Reference no: EM133486677

Question

1. What are the hallmarks of Multi-Tiered Systems of Support (MTSS)?

a) Collaboration, parent communication, differentiated instruction, and school-wide interventions

b) Communication, use of data, standards-based instruction, and proactive targeted interventions

c) Increased administrative engagement, use of data, standards-based instruction, and proactive interventions

d) Collaboration, use of data, differentiated instruction, and proactive targeted interventions

e) Standards-based instruction, data collection, targeted instruction, and proactive communications

2. What two programs does MTSS bring together to support the whole child?

a) Response to Intervention and Internal data and Proactive Behavioral Interventions and Supports

b) Reasonable Instruction and Intervention and Proactive Behavioral Intentional Support

c) Response to Indications and Intervention and Positive Behavioral Inclusion Systems

d) Response to Instruction and Intervention and Positive Behavioral Interventions and Supports

e) Reply to Instruction and Intervention and Positive Behavioral Intention and Standards

3. In what ways can inclusive academic instruction support MTSS?

a) Provide inclusive academic instruction, inclusive behavioral instruction, and inclusive social-emotional instruction.

b) Provide frequent assessments, direct interventions and supports, ongoing parental communication; and develop a guideline to implement curriculum with universal design for learning.

c) Provide universal academic supports, supplemental instruction, limited interventions; and content developed based on individual assessments.

d) Provide universal academic supports, supplemental interventions and supports, intensified interventions and supports; and develop a guideline to implement curriculum with universal design for learning.

e) Provide academic supports based on state standards, supplemental interventions and supports, intensified interventions and supports; and develop guideline to implement curriculum with universal design for learning.

4. How does MTSS break down student support?

a) Universal support for the school site, supplemental support for classrooms, and intensified support for a few locations with struggling populations

b) Universal support for all special education students, supplemental support for students requiring intervention, and intensified support for a few students

c) Universal support for all students, supplemental support for some students, and intensified support for a few students

d) Universal support for all teachers, supplemental support for some students, and intensified support for a few students

e) Universal support for all students, limited support for excelling students, and intensified support for students identified by low test scores

5. What skills does a school staff bring to a Multi-Tiered System of Support?

a) School staff utilize comprehensive and well-functioning data systems to inform decisions regarding student needs and ensure effective implementation.

b) School staff utilize consistent communications to enlist the support of parents and the broader community.

c) School staff utilize data systems to assess students and evaluate the success of local programs.

d) School staff utilize locally created materials and standards-based assessments to implement successful programs.

e) None of the above