Gen Ed Access Final
According to the Next Generation Science Standards, the focus of science instruction should support the "Three Dimensions"; ___________, Crosscuttting concepts, & Disciplinary Core Ideas. A. Scientific and Engineering Practices B. Social Studies C. Statistics D. Language & Vocabulary
A
Brian is a student with cerebral palsy, which limits his movement. He is also nonverbal. You would like for him to "read" the repeated story line. What adaptation can you provide so that he can participate? A. Voice output device B. A page turner C. A peer that will talk for him D. The book
A
If you watched a teacher showing students flashcards and asking them to read or point to the word on them, what might you be seeing? A. Sight word identification B. Text comprehension C. Page turning D. Decoding
A
In social studies, Mr. Santiago has asked Jennifer's peer buddy to read the passage to Juliana. The peer buddy will then ask Juliana to identify the main idea from picture symbol options. Juliana has to touch the picture symbol independently to get a high five from her buddy. Does this example show strong instructional alignment? A. Yes, Juliana is independently answering the question showing "student achievement". B. Yes, peer buddies increase social interactions. C. No, Juliana's peer buddy read the passage to her, this is an example of "something else". D. No, a peer buddy is a great strategy for social skills, but doesn't allow for Juliana to show what she knows.
A
Josh has cerebral palsy which limits his movement. He is able to grasp large objects such as a tennis ball. He can recognize his written name. What would be the most appropriate way to allow Josh to label items? A. He may be able to use an adapted name stamp B. Josh won't be able to label his items because he cannot hold a writing utensil C. Josh should be given a writing utensil and allowed to do the best he can with writing his name D. A friend could write Josh's name on items
A
Mrs. Tew is planning a pre writing for the students in her second grade class. She has chosen a topic that she feels will be personally relevant for most students. The topic is pets. What supports can Mrs. Tew put into place for students who do not write in the traditional sense? A. a graphic organizer, photos and picture symbols, sentences to be completed B. pens, pencils, and notebook paper C. paint brushes and construction paper D. a digital recorder
A
My name is Dewey McGee. I love a good game. A good baseball game that it. "What kind of game does Dewy Love?" This is an example of a ________type of question. A. Literal recall B. Application C. Analysis D. Evaluation
A
The "Work-It-Across" strategy is used to align instruction from the general curriculum standards, by: A. developing alternate achievement access points for students on various symbolic levels. B. developing grade-level achievement objectives for all students. C. planning peer supports D. All of the above
A
The last step of the task-analysis for math instruction is one of the most important. After the teacher reads the story, students identify the problem statement, organize facts, and complete the operation, what is necessary for students to "really solve the problem." A. Go back to the problem statement and re-read with the answer. B. Re-read the story, finding the facts. C. Identify if the problem was addition or subtraction. D. Identify what type of math they are using (e.g., algebra, geometry)
A
This format for alternate assessments utilizes a sequential listing of skills, tasks, or activities, requiring the teacher to identify whether students are able to perform them or not, based on teacher recall or observation. Teacher observations comprise the bulk of assessment evidence. A. checklists/rating scales B. performance tasks C. portfolios D. none of the above
A
What can you add to a book to make it easier for students who need physical adaptations to open the book or turn the pages? A. Cut up sponges B. Puff paint C. Texture D. Objects
A
What federal law shifted the focus of education to general curriculum access for students with disabilities? A. IDEA, 1997 B. NCLB, 2001 C. P.L. 94-142, 1975 D. IDEA, 2004
A
What is not a disciplinary standard of social studies? A. Technology B. History C. Civics and government D. Economics
A
What is the primary use of graphic organizers to help students with significant cognitive disabilities during math instruction? A. Organize facts B. Color cues C. Tactile stimulus D. Provide multiplication facts
A
When Ms. Luckadoo teaches science vocabulary within the inquiry science lesson she presents students with multiple sight words and a picture symbol that matches one of the words (e.g., volcano, mountain, valley, ocean and a picture of a volcano). She will ask the student to match the "picture to the word." The first couple of days she tells the student the answer immediately. After a couple of days, she will then give the student a specific allotted time to answer, if they answer wrong she immediately gives the student the answer. What type of instruction is this an example of? A. Time delay B. Least to most prompting C. Forward chaining D. Co-teaching
A
When you rewrite the text in a book you are adapting for a student with significant cognitive disabilities, at what level do you want to rewrite the text? A. Re-write at a grade 2-3 listening comprehension. B. Re-write at a preschool level. C. Re-write at the student's current grade level. D. Re-write at the student's current age level.
