Unit Quizzes

T/F: Assistive technology (AT) can be used to help students with the physical act of writing, as well as the mechanics of writing such as spelling, grammar, and organization.

True

T/F: Progress monitoring for Tier 2 and Tier 3 students should take place frequently (at least monthly) to ensure that students receive the most timely and appropriate interventions.

True

T/F: Using fluency benchmarks is essential for preparing for reading group differentiation.

True

T/F: When students make errors in reading, it is important for the teacher to provide immediate and specific error corrections.

True

A teacher is planning a small group reading lesson in which students will read a certain text for the first time. __________ is an appropriate strategy for a first-pass reading. a) Echo reading b) Silent reading

a) Echo reading

To use direct or explicit instruction in a relevant and appropriate way, what concern needs to be addressed initially? a) If a skill, a strategy, or content has not been mastered b) If student achievement data are accurate or not c) If teacher presentation skills are aligned well d) If student test-taking strategies are robust

a) If a skill, a strategy, or content has not been mastered

Clear goals for learning and behavior establish concrete expectations for students to manage their learning and social performance in educational settings. Specifically, research has indicated strongly that articulating specific goals for students with learning disabilities is paramount for successful engagement and academic success. Which features should be embedded before and during instruction when creating goal-directed feedback? a) Learner-focused, outcome-based, and ongoing b) Mutually beneficial, time-based, and relevant c) Student-driven, teacher-applied, and nonjudgmental d) Qualitative-based, behavior-focused, and fluid

a) Learner-focused, outcome-based, and ongoing

Li is a fifth-grade student who struggles with the physical aspect of handwriting and falls behind whenever he is asked to complete tasks that involve note-taking. Which accommodation would be appropriate? a) Li could use a word processing program or voice-to-text software as alternatives to writing notes. b) Allow Li to do more of his assignments at home so his parents can help to transcribe his writing assignments. c) Li could listen during the activity and write notes during the daily writing block. d) The teacher provides the master copy of notes and asks Li to sit outside with a classmate to read the notes aloud.

a) Li could use a word processing program or voice-to-text software as alternatives to writing notes.

Which grouping type scenario aligns with the expected parameters of tier 2 instructional approaches? a) One instructor with 2-5 students with similar learning difficulties b) One instructor with 2-5 students by same slope scores c) One instructor with a single student d) One instructor with 2-5 students with various learning differences

a) One instructor with 2-5 students with similar learning difficulties

Ms. Kim and Mr. Patel will be dividing their very large co-taught classroom into two separate sections and teaching simultaneously. Which co-teaching model have these teachers chosen to implement? a) Parallel teaching b) One teach, one observe c) Station teaching d) Team teaching

a) Parallel teaching

When selecting a book for a Fluency and Comprehension (FAC) small group lesson, it is important to choose a text that limits the amount of __________. a) Patterns or rhyming words b) Ordinary prose c) Linear reading

a) Patterns or rhyming words

Mr. Patel is reflecting on the effectiveness of reading fluency interventions he implemented for a struggling student. Which area of taxonomy is Mr. Patel reflecting upon? a) Strength b) Dosage c) Tier 1 d) Tier 2

a) Strength

Match the Tier 1 instructional strategy that would support the struggling student: Jada is working on solving word problems. She struggles to recognize key words in word problems such as "in all" or "all together." a) Use multiple examples to demonstrate patterns for complex concepts. b) Use visual representations to explain and simplify concepts. c) Have the student explain the steps and processes used to reach the solution.

a) Use multiple examples to demonstrate patterns for complex concepts.

Teachers can use the Curriculum-Based Measurement-Written Expression (CBM-WE) to monitor student progress in writing. For example, after a three or four minute writing exercise, the teacher can use the CBM-WE to measure the students' total words written (TWW), correctly spelled words (CSW), or __________. a) correct writing sequences b) creative concepts generated

a) correct writing sequences

Mr. Miller provides gestures when verbally instructing his class for physical transitions such as lining up to leave the classroom, moving into groups, or other transitions within the room. Mr. Miller does this to help a student who requires gesturing to better understand transitional needs. Which SCREAM variable is Mr. Miller using? a) Enthusiasm b) Clarity c) Appropriate rate d) Redundancy

b) Clarity

How can a teacher determine if a student's problem is resolved as a result of the tier 3 intervention? a) Ask the student if he or she feels ready to move into small-group instruction. b) Collect data on the targeted student outcomes. c) Compare scores on a recent assessment of the rest of the class. d) Confer with the parents to see if they are noticing progress on the targeted outcomes at home.

b) Collect data on the targeted student outcomes.

