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Instructional Interventions Quiz

Rigor; 5-3-20; research-based?
Efficacy
Effective
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?
RTI
PBIS
Which system involves academic interventions?
RTI
PBIS
Student learning levels:
Where is SPED in MTSS?
Who can assess with CBM?
Teachers
Int. Specialists
Designated staff
Parents
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
Efficacy
Effective
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:
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