A
Which component of the National Reading Panel addresses hearing letter sounds? A. Phonemic awareness B. Writing C. Text comprehension D. Vocabulary
A
Which of the disciplinary strands is described as "the development of spatial contexts of people, places, and environments"? A. Geography B. Economics C. History D. Psychology
A
Which set of descriptors illustrates a possible academic learning progression for mathematics that could be used to measure progress? (Hint: determine the unifying thread) Sources: Hess (2008b) Using learning progressions to define "good enough" performance for alternate assessment students; Clements & Sarama (2009). Learning trajectories in early mathematics - sequences of acquisition and teaching; Hess (2010, June). Identifying learning progressions in Common Core State Standards for alternate assessments. A. Distinguishes parts from wholes, partitions an area into parts, identifies the fraction described by the partitioned area, finds the fractional part of a whole B. Learns to count, chants counting in songs, counts to tell how many, counts with some one-to-one correspondence, writes numbers when prompted C. compares and orders objects/events according to attributes, selects the appropriate unit for measuring each attribute, describes measurable attributes of objects (e.g., length, width, weight). D. All of the above
A
Which word should you define when adapting the text (because it may be unfamiliar to the students)? A. Rumble B. Cat C. Read D. Right
A
In a science classroom, Julie's teacher has targeted the standard "identify the layers of Earth", her teacher developed a plan to teach Julie to hold the shovel during the experiment and dig. Does this example show instructional alignment? A. Yes, Julie is participating in a science lesson. B. No, holding a shovel is not an academic skill. C. No, student preferences are not addressed. D. No, these are prerequisite science skills
B
What strategy can be used to provide a context and personal relevance for problem solving in math? A. Worksheets B. Flashcards C. Story-based problems D. None of the above
C
What strategy can be used to provide a context, build meaning, and personal relevance in science? A. Worksheets B. Flashcards C. Wonder Stories D. Task Analytic instruction
C
When planning science instruction it is important to consider alignment to the state standards; this can be done best when taking into account: A. Student developmental level. B. Prerequisite math skills. C. Content and performance (as much as possible). D. Student preferences.
C
8. Which set(s) of descriptors illustrates a possible academic learning progression for science observation that could be used to measure progress in alternate assessments? (Hint: determine the unifying thread) Source: Hess (2008b) Using learning progressions to define "good enough" performance for alternate assessment student. A. Names objects, sorts objects, counts objects B. Identifies differences in objects, identifies similarities in objects, sorts and classifies objects based on given similarities and differences C. Matches objects with pictures of objects, follows one-step teacher directions, matches words with correct objects D. All of the above
B
A drawback of this alternate assessment design is that it generally has less flexibility in terms of tailoring the administration and performance to a particular student's needs - tasks are the same across all students and some students might be excluded from participating as a result. A. checklists/rating scales B. performance tasks C. portfolios D. none of the above
B
According to the NCTM, what are the five standards that all students should have access to? Numbers and Operations, Geometry, Measurement, Data Analysis/Probability & _______ A. Money Management B. Algebra C. Technology D. Number identification
B
How might a student who is blind know what a story is about? A. Through the written words B. Through objects C. Through picture symbols D. Through photographs
B
It is important to include benchmark assessment information in the present levels of academic achievement and functional performance because: A. It provides the team information on the student's strengths and needs on specific skills. B. It provides information on how the student is progressing on grade level skills throughout the year. C. It informs the team whether the student is proficient on grade level content. D. It gives the team an idea of how instruction may need to change for the student.
B
Mr. Green worked with the general education science teacher at his school to develop a plan to align instruction on the concept of "plate tectonics". Using the work-it-across strategy, they began to plan by identifying what the general curriculum achievement would be for this lesson. Next they will need to plan: A. what students at a Pre Symbolic level would do to participate and show learning. B. what students at an Abstract symbolic level would do to participate and show learning. C. what supports general education peers can provide. D. how long the lesson should be.
