D005
Which teacher statement represents the teacher's perception of the paraeducator's efficiency and effectiveness? -"Well, this is most likely going to be a challenge. This will require a bit of work." -"As an experienced and highly qualified teacher, I guess it wouldn't hurt." -"Having another professional will make instruction and learning more efficient." -"The need for a paraeducator is required for students with severe disabilities."
"Having another professional will make instruction and learning more efficient."
What is the taxonomy of intervention intensity? -A method for choosing an intensive intervention that is molded to fit a student's individualized need. -An approach that alters intervention intensity based on whole-class needs. -A method for choosing curriculum for a classroom of students. -An approach that helps create differentiated lesson plans.
A method for choosing an intensive intervention that is molded to fit a student's individualized need.
A teacher wants to use an activity to demonstrate further learning but does not have much experience with the implementation of the activity. The teacher asks the paraeducator for input and discovers that the paraeducator has high familiarity with the activity instead. How should the teacher respond in this scenario? -Ask if the paraeducator would be comfortable leading with the teacher's assistance. -Explain to the paraeducator that a teacher is required to lead all activities in the classroom. -Request the the paraeducator gather all information for the activity. -Consider an alternative option that will avoid the use of the paraeducator being involved.
Ask if the paraeducator would be comfortable leading with the teacher's assistance.
An effective instructional feedback has positive and meaningful, or relevant, information for the student. If students know what is expected from them to master a concept, they can also explain what they need to do. Which strategy would provide the teacher a way to engage feedback with the student? -Have the student buddy up with another struggling student -Restate the incorrect answers of the student to mirror -Ask all students to stop working once they have 50% correct -Ask questions to clarify the student's tasks and to check for accuracy
Ask questions to clarify the student's tasks and to check for accuracy
Which procedure will provide enough data to initiate any instructional changes, if needed, when calculating a student's progress? -Calculating rate of progress after a minimum of 8 weeks -Calculating performance level after a minimum of 3 weeks -Calculating the result of a commercially available assessment -Calculating students' self-assessed data points after 10 days
Calculating rate of progress after a minimum of 8 weeks
Which distinct components should Tier 2 progress monitoring include in comparison to Tier 1 monitoring efforts? -Students are provided specific Tier 2 measurements -Data is charted into graphs for visual self-assessment -Data is collected more frequently and over a longer period -Students are grouped and re-grouped after a shorter time
Data is collected more frequently and over a longer period
Mrs. Phan has a Tier 2 intervention reading group with four students. After a reading achievement test, one of the students is still not making gains so Mrs. Phan intensified the intervention with additional time spent on reading skills for this student. Which best describes the intervention that Mrs. Phan used? -Tier 2 intervention -Data-based intervention and individualization -Tier 1 intervention -Special education testing
Data-based intervention and individualization
Which teacher activity from the self-regulation strategy development model provides instructional information to decide how students are assigned an academic task? -Holding a 1:1 conference with parents regarding their student -Asking students to complete the academic task first -Developing background knowledge through classroom discussion -Modeling the academic task in entirety before students begin
Developing background knowledge through classroom discussion
In Mr. Costa's language arts classroom, Oliver is often off-task during lecture. Mr. Costa asks Oliver to stay after class and discusses what behavioral improvements he wishes to see from Oliver in the future. Which strategy for individual cases is Mr. Costa using? -Direct appeal -Consequences -Rewards -Proximity
Direct appeal
During Mr. Kalani's language arts class, he acts out the dramatic parts of important plays the students are learning. He wears partial outfits and uses dramatic voices. Which SCREAM variable is Mr. Kalani implementing with his students -Clarity -Maximized engagement -Redundancy -Enthusiasm
Enthusiasm
Based on earlier learning assessments of several students, a teacher implements self-talk as a strategy for these students. The teacher demonstrates this technique continually across different lessons. Which stage of the self-regulation strategy development model is the teacher conducting for these students? -Establishing independent practice -Promoting different learning styles -Remembering the students' tasks -Providing required accommodations
Establishing independent practice
Ms. Garcia has a student that struggles to maintain attention in class for more than a few seconds to a minute. To help this student stay focused, Ms. Garcia or a classroom aide sits one-on-one and provides edible reinforcers to help this child stay focused. Which strategy is Ms. Garcia and her aide utilizing? -Modification -Peers to promote attention -Self-monitoring -Extreme attention deficit strategy
Extreme attention deficit strategy
When is it appropriate to provide feedback to students during explicit instruction, whether they have accurately mastered a concept or if they are struggling? -Feedback should be provided in a note to parents -Feedback needs to be administered immediately -Feedback is provided before the start of a lesson -Feedback can be shared after successful gain
Feedback needs to be administered immediately
