1) What does the acronym MTSS mean? a) Must Teach Several Students b) Multi Teaching Systems for Students c) Multi-Tiered Systems of Support d) Many Tamales with Salsa and Sour Cream 2) Who should get Tier I instruction? a) Students with an IEP b) Students receiving Interventions  c) Students in the MTSS process d) All of the above 3) According to Child Find, who is qualified to identify, locate and evaluate students who may have a disability? a) SpEd/504 team b) Teachers c) Administration team d) Only a and b e) Intervention team f) The parents tell you if their child has a disability 4) When implementing an intervention for a student with a deficit, I should see improvement immediately! a) True b) False 5) I am doing an intervention, but finding it challenging to implement because I bit off more than I can chew. I can go to my MTSS lead and change the intervention. a) True b) False 6) A student with an IEP for math must go through the MTSS process if we suspect they may need reading services. a) True b) False 7) The MTSS process is for academics only! a) True b) False 8) Which of the following represents doing MTSS with integrity/fidelity? a) I forgot about doing interventions until the day before the meeting. Then, implementing it to provide feedback. b) Implementing interventions consistently, recording data, and progress monitoring. c) Ignoring the whole process. It's an extra thing to do that I don't have time for right now. d) Sporadic interventions with minimal tracking and record keeping. 9) What documentation should you bring to your MTSS meeting? a) Just the MTSS teacher input form that I filled out 2 minutes before the meeting. b) I didn't have time to document, but I know in my heart that this student needs help. c) Only the parent input form. d) Thorough data with interventions, benchmark/test scores, teacher input, parent input, peer comparisons, attendance records, etc 10) Which one lists the correct order for the Tier I MTSS process?  a) Identify a problem, analyze the reason for the problem, implement intervention, evaluate effectiveness based upon data, set up initial meeting b) Tell the MTSS pod lead you have concerns about a student, wait for them to provide interventions, have a meeting to discuss concerns c) Identify a problem, set up an MTSS meeting, analyze why the problem is happening, implement ongoing intervention d) What is MTSS? 11) If I have students with speech concerns, I can skip MTSS and go directly to the speech therapist for support.  a) True b) False 12) What are some Occupational Therapy concerns I could identify as a teacher? a) What is Occupational Therapy? b) Sensory challenges c) Cognitive functioning like executive functioning d) Speech and Language concerns e) Physical difficulties like fine motor skills 13) If I suspect a child has speech concerns, what documentation MUST I have before the school speech pathologist can do a screener?  a) Consent from the IEP team b) Consent from parents c) Consent from administration d) Screeners can be administered without any consent. 14) What items must I include when documenting the interventions I am doing with students? a) Date b) The students' response to interventions (results) c) I do not have to document, you can trust I did it!  d) The content I taught, or the accommodations I provided 15) What happens if my student has been in MTSS for a year, she was tested, but did not qualify for an IEP? a) She is capable to do her work without support. b) The test is wrong! c) She will live in MTSS and requires continued documentation! d) The student will still need support, but extensive documentation is no longer required! 16) Why do we do MTSS?  a) To level the playing field with students b) To provide tools to help all children be successful c) Because administration want me to have one more thing to do!  d) It is just a means to get an IEP or a 504!

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