B
This format for alternate assessments utilizes direct, on-demand, teacher-scripted assessments that measure the student's performance related to a specific situation or event. Teacher documentation of how well the student performed the tasks and sometimes student work samples comprise the assessment evidence. A. checklists/rating scales B. performance tasks C. portfolios D. none of the above
B
What can you do to adapt books to include more challenging comprehension questions? A. Ask all literal recall questions. B. Use Blooms Taxonomy to create questions that require higher level thinking. C. Add steps like inserting the students name and a surprise element. D. Add a repeated storyline.
B
What do we call the seven levels of comprehension? A. The Seven Levels of Comprehension B. Bloom's Taxonomy C. Piaget's Stages of Development D. The Theory of Conservation
B
What is an effective way to teach descriptive writing to students with significant disabilities? A. Time delay B. Modeling C. Verbal instructions D. Peer assisted learning
B
What is an example of a writing activity that may not need many adaptations or modifications? A. Write a book report on the book Number the Stars B. An "All about me" graphic organizer C. Use persuasion to write a letter to a local politician D. Write a descriptive story that tells about your best friend
B
What is not a part of the definition of social studies, according to the National Council for the Social Studies? A. Social studies is the integrated study of the social sciences and humanities. B. Students read passages that are about American History. C. Social studies provides coordinated, systematic study. D. As citizens of a culturally diverse, democratic society in an interdependent world.
B
What is one major reason we need to adapt the text in books? A. The books are too fragile. B. Students may have limited receptive vocabulary. C. Students cannot turn the pages. D. So that we do not have to re-write them.
B
What is one reason that social studies is unique? A. It is a requirement by law to teach it. B. It is not a scaffolded curriculum. C. It has 25 disciplinary standards, D. Teachers must assess it on a yearly basis
B
What is the first thing to consider when selecting a book to adapt? A. Does it have any pictures? B. Is it grade appropriate? C. Can my students read it? D. Is it interesting?
B
What type of graphic organizers is used during every science inquiry lesson to help students ask questions and answer question to organize what they learn? A. Double Bubble model B. KWHL chart C. Venn Diagram D. Number line
B
When J. H. Talen Middle School planned its School Action plan for the upcoming year. They recognized that all students would be expected to participate in the general curriculum. The school action plan clearly stated that "all students would receive the same instruction using the same practices." Does this example show strong instructional alignment? A. Yes, all students were expected to learn the general curriculum. B. No, it does not demonstrate best practices to promote learning. C. No, it is not academic. D. No, it is not demonstrate grade-aligned instruction.
B
When planning math instruction it is important to consider alignment to the state standards; this can be done best when taking into account: A. Student developmental level B. Content and performance (as much as possible) C. Student preferences D. Prerequisite math skills
B
Which group of literature would be appropriate for secondary grades? A. Little Miss Spider, Green Eggs and Ham, and My Mama is a Llama B. Holes, Edgar Allen Poe, and a biography of Malcolm X C. Ranger Rick magazine, Junie B. Jones, and the Box Car Children D. The Giving Tree, Pirateology, and Tom Sawyer
B
Which of the following statements would be first step in developing a word bank? A. Compare the bridge to the gap a student levels of academic achievement and performance. B. Identify concepts and skills of the general education standard. C. Develop goal for student. D. None of the above
B
When teaching "identify the phases of the moon", Janie's teacher decided to have her identify a moon from a sun. Does this example show strong instructional alignment? A. Yes, Janie is it aligned to the content. B. No, she is not linked to the content or performance. C. No, she is linked to the performance, but she is not linked to the content of the standard. D. No, she is linked to the content, but she is not linked to the performance.
C
. Mrs. Thomas is an elementary school teacher who serves students with significant cognitive disabilities. She instructs her students in math using a task-analytic procedure. She has students on various levels of symbolic understanding. What is the best approach needed for success in math for all of her students? A. All students are expected to complete all steps of the task-analysis in math. B. Only students who can add and subtract numbers will participate in math. C. Mrs. Thomas will prioritize steps of the task-analysis for specific student's mastery objectives. D. Mrs. Thomas will complete the steps of the task-analysis for her students to help them gain an awareness level of math.