Prior to the class field trip, Mrs. Phan reminds her students, "When we arrive at the museum, remember to use the polite behaviors we practiced in class last week. If you need help in the museum, what will you ask?" Which strategy is Mrs. Phan reviewing with her students? -Modeling -Generalized practice skills -Self-awareness -Self-regulation
Generalized practice skills
All the students in a class are attempting to learn a new concept that is inadvertently a higher-order cognitive task in which the teachers did not anticipate. It is causing difficulty in completing worksheets accurately. Which method should a co-teaching classroom use to remedy the situation? -Identify the learning issues and implement an alternative teaching set up -Re-teach the concept repeatedly until all students acquire understanding -Select typically higher achieving students to assist in co-teaching the concept -Eliminate the concept and materials from the lesson plan and continue onward
Identify the learning issues and implement an alternative teaching set up
Ms. Kalani uses imagery to help students learn the size of animals. She has posters hung in the classroom that compare the size of a human with other animals. Which strategy is Ms. Kalani utilizing with imagery? -Accommodation -Improving memory -Using technology -Minimizing distractions
Improving memory
What is the purpose of explicit instruction in classrooms? -It provides a clear, rich, and detailed lesson planning of curricular activities. -It provides a holistic, systematic, and purposeful scaffolding of teaching. -It provides an unambiguous, structured, and logical process of teaching content. -It provides an engaged, distinct, and balanced guided demonstration of skills.
It provides an unambiguous, structured, and logical process of teaching content.
Ms. Sousa prompts students weekly with previously learned information to ensure students are retaining academic information. Which strategy is Ms. Sousa frequently implementing? -Accommodation reviews -Modification reflection -Material reviews -Schedules of reinforcement
Material reviews
A teacher introduces and reminds students of cognitive strategies they have been using and learning. Which technique can cement the students' ability to recall the strategies properly? -Assess it -Discuss it -Memorize it -Model it
Memorize it
Which component of the self-regulation strategy development model is reflected by teaching students rehearsal strategies to use for mastering larger concepts? -Showing types of optional strategies -Discussing student practices -Managing sequence of tasks -Memorizing bits of information
Memorizing bits of information
Ms. Sousa works with her students on developing a better understanding of how memory works and how to improve memory. Which memory aspect is Ms. Sousa working on with her students? -Short-term -Metacognition -Episodic -Everyday
Metacognition
Ms. Patel approaches her history lessons by first teaching the students what she learned in her history courses and then explaining current views of history. Ms. Patel believes this will help to demonstrate how views of history can change over time. Which strategy should Ms. Patel more closely consider? -Metamemory -Student interest -Accommodation -Minimizing interfering information
Minimizing interfering information
Ms. Sousa avoids colorful language when emphasizing key information for her students. Which strategy is Ms. Sousa implementing? -Student interest -Using technology to improve memory -Minimizing interfering information -Metamemory
Minimizing interfering information
Which component of the self-regulation strategy development model would be used to provide explicit instruction of how to plan and evaluate one's own learning? -Model it -Assess it -Practice it -Support it
Model it
What do teachers need to provide that supports the scope of explicit instruction for students to acquire new content optimally? -Embed pop quizzes into the lesson and afterward -Ask students to brainstorm like content -Use paraeducators to co-teach parts of the lesson -Multiple and varied ways to respond and engage with content
Multiple and varied ways to respond and engage with content
For learning basic letter formation, Mrs. Garcia has her students 'sky write' with their fingers. Then they use their fingers to write on their tables, and finally write with a writing implement on paper. Which strategy is Mrs. Garcia implementing with her students? -Mastery of relevant skills -Generalized practice -Multiple examples of stimulus -Indiscriminable contingency
Multiple examples of stimulus
George Madison Elementary School has a special education classroom that focuses on daily living skills. This week, the class will take a field trip to the local grocery store to complete shopping tasks and money management. Which reinforcement skill is being demonstrated in the scenario? -Collaboration -Team teaching -Natural environment education -Prioritize instruction
Natural environment education
Which co-teaching option is appropriate to use if only one teacher is familiar with a specific technique to solve a math equation? -Station teaching -Parallel teaching -One teaches, one assists -Use a new equation
One teaches, one assists
In a general education classroom that has two co-teachers, a student with a mild learning disability struggles with completing timed keyboarding exercises successfully. Which approach would allow the teachers to collect data to support the student? -Parallel teach keyboarding -One teaches, one observes -Team teaching -Both alternate 1:1 assistance
One teaches, one observes
Part of teacher management of the classroom and of students' time spent working and learning is being able to organize lesson plans that promote this dynamic. Which underlying principle of explicit instruction can teachers use to create these positive learning spaces? -Monitor and observe students during quiet time -Optimize engaged time and time on task -Employ paraeducators to assist struggling students -Establish learning groups of specific parts of the lesson
Optimize engaged time and time on task
Ms. Sousa pairs students who struggle with attention with a student from the class who does not have attention struggles. Which strategy is Ms. Sousa implementing within her classroom? -Break-up to promote attention -Modification to promote attention -Self-awareness to promote attention -Peers to promote attention
