Term
| Response to Intervention is a set of regulations under what act? |
|
Definition
| Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) |
|
|
Term
| Discrepancy Model means waiting for |
|
Definition
| a two-year discrepancy between students' measured reading achievements and their expected reading achievements. AKA Waiting to fail. |
|
|
Term
| RTE consists of 3 components: |
|
Definition
Universal screening for the early identification of students at risk of struggling in reading
Provision of tiers of instruction ranging from the general education program to intensive intervention,sometimes in special education
Continuous monitoring of student progress |
|
|
Term
| An IEP includes the 7 elements: |
|
Definition
Current levels of educational performance
Annual goals and short term objectives
Explanation of the need for special education and related services
Explanation if the child cannot be mainstreamed in the general education classroom
Description and schedule of special education services provided
Assessment of student progress, included needed accommodations |
|
|
Term
|
Definition
| the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) which was carefully aligned with provisions of NCLB (NEA 2004). |
|
|
Term
| IDEIA provides alternate ways for identifying |
|
Definition
|
|
Term
| Under IDEIA, identified students must |
|
Definition
| meet the same state standards as all other students, including ELL students, with some exceptions for students with severe cognitive disability. |
|
|
Term
| Under IDEIA, special education teachers are now required to be |
|
Definition
|
|
Term
| RTI is a process that further refines IDEA with an assessment of the effectiveness of |
|
Definition
| a scientific, research based intervention in improving an identified child's academic performance. |
|
|
Term
| RTI identify 8 areas of low achievement, 6 in language arts. |
|
Definition
| oral expression, listening comprehension, basic reading skill, reading fluency skill, and reading comprehension |
|
|
Term
| K-3 students are screened to determine |
|
Definition
| if they are at risk of not meeting prescribed benchmarks |
|
|
Term
| If students do not meet benchmarks after scientifically valid interventions are applied |
|
Definition
| the RTI models provide for interventions in small groups to provide additional assistance |
|
|
Term
| RTI is designed to identify |
|
Definition
| learning disabilities and ensure identified students receive appropriate instruction |
|
|
Term
| Recommended principles of RTI |
|
Definition
Preventing problems
emphasizing increasingly differentiated and intensified instruction or intervention
informing literacy instruction meaningfully through assessment
ensuring strong collaboration among literacy professionals and cooperation among parents, teachers and students
Providing for a comprehensive systematic approach to assessment and instruction for all students and teachers
providing instruction from well prepared teachers |
|
|
Term
|
Definition
| the general education program and all students |
|
|
Term
| Effective core reading instruction in grades K-5 includes |
|
Definition
| pnonemic awareness and phonics instruction, fluency instruction, vocabulary instruction and comprehension instruction. |
|
|
Term
Tier-Two is Small Group Intervention
Standard treatment call for |
|
Definition
| tutoring in small groups using an evidence-based approach. Focus is on accelerating reading growth so that students can catch up and progress monitoring for 6-8 weeks is recommended |
|
|
Term
Tier three
Intensive Intervention includes |
|
Definition
| validated treatment protocols along with progress monitoring and diagnostic assessment |
|
|
Term
| The two approaches for implementing RTI are |
|
Definition
Interactive Strategies Approach
Comprehensive Intervention Model |
|
|
Term
| Interactive Strategies Approach (ISA)is based on 5 major principles |
|
Definition
Vygotskian perspective
Not permitting disengagement or lack of participation
setting high expectations
interface between classroom and support services
planning for success |
|
|
Term
|
Definition
Motivating to read and write/enjoyable
Alphabetics
Word learning
Vocabulary
comprehension |
|
|
Term
| Comprehensive Intervention Model has 4 tiers: |
|
Definition
Tier 1:Core classroom program with grouped differentiated instruction
Tier 2: small group instruction with intervention dependent on child's needs.
Tier 3 Reading Recovery in 1st grade and reserach based intervention
Tier 4 Intensive specialized education after services in tiers 1 - 3. |
|
|
Term
| RTI assessment is designed to provide |
|
Definition
| information to help teachers and school districts meet the needs of individual students at risk of failure in literacy. |
|
|
Term
| Curriculum-Based Measurement (CBM), or benchmark assessment is used as the term for |
|
Definition
| universal screening that takes place in the regular classroom Tier 1 general education program. |
|
|
Term
|
Definition
| a very thorough process that is used with students who fail to reach the cut score in Tier 1 assessment. |
|
|
Term
|
Definition
| regular and systematic assessment of the trajectory of student gains in all tiers. Mazes (modified cloze tests) are often used to check progress in reading comprehension. |
|
|
Term
| Evidence based literacy programs for Tier 2 and 3 are |
|
Definition
Leveled Reader's Theater (Benchmark)
Peer-Assisted Literacy Strategies (PALS) Series, Read Naturally, Reading Recovery |
|
|
Term
| Important principles that serve to strengthen programs of intervention |
|
Definition
| Page 34 of Understanding Reading Problems |
|
|
Term
| Members of the RTI team and their Roles |
|
Definition
| Page 35 of Understanding Reading Problems |
|
|
Term
| RTI in middle and High school |
|
Definition
| page 36 and 37 of Understanding Reading Problems |
|
|
Term
| English Language Learners and RTI |
|
Definition
| page 37-39 of Understanding Reading Problems |
|
|