C
An effective way to visually organize thoughts and ideas before starting to write is by using A. Voice output devices B. Dictionaries C. Graphic organizers D. Write down sentences
C
By federal law students are required to have a standards-based IEP if they are being assessed on what type of statewide assessment? A. General assessment with accommodations B. Alternate assessment based on grade level achievement standards C. Modified assessment based on grade level achievement standards D. Alternate assessment based on alternate achievement standards
C
Describing the cause and effect of erosion to a river is an example of what type of writing? A. Narrative B. Persuasive C. Expository D. Themed
C
How many thematic standards are there for social studies? A. 25 B. 5 C. 10 D. 8
C
In Miss Speaser's 5th grade class, students were expected to read the science chapter on magnet forces and develop a list of everyday examples of the concept. Miss Speaser decided this was not appropriate for Jim because he wouldn't read or write. Does this example show strong instructional alignment? A. Yes, because he is not following the general education curriculum. B. Yes, Jim should be learning how to make a line to write, instead of writing a list of science ideas. C. No, because Jim's expected achievement level should align to the content and differ from the grade level achievement. D. No, because Jim needs his peer buddy to read the book to him.
C
LaMonica is learning about the water cycle in science. Her teacher has identified the "big idea" of the lesson on precipitation and is planning on teaching LaMonica to match the science experiment to the big idea; When clouds get heavy they produce Precipitation. What can be used to teach the big idea of the lesson? A. Vocabulary word for precipitation B. Wonder Story C. Concept Statement D. Prediction
C
Mr. Ziegler is an inclusive middle school teacher who serves students with intellectual disabilities. He instructs his students in science using a task-analytic procedure. He has students on various levels of conceptual understanding. What is the best approach needed for success in science for all of her students? A. All students are expected to complete all steps of the task-analysis in science at the same depth of knowledge. B. Only students who can generate verbal responses will be able to participate in the inquiry steps of the task-analysis. C. Mr. Ziegler will prioritize steps of the task-analysis for specific student's mastery objectives, depth of knowledge will differ depending on the student's conceptual understanding throughout the lesson. D. Mr. Thomas will complete the steps of the task-analysis for his students to help them gain an awareness level of science.
C
Robert is learning to use this (see below) in algebra to help him organize the math facts. What is this called? A. Adapted book B. Story-based math problem C. Graphic organizer D. Teacher prompt
C
Specifically designed instruction for a student all except: A. How services will be delivered. B. Alternative ways of assessment. C. Changes in the goal. D. Changes in the materials used by the student.
C
This format for alternate assessments is a purposeful and systematic collection of student work, and is probably the closest design to revealing what ongoing instruction looks like for students taking the AA-AAS. Graded student work samples and products comprise the bulk of assessment evidence. A. checklists/rating scales B. performance tasks C. portfolios D. none of the above
C
What can you add to the book to support the students in finding the title and author? A. Text pointers B. Cut up sponges C. Puff paint or pipe cleaner D. Objects
C
What is considered the most difficult step in Bloom's Taxonomy? A. Analysis B. Application C. Creating D. Knowledge
C
What is not an emerging literacy skill? A. Orienting the book B. Following the text from left to right C. Reading a passage without assistance D. Using an index
C
What is one curricular area that does not have to be assessed according to No Child Left Behind (2001)? A. Reading B. Science C. Social studies D. Math
C
What is the most important reason to teach math vocabulary to students before teaching a new lesson? A. This is what happens in general education lessons. B. Students can improve their sight word recognition skills. C. Provides students with the common terminology to be able to know what is being asked in the math lesson. D. Student are able to practice communication skills.
C
What is the most important reason to teach vocabulary to students before teaching a new lesson? A. This is what happens in general education lessons. B. Students can improve their sight word recognition skills. C. Provides students with the common terminology to be able to know what is being asked in the science lesson. D. Students are able to practice communication skills.
C
What resources could you use to make sure you are selecting grade appropriate books? A. Ranger Rick Magazine B. The speech therapist C. A general education teacher that teaches the same grade students as you D. Your neighbor
C
What should we teach in social studies to students with severe disabilities? A. Algebra B. Only history C. What is being taught in general education social studies D. Reading comprehension
C
Which is an example of instruction guided by a standards-based IEP? A. The student in the regular classroom completing the same work in the same manner as non-disabled peers. B. The student working in the regular classroom on work that is at the student's instructional level. C. The student is working on the same content as peers but the instruction is different. D. The student receives specialized instruction, not at the grade level the student is enrolled, but where functioning on diagnostic assessments.
