Data-Based Individualization for Tier III Support

Evaluation & Quiz


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


After completing this form, you will receive emails depending on your answers in the quiz section. If you complete the quiz with 10 out of 13 questions correct you will be emailed a PDF version of your personalized CDE Clock Hour Certificate which will grant you three (3) hours of recertification credit. If you do not pass the quiz, you will receive an email with feedback and a link to try again. Please note that emails may take up to 60 minutes to arrive. To ensure you receive the email please add the domain "Smartsheets.com" to your safe senders list.


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

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Webinar Evaluation

I was directed to take this course by a supervisor or director.*
The content of this webinar aligned with my professional goal.*
I learned strategies that I can implement immediately with my students:*
I will use this information to modify and individualize my interventions..*

Quiz Questions

If you pass the Knowledge Check with 10 of 13 questions correct, you will receive an email with a link to a personalized certificate. If you do not pass the Knowledge Check, you will receive an email with some feedback and a link to try again. Emails can take up to 60 minutes to arrive; thank you for your patience. Be sure to add the domain "smartsheets.com" to your safe senders list.

1. Data Based Individualization is a process used:*
2. DBI fits within MTSS layered continuum of sports as:*
3. A validated intervention is often known as:*
4. True/False: In order to implement DBI correctly, a school needs to buy a validated intervention program.*
5. When evaluating the validated intervention, educators should consider the following dimensions:*
6. True/False: Progress monitoring assessments should be brief, repeated measures that measure age-appropriate outcomes.*
7. A baseline is:*
8. True/False: Using a benchmark to set a goal may not be appropriate or feasible for students performing far below grade level.*
9. True/False: All progress monitoring should always be done at grade level.*
10. When using the RIOT/ICEL matrix, why should we examine ICE before examining the learner?*
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:*
12. The purpose of measuring fidelity is to:*
13. To measure fidelity, there are two broad categories. They are:*
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