Peers to promote attention
Ms. Phan works with a small group of students with significant delays in mathematics. She noticed they lack confidence in their ability to be successful in this academic area. Ms. Phan has added more affirmations and is now providing more frequent rewards for successes. Which memory precondition is Ms. Phan addressing? -Metamemory -Student interest -Positive feelings toward content -Distraction-free environment
Positive feelings toward content
Which classroom task would it be appropriate for a teacher to request of a paraeducator who has years of experience, a college degree, and range of education-related skills? -Teach if lesson plan is concise, implement curricular tasks, follow IEP mandates -Provide 1:1 instruction, implement behavior plan, deliver curricular modifications -Complete instructional plans, teach adapted content from IEP, update quiz scores -Co-teach familiar content, issue curricular modifications, provide learning goals
Provide 1:1 instruction, implement behavior plan, deliver curricular modifications
Ms. Turray makes sure to walk through all aisles and around all students while conducting lecture. This is to ensure all students are on-task and attentive. What strategy is Ms. Turray implementing? -Consequences -Rewards -Proximity -Direct appeal
Proximity
Mr. Patel implemented an intensive reading intervention for a Tier 2 student. The student did not make meaningful gains so Mr. Patel changed the reading materials and added a reading intervention to improve the outcome. Which classification applies to the changes Mr. Patel implemented? -Quantitative changes: instruction dosage and instruction environment -Mixed method changes: instruction time and instruction delivery -Tier change: From Tier 2 to individualized, or Tier 1 instruction -Qualitative changes: cognitive instruction and instruction delivery
Qualitative changes: cognitive instruction and instruction delivery
Ms. Patel creates social stories for one of her students who needs social interaction support. Ms. Patel and the student act out common social situations to help the student gain more age-appropriate social interactions. What strategy is Ms. Patel using with this student? -Role-play -Modification -Self-awareness -Schedules of reinforcement
Role-play
Students diagnosed with autism spectrum disorder (ASD) often require development of the ability to control themselves and stay focused. Which student-driven strategy addresses this need? -Self-monitoring -Self-esteem -Direct consequences for attention -Peers to promote attention
Self-monitoring
Which memory type involves understanding concepts about the world? -Episodic -Everyday -Semantic -Long-term
Semantic
Which approach would enable a teacher to plan instruction well while working effectively and efficiently with a paraeducator? -Assign the paraeducator to a variety of students with both general education modifications and special education -Request the paraeducator to select which activities, student management, and instructional work preferred -Use the paraeducator once per week to facilitate small group activities with all students -Set aside time to get to know the skills, strengths, experiences, and comfort level of the paraeducator
Set aside time to get to know the skills, strengths, experiences, and comfort level of the paraeducator
Which co-teaching model supports small teacher-to-student ratio throughout a lesson? -One teach, one assist -One teach, one observe -Station teaching -Team teaching
Station teaching
Which of the following is a description of how effective the intervention should be for a student in achieving a learning goal? -Strength -Dosage -Alignment -Comprehensiveness
Strength
Before each lesson, Mr. Sousa passes out outlines of the lesson and reviews it with the class. Which SCREAM variable is Mr. Sousa demonstrating by reviewing the outline? -Redundancy -Enthusiasm -Appropriate rate -Structure
Structure
For her students with attention-deficit/hyperactivity disorder (ADHD), Ms. Costa provides outlines that have the main points of the lesson highlighted. Which SCREAM variable is Ms. Costa implementing? -Clarity -Redundancy -Structure -Enthusiasm
Structure
Which strategy for improving attention involves limiting direct instruction and has students engage in activities? -Break-up activities -Movement activities -Student activities -Modification activities
Student activities
Which level of feedback would be appropriate to provide for a partially incorrect summary of a recent political event from a student? -Have the student articulate verbally what steps are accurate -Substantive with clarifying statements and questions -Simple with leading comments and questions -Simple with yes-and-no questions of the event
Substantive with clarifying statements and questions
Which teaching strategy incorporates structure, clarity, redundancy, enthusiasm, appropriate rate, and maximized engagement variables? -Team teaching -Kinesthetic teaching -Systematic teaching -Game-based teaching
Systematic teaching
Which scenario is an example of systematic instruction? -Reminding students of the days of the week daily -Having students work in small groups on late homework -Demonstrating all required steps in the full lesson first -Teaching lessons and activities in a logical fashion
Teaching lessons and activities in a logical fashion
Which co-teaching method could general and special education teachers employ with the whole class to introduce and model how metacognition works while reading? -Parallel teaching: One models reading behavior with students of IEPs, while the other models with rest of class. -One assist, one teaches: One models reading behavior to the whole class, while the other works quietly 1:1 with students with IEP. -Team teaching: One models reading behavior aloud, while the other provides instruction of concepts on board. -Station teaching: Both teachers periodically rotate stations that include reading behavior tasks, which students practice.