C
Which is not included in a standards-based education system? A. State content standards B. General education curriculum C. Full inclusive classroom D. State assessment
C
Which of the disciplinary strands is described as "the basic principles of satisfying their wants and needs through the practice of supply and demand"? A. Civics and government B. History C. Economics D. Geography
C
Which of the following is NOT considered to be writing? A. Jennifer's use of a graphic organizer to draft her thoughts on a topic. B. Alberto's consideration of spelling in his drafted expository essay on glaciers. C. Mya's identification of the symbol for the letter A out of a choice of three. D. Sam's formation of random letters using a jig and an adapted pencil.
C
Which of the following is a good example of science instruction aligned to the following standard: Categorize living vs. non living things. A. Levi will identify animals as living things. B. Levi will activate a book on tape about living and non living things. C. Levi will sort materials into two categories (living; nonliving). D. Levi will read sight words for living and nonliving.
C
Which of the following is an example of a synthesis question from the story "The Three Little Pigs"? A. How many pigs were in the story? B. Here is a pig running, show me another animal running. C. What caused the house made of sticks to fall down? D. Do pigs really build houses?
C
Which of the following is not a form that persuasive writing can take? A. An advertisement B. A speech C. A biography D. A letter to a politician
C
Which set of descriptors illustrates a possible academic learning progression for reading strategies development that could be used to measure progress in alternate assessments? (Hint: determine the unifying thread) Source: Hess (2010, June) Identifying learning progressions in Common Core State Standards for alternate assessments. A. Pretend reads, states what a story is about, knows most letters and sounds, reads environmental print B. Reads books with simple patterns/repeated words, follows along with texts read aloud, follows written directions C. Uses illustrations to tell a story, makes logical predictions about a story when prompted, checks predictions when reading, self-corrects for meaning D. All of the above
C
Which would be an example of age-appropriate academic reading content assessed in an alternate assessment for middle school students? A. student listens attentively to texts read aloud B. Student demonstrates learning of letters and their sounds C. Student answers who, what, where questions about a text read aloud D. Student activates a switch to respond to questions about a text
C
While flexible in meeting individual student needs, a drawback of this alternate assessment design is that it typically requires a high degree of teacher content expertise in order to develop multiple assessment tasks at each grade level. A. checklists/rating scales B. performance tasks C. portfolios D. none of the above
C
A. To relay facts about an event B. To tell a story C. To relay information regarding fiction and nonfiction pieces D. To convince the reader of something
D
Azaleza has been working on identifying common food items (e.g., milk = dairy) and where they belong in the grocery store in 3rd grade, 5th grade, 8th grade, and is still working on this skill in 12th grade. Does this example show strong instructional alignment? A. Yes, it is a functional skill that needs to be mastered. B. Yes, it is academic. C. No, it is not age appropriate. D. No, it does not show differentiation in content across grade levels.
D
Bottom line, why do we teach social studies? A. Because everybody needs to know the states and the state capitals. B. Because we have to assess social studies by law. C. Because we need to know the dates and locations of all Civil War battles. D. Because we want our students to grow into responsible and effective citizens.
D
During the first and second reading of the book, you may need a teaching phase. During this phase you should: A. Just read the book through without stopping B. Stop on every page and explain what has happened C. Work on phonics D. Label any unfamiliar words, pic syms or pictures that will be used later for vocabulary or comprehension questions
D
Jennifer has limited mobility and is not able to answer questions about new academic content verbally, to participate in classroom lessons her teacher uses an eye gaze response and adapted picture symbols of concepts learned. Jennifer can "show what she knows" when given an array of picture symbols by eye-gazing towards the picture symbol option to answer questions. Jennifer's teacher provides aligned curriculum by: A. teaching "something else" to help Jennifer participate. B. using books that are developmentally appropriate. C. asking Jennifer what she wants to learn about. D. minimizing barriers to participate in the general curriculum.