While providing tier 3 interventions, which data collection approach should be used to ensure alignment of data results? a) Continue to share learning changes with the student's parents. b) Continue to plot data using the measures from tiers 1 and 2. c) Continue to design opportunities appropriate to the student's age, ability, and culture. d) Continue to use universal design of learning methods.

b) Continue to plot data using the measures from tiers 1 and 2.

T/F: Explicit instruction is not a suggested method of teaching mathematics in a special education program.

False

T/F: IEPs are tools utilized by schools to meet local and state laws, but are not necessarily used to inform instruction.

False

T/F: Math manipulatives are not a suggested resource for students who struggle with mathematics because they lead to greater confusion.

False

T/F: Struggling students should begin in a vocabulary and comprehension (VAC) group and then move into a fluency and comprehension (FAC) group once they have mastered appropriate vocabulary.

False

T/F: When implementing the FIX strategy for revising, it is important for the teacher to collect all of the students' essays, make notes outside of class, and then distribute the essays so that students can review the feedback. This cuts down on revision time in class.

False

There is a mathematics worksheet on which Maya has placed her name in the top left-hand corner. Maya has answered all 10 single- and double-digit addition problems. There are six incorrect answers, which are circled in red. For the incorrect problems, Maya has answered that 28 plus 21 equals 94, 10 plus 6 equals 61, 46 plus 11 equals 75, 15 plus 14 equals 92, 46 plus 11 equals 75, and 25 plus 14 equals 93. Based on your error analysis of Maya's mathematics probe, which common computational error does she most often make? a) Maya does not know basic number facts. She is not able to add or subtract. b) Maya does not understand the place value. She writes the answers in such a way that the numbers are not in the appropriate column. c) Maya does not understand regrouping. Either she does not regroup or regroups incorrectly. d) Maya performed the incorrect operation. She added when she should have subtracted.

b) Maya does not understand the place value. She writes the answers in such a way that the numbers are not in the appropriate column.

Which method allows for one teacher to observe a student and record behavioral data while the other focuses on teaching content? a) Parallel teaching b) One teach, one observe c) Alternative teaching d) One teach, one assist

b) One teach, one observe

A complex lesson plan on human anatomy is being taught by two co-teachers (general education and special education). Which element of explicit instruction can both teachers use to ensure all their students are learning and understanding the lesson plan and that it is meeting the students' individual needs? a) Pair up students with different ability levels to help each other. b) Provide immediate affirmative and corrective feedback. c) One teacher observes all students while the other teaches content. d) Both teachers use questions to each other to model interacting with new information.

b) Provide immediate affirmative and corrective feedback.

A graph displays Mateo's progress monitoring data over a span of 17 weeks, which the graph shows as time on the x-axis and which is divided by two vertical black dotted lines after week 8 and week 12. The y-axis is labeled "Words Correct Per Minute" and is divided into five-word increments starting at 80 and ending at 150. Mateo's goal line is represented by an orange dashed line that begins at 92 words per minute in week 1 and ends at 120 words per minute in week 17. Mateo's actual correct words per minute are represented by blue lines. The area to the left of the first vertical black dotted line is labeled as "Tier 2." Mateo's actual correct words per minute indicate the following numbers: Week 1: 92 words correct per minute Week 3: 94 words correct per minute Week 5: 95 words correct per minute Week 7: 96 words correct per minute Week 9: 100 words correct per minute Week 11: 105 words correct per minute Week 13: 115 words correct per minute Week 15: 123 words correct per minute Week 17: 125 words correct per minute What conclusion can be made from analyzing Mateo's progress monitoring data using the four-point method? a) The data indicate that Mateo has not met the benchmark. The teacher should make an instructional change. b) The data indicate that Mateo has met the benchmark. The teacher should continue with the current instructional program. c) The data indicate that Mateo has not met the benchmark. The teacher should continue with the current instructional program. d) The data indicate that Mateo has met the benchmark. The teacher should make an instructional change.

b) The data indicate that Mateo has met the benchmark. The teacher should continue with the current instructional program.

