Quiz for… Multitiered System of Reading Instruction
1.) Fill in the blanks. Multitiered systems are organized around levels of ______and ______that are matched to student _____ and based on _____.
2.)The basic principle of a multitiered system of reading instruction is the greater the instructional need of the student,
A.) the less the intensity of the instruction and support.
B.) the greater the intensity of the instruction and support.
C.) the intensity of the instruction and support should not change.
3.) The organizing principle(s) of the public health prevention model is/are
A.) Earlier rather than later
B.) Evidence not opinion
C.) Systems not just classrooms
D.) Each and all students
E.) All of the above
4.) True or False? When instruction in the “literacy diet” is not enough, supplemental or intensive instruction (e.g. iron pill) should take the place of core instruction (literacy diet) when targeting area(s) of need.
5.) True or False? For struggling readers, just making progress isn’t good enough.
6.) Explain the difference between the old educational model and the full continuum of support.
7.) List some differences between tiers.
Answers:
1.) Multitiered systems are organized around levels of instruction and support that are matched to student needs and based on data.
2.)B.) the greater the intensity of the instruction and support.
3.) E.) All of the above
4.) False-be in addition to
5.)True- they need to learn at faster rates than their typical peers to close the gap and reach end of year outcomes
6.)In the past, the old educational model allowed students to “fall through” between tier 1 and 2 (general education and title reading or other reading support) as well as through tier 2 and 3 (reading support and special education). It is not set up to meet the needs of all students and still exists in some schools. A full continuum of support educational system is designed to meet the instructional needs of all students. A continuum of support allows a district to take all the resources (educators, instructional materials, assessments) it has and match level of support for students based on the level of instructional need to so each student can achieve district outcomes. Interventions exist all along the continuum and prevent the students from “falling through” between the tiers.
7.) 1.) who they are intended for (all, some, few) 2.) intensity of need 3.) intensity of instruction 4.) frequency and precision of assessment