D
Mrs. Luckadoo is a 7th grade teacher planning a unit aligned to the on the life cycle of animals and would like to adapt the book "The Hungry Little Caterpillar" to read with her class. Does this example show instructional alignment? A. Yes, adapting the book will give her students access to the content. B. Yes, the book addresses the big idea of the concept being taught. C. No, the book only addresses the butterfly lifecycle, not other animals. D. No, the teacher should start with the appropriate materials and goals aligned with the grade level of her students.
D
The benefits of teaching story based lessons are? A. It allows them to experience the literature of their peers. B. It allows the students to experience things they otherwise may not. C. It allows them to demonstrate comprehension of text. D. All of the above.
D
What are the defining elements to consider when teaching writing to students with significant cognitive disabilities? A. How students will make meaningful marks B. The generation of information C. The use of assistive technology supports when needed D. All of the above
D
What is considered the most basic step in Bloom's Taxonomy? A. Analysis B. Application C. Creating D. Remembering
D
What is not a consideration when adapting books for students with the most significant disabilities? A. Using objects to represent things or ideas in the book B. Keeping the theme simple C. Enlarging photographs D. Creating higher level comprehension questions
D
What is not one of the reasons that we teach social studies today? A. To assimilate information B. Engagement C. Link experiences to geographical and historical perspectives. D. To enable students to memorize locations on a map
D
What is one major reason we need to physically adapt a book? A. The words are too hard. B. We want to record them. C. The students ask us to. D. So students can manipulate them.
D
What is one way you can help your students to respond to a comprehension question? A. Provide an AAC device B. Give the student a response board C. Use an eye gaze board D. All of the above
D
What is the name of the systematic instruction strategy in which math lessons should be taught? (HINT: this is the steps in the process of the lesson). A. Stimulus prompting B. Time-delay C. Story-based math problems D. Task-analytic instruction
D
What is the name of the systematic instruction strategy in which science inquiry lessons should be taught (HINT: This is the steps in the process of the lesson). A. Stimulus prompting B. Time-delay C. Story-based math problems D. Task analytic instruction
D
What is the role of the IEP team? A. To effectively address the student's needs B. To identify the relationship to grade level standards. C. To build the bridge using specialized instruction and supports that will effectively move the student toward grade level expectations. D. All of the above.
D
What needs to be included in a standards-based goal? A. The standard written directly into the goal statement. B. The grade level that the student is enrolled. C. The accommodation or modification needed. D. A condition, performance, criteria, and timeframe.
D
Which component of the National Reading Panel addresses understanding what is read? A. Phonics B. Fluency C. Phonemic Awareness D. Text Comprehension
D
Which design for alternate assessments may contain non-academic content (e.g., foundational skills, access skills)? A. checklists/rating scales B. performance tasks C. portfolios D. all of the above
D
Which of the following is a good example of math instruction aligned to the following standard? Identify congruent shapes and those with line symmetry. A. Ryan will identify a set of shapes as congruent or not congruent. B. Ryan will match a congruent shape to the same congruent shape. C. Ryan will fold a rectangle on its line of symmetry. D. Ryan will identify a set of shapes as congruent or not, then identify the shapes line of symmetry.
D
Which of the following is not a way that assistive technology could be used when adapting books? A. Reading the repeated story line with a voice output B. Answering comprehension questions C. Requesting to turn the page D. Using spell check
D
Which of the following is not one of the 10 steps in the development of Story Based Lessons? A. Text pointing B. Comprehension C. Read the title D. Identify first sounds
D
Which of the following strategies might be effective for students with the most significant disabilities? A. Using objects to represent items in the story B. Insert the student's name into the story C. Add a surprise element D. All of the above
D
Which statement is not a benefit of standards-based IEPs? A. There is one curriculum. B. The focus is on high expectations for students with disabilities. C. Teachers refine and evaluate their use of interventions, accommodations, and assessment data. D. The time necessary to develop and implement stands-based IEPs by the team.
D
Who benefits from reading instruction? A. Students in general education B. College students C. Students with mild disabilities D. All students
D
Why do we teach reading to students with severe disabilities? A. Because the law requires it B. Because it is the "right thing to do" C. Because reading is both an academic and a functional skill D. All of the above
D
