Data-Based Individualization for Tier III Support

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This quiz covers the material for the "Data-Based Individualization for Tier III Support" on-demand modules.

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If you have any questions please contact: Lauren Gould at Gould_L@cde.state.co.us.

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Quiz Questions

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1. Data Based Individualization is a process used:

a. To individualize intervention for students with persistent needs

b. As a way to provide specially designed instruction

c. A program for students with IEPs

d. Both A and B

2. DBI fits within MTSS layered continuum of sports as:

a. A special education evaluation process

b. A tier 2 program

c. A tier 3 intensive intervention

d. Universal progress monitoring

3. A validated intervention is often known as:

a. Secondary intervention

b. Tier 2 intervention

c. Intervention platform

d. All of the above

4. True/False: In order to implement DBI correctly, a school needs to buy a validated intervention program.

a. True

b. False

5. When evaluating the validated intervention, educators should consider the following dimensions:

a. Strength, dosage, alignment to transfer, comprehensiveness, behavioral or academic support

b. I do, we do, you do

c. Direct instruction, guided practice, progress monitoring, summative assessment

d. All of the above

6. True/False: Progress monitoring assessments should be brief, repeated measures that measure age-appropriate outcomes.

a. True

b. False

7. A baseline is:

a. A student’s lowest score on a diagnostic assessment

b. A line on a graph showing student growth

c. A student’s initial skill level before receiving intervention

d. The lowest score on a grade level achievement test

8. True/False: Using a benchmark to set a goal may not be appropriate or feasible for students performing far below grade level.

a. True

b. False

9. True/False: All progress monitoring should always be done at grade level.

a. True

b. False

10. When using the RIOT/ICEL matrix, why should we examine ICE before examining the learner?

a. Instruction, curriculum and environment are more controllable and changeable than is the learner

b. Understanding the context first can help inform what to assess in respect to the learner

c. You can’t examine RIOT until you understand ICE

d. Both A and B

11. When we look at the total curricular programming across tiers to make sure it’s sufficient for the student’s needs, this is an example of:

a. Alignment

b. Strength

c. Generalization

d. Dosage

12. The purpose of measuring fidelity is to:

a. Measure effectiveness of the assessments

b. Measure teacher effectiveness

c. Measure student performance

d. Measure the extent to which the plan was implemented

13. To measure fidelity, there are two broad categories. They are:

a. Qualitative and quantitative data

b. Direct and indirect assessments

c. Formative and summative assessments

d. Formal and informal data

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