Beliefs on RTI Scale Document

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“Beliefs on RtI Scale” Activity
Adapted from http://floridarti.usf.edu
1.
2.
3.
4.



In the first box, make some notes regarding RtI in your school. Use the prompts as a guide.
In the second box, respond to the five Belief statements. Use the following scale:
Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA).
DISCUSS your responses as a group. On which Belief statements do you agree? What evidence do
you have to support your response? On what items do you disagree? Why?
Summarize your discussion in the third box.
What attempts at early intervention
do we utilize?
What happens to students with severe
problems (academic & behavioral)?
What data do we collect? Why?
Prevention activities and early intervention
strategies in schools would result in fewer
referrals to problem-solving teams and
placements in special education.
SD
D
N
A
SA
The “severity” of a student’s academic or
behavioral problem is determined not by how far
behind or how inappropriate the student is in
terms of performance, but by how quickly the
student responds to intervention.
SD
D
N
A
SA
Using student-based data to determine
intervention effectiveness is more accurate than
using only “teacher judgment.”
SD
D
N
A
SA
Evaluating a student’s response to intervention is
a more effective way of determining what a
student is capable of achieving than using scores
from “tests” (IQ/Achievement test).
SD
D
N
A
SA
Graphing student data makes it easier for one to
make decisions about student performance and
needed interventions.
SD
D
N
A
SA
Strengths of our Beliefs on RtI:
Challenges in our Belief on RtI:
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