Match the Tier 1 instructional strategy that would support the struggling student: Zeke is working on ordering fractions (least to greatest), but he struggles to understand the concept of a denominator. a) Use multiple examples to demonstrate patterns for complex concepts. b) Use visual representations to explain and simplify concepts. c) Have the student explain the steps and processes used to reach the solution.

b) Use visual representations to explain and simplify concepts.

David receives 80% of his math instruction in a pull-out resource group with the special education teacher. What is one strategy David's general education teacher can use to accommodate his learning? a) Provide David with the worksheet currently being used in the classroom and ask him to complete as much as possible. b) Work with David in a small group, using developmentally appropriate language and math manipulatives, to clearly explain the concept. c) Ask David to read silently from his favorite book. d) Immediately ask David to sit quietly at a computer with headphones to play a math game of his choice.

b) Work with David in a small group, using developmentally appropriate language and math manipulatives, to clearly explain the concept.

Utilizing __________ is a suggested accommodation for spelling and writing. a) timed spelling activities b) multisensory techniques

b) multisensory techniques

Providing instruction quickly and then following up with questions to assess student retention describes which SCREAM variable? a) Enthusiasm b) Clarity c) Appropriate rate d) Redundancy

c) Appropriate rate

Match the Tier 1 instructional strategy that would support the struggling student: Jason was provided three subtraction with regrouping problems. He quickly rushed through the problems, writing incorrect answers for each question. The teacher was not sure that he even read the problems. a) Use multiple examples to demonstrate patterns for complex concepts. b) Use visual representations to explain and simplify concepts. c) Have the student explain the steps and processes used to reach the solution.

c) Have the student explain the steps and processes used to reach the solution.

Ms. Yoshida rewards students for correct behaviors when they are unaware they are being observed. Which strategy is Ms. Yoshida utilizing? a) Self-monitoring b) Role-play c) Indiscriminate contingency d) Accommodation

c) Indiscriminate contingency

Ms. Lee assesses her students after each major instructional milestone is taught in her mathematics class. Which systematic approach is Ms. Lee utilizing with her mathematics class? a) Enthusiasm b) Systematically teaching (SCREAM) c) Systematically evaluating student outcomes d) Redundancy

c) Systematically evaluating student outcomes

Ms. Kim provides written expression interventions for a student five days per week for 30 minutes each day. The student is growing frustrated with the frequency and duration and not staying focused during the intervention time. To help, Ms. Kim may reduce the amount of intervention days to three days per week. What taxonomy of intervention is Ms. Kim contemplating? a) Tier 1 b) Behavioral support c) Alignment d) Dosage

d) Dosage

Which feedback can a teacher apply with students when introducing a complex concept with interrelated subskills? a) Goal-directed, simple, and polite b) Corrective, immediate, and simple c) Implied, honest, and sensible d) Explicit, constructive, and immediate

d) Explicit, constructive, and immediate

Mr. Sousa's U.S. History class has students who are frequently disruptive at the beginning of the daily lesson. A student with an emotional disability often becomes upset because she cannot focus on the lessons of her co-teacher, Mr. Lee. Which co-teaching instructional approach would support the student and address the behavior disruption of the other students? a) Parallel teaching b) One teach, one observe c) Team teaching d) One teach, one assist

d) One teach, one assist

Which instructional component would progress monitoring for a student in tier 3 provide specific information that would justify the consideration of issuing a change? a) Software and data-based app usage b) Location and environmental selections c) Changes in types of specialists used d) Placement to a less restrictive option

d) Placement to a less restrictive option

Mr. Garcia leads small-group instruction for two socially struggling students in his classroom. They practice approaching friends. Which strategy is Mr. Garcia utilizing? a) Material review b) Modification c) Accommodation d) Role-play

d) Role-play