Team teaching: One models reading behavior aloud, while the other provides instruction of concepts on board.
A teacher is working with a new paraeducator who has minimal experience in a classroom setting. Which factors must the teacher consider when planning? -The level of detail that should be shared with the paraeducator -The appropriateness of including the paraeducator initially -The amount of information and training the paraeducator needs -The technical contribution the paraeducator can provide
The amount of information and training the paraeducator needs
Which type of feedback should be given when students respond incorrectly during a check-for-understanding question? -The feedback is direct. -The feedback is intensive. -The feedback is informative. -The feedback is constructive.
The feedback is constructive.
When providing feedback to students throughout a new lesson on solving long division, some students become confused and frustrated despite the feedback provided by the teacher. What level of explicit feedback does the teacher need to consider in this scenario to ensure students are receiving appropriate instructional guidance to complete their task? -The feedback is specific and corrective -The feedback is up to student interpretation -The feedback is as complex as the upcoming test -The feedback is highly verbal and talkative
The feedback is specific and corrective
Teachers at a school want to be effective at identifying when instructional changes are needed for a student with a suspected educational disability. What needs to be ensured when conducting progress monitoring? -The student is accurately placed in the correct classroom -The teachers of the classroom are highly qualified educators -The measurement is related to the curriculum being taught -The classroom is environmentally conducive to the student
The measurement is related to the curriculum being taught
Mrs. Thomas worked with a student that has reading comprehension intervention supports. This student was unsuccessful in small group intervention, fell further behind, and was very discouraged with school, so Mrs. Thomas planned to further individualize instruction for this student with one-on-one supports and other more intensive interventions. Which intervention label supports Mrs. Thomas's plan? -Special education testing -Tier 1 -Tier 3 -Universal screening
Tier 3
In which scenario would using drill and practice be appropriate to promote learning of specific skills? -Timed multiplication and division problems -Writing a new short story in 25 minutes -Listing algebraic order of operations quickly -Reading and answering aloud passages
Timed multiplication and division problems
What is the scope and intent of Tier 3 instruction? -To provide teacher and parent-based instruction to move back to Tier 2 -To provide intense, individualized instruction over a longer period -To provide skills and subskills training to make up for low scores -To provide intermittent coaching to self-regulate learning and mastery
To provide intense, individualized instruction over a longer period
In which scenario would it be appropriate to provide instructional support to students with mild learning disabilities in a co-teaching classroom using parallel teaching? -To match peers with one level between them to read to each other -To identify how many students will need explicit 1:1 reading tutoring -To diversify and expose students to multiple types of readers and skills -To support readers with different levels of fluency and comprehension
To support readers with different levels of fluency and comprehension
Mrs. Williams has a student with dyslexia who is struggling to effectively implement context clues while reading text. Mrs. Williams has provided this student with a digital highlighter to help define unknown words. Which strategy is Mrs. Williams utilizing with this student? -Long-term memory -Minimizing interfering information -Using technology to improve memory -Clustering and organization
Using technology to improve memory
A teacher needs to determine whether students are benefitting and responding well to Tier 1 instruction. Which teacher-related component needs to be evaluated prior to making instructional changes? -Whether instruction has 1:12 teacher-to-student ratio or less -Whether instruction is high quality and scientifically-based -Whether instruction is research-based and accessible -Whether instruction has various curriculum-based probes
Whether instruction is high quality and scientifically-based
Which factor does a teacher need to consider when determining the level of direct supervision of paraeducator? -Whether the paraeducator is accurately trained and knowledgeable -Whether the paraeducator is fully trained in risk management strategies -Whether the paraeducator has suitable coursework in special education -Whether the paraeducator has experience with diverse working styles
Whether the paraeducator is accurately trained and knowledgeable
