240 Learning: AEPA NES NT-601
Section #3 Review (Assessment and
Program Planning) Questions and
Answers Updated 2026
AnswerBspecificBquestionsBaboutBaBwordBorBphraseBinBaBpromptB-BAnswerOscarBisBaB4th-
gradeBstudentBwhoBqualifiesBforBESEBdueBtoBreadingBcomprehension.BOscar'sBheritageBlangua
geBisBSpanish.BDuringBtheBFSABWritingBexam,BheBasksBtheBtestBadministratorBforBassistance.B
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Portfolio-basedBassessmentsB-
BAnswerAsBaBspecialBeducationBteacher,BMr.BPlatoBwantsBtoBuseBanBassessmentBthatBaccurat
elyBreflectsBhisBstudents'BvastBdiversityBofBskillsBandBknowledge,BandBthatBusesBmultipleBform
sBofBdata,BstudentBwork,BandBlearningBmaterialBtoBmeasureBprogress.BTheBbestBassessmentBs
tyleBtoBrecommendBtoBMr.BPlatoBwouldBbe:
PermanentBexemptionB-
BAnswerABhighBschoolBstudentBwithBsevereBintellectualBdisabilitiesBisBunableBtoBreadBorBwrit
e.BWhatBisBtheBmaximumBexemptionBthatBtheyBcanBreceiveBinBregardBtoBstandardizedBstateB
assessments?
TheBerrorsBJeanBisBmakingBcouldBbeBdueBtoBaBconfusionBbetweenBFrenchBandBEnglishBvowel
BblendsB-
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ndBpeersBdueBtoBhowBheBpronouncesBwords.BJean'sBfamilyBspeaksBFrenchBatBhomeBandBJea
nBspeaksBEnglishBatBschool.BWhatBshouldBtheBspeechBtherapistBtakeBintoBconsiderationBwhen
BdecidingBifBaBJeanBshouldBbeBtestedBforBspeechBtherapy?
UseBtheBdataBfromBtheBfirstBdevelopmentalBreadingBassessmentBofBtheByearBadministeredBby
BtheBteacherB-BAnswerAB2nd-gradeBteacherBandBaBSpEdBteacherBareBplanningBaBco-
taughtBreadingBandBwritingBblock.BTheyBareBplanningBtoBpartnerBstudentsBforBbuddyBreading
BandBuseBthoseBsameBpartnersBforBtheBfirstBprojectBinBwhichBstudentsBwillBreadBaBbookBand
BretellBtheBstoryBwithBpuppets.BWhichBofBtheBfollowingBwouldBbeBtheBmostBappropriateBway
BtoBgroupBtheBstudents?