBIS)
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5. 1-2
__________ __________ is a systematic process for assessment of all children within a given grade, school building, or school district on critical academic and/or social–emotional skills. It yields data to make decisions about needed enhancements in the core curriculum, instruction and/or educational environment and about which students may need additional assessment and/or supplemental or intensive intervention and instruction beyond what is provided through core programming. It is typically done two (but sometimes three) times per year. .
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Universal Screening
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6. Response to Intervention is a special education reform.
1-5
True or False.
Response to Intervention is a special education reform.
False
RtI is education reform!
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7. This is called the Universal Core Program.
2-1
The Universal Level provides a coherent and viable core curriculum that embeds ongoing monitoring for ____ students.
ALL
This is called the Universal Core Program.
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8. Differentiated Instruction
2-2
This is the process of designing lesson plans that meet the needs of the entire range of learners in the classroom; such planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences.
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Differentiated Instruction
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9. 2-3
True or False.
One of the most important steps a school can take to improve its core program is providing accommodations for any student that may need them, providing differentiated instruction and small, flexible group activities.
TRUE
The Universal Core program must include a component that specializes instruction and learning based on individual needs and groups’ disparate needs.
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10. 2-4
True or False.
Schools are encouraged to apply universal screening (for all students) through assessment measures two to three times a year
True
Screenings should be used to guide our core instruction and preventative interventions for students.
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11. 2-5
Our Core Universal Program should meet the needs of ____ of our students.
80%
A school that has significantly less than 75% of its students at or above grade-level proficiency has a universal core program problem, not an intervention problem.
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12. 3-1
True or False.
Targeted interventions are supports that augment the universal core program. They are often implemented in small-group but may be individualized.
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True
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13. At the targeted level, instruction _________ the core instruction.
3-2
At the targeted level, instruction _________ the core instruction.
supplements
The non-responders from the Universal Level are focused on.
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14. The RtI Team is a problem-solving group of school professionals that:
3-3
The RtI Team is a problem-solving group of school professionals that:
Assess concerns about referred students
Review base-line data that has been collected
Set projected outcomes & methods for progress monitoring
Design specific intervention plans
Reviews & monitors intervention plans
All of the above
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f) All of the above

15. 3-4
This is always part of the targeted level to assure that the intervention is meeting the identified student need.
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Progress Monitoring
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16. 3-5
True or False.
Students can receive targeted interventions in place of the universal core program.
False
Targeted interventions should not supplant the core curriculum but instead should supplement it. Students should not miss the core instruction but instead receive support in addition to this instruction.
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17. During the Intensive Level, this may need to happen more often
4-1
During the Intensive Level, this may need to happen more often
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Progress Monitoring
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18. The intensive level is only special education.
4-2
True or False.
The intensive level is only special education.
False (Tier 3 is the most intense level of intervention provided to students in general education.)
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19. 4-3
An intensive intervention is highly _________, structured and explicit instruction in an area of identified need.
individualized
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20. The inability to close the gap may indicate a need for ________.
4-5
The inability to close the gap may indicate a need for ________.
Referral to the
EVALUATION TEAM
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21. DAILY
DOUBLE
4-4
Increased interventions take place when _______, _________, and/or ________ increase.
Intensity, frequency
and/or duration
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22. 5-1
True or False.
The outcome and intent of RTI is identification, and therefore special education remains its own entity that "occurs" subsequent to "trying RTI."
False (There are two overarching goals of RTI.  The first is to deliver evidence-based interventions and the second is to use students’ response to those interventions as a basis for determining instructional needs and intensity. Special education eligibility decisions can be a product of these efforts, but is not the primary goal.)
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23. RTI is a dramatic redesign of general and special education.
5-2
True or False.
RTI is a dramatic redesign of general and special education.
True
General and special education both require change. RtI supports the reform needed if schools are going to make AYP targets and meet the needs of all students.
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24. Universal Core Curriculum
5-3
___________ is a basic course/program of study deemed critical and usually made mandatory for all students of a school or school system. It is often instituted by curriculum committees or curriculum task force committees, supporting requirements set by the state department of education. It must be scientific and research-based.
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Universal Core Curriculum
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25. Steps of the ________ _________ ______ Identify the problem
5-4
Steps of the ________ _________ ______
Identify the problem
Analyze why the problem is happening
Develop a plan
Implement a plan
Evaluate a plan
Problem Solving Process
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26. 5-5
True or False.
Students can move back and forth across the levels of universal, targeted and intensive.
True
Students should move across the levels based on their success (response) or difficulty (minimal response) at the level where they are receiving intervention, i.e., according to their documented progress based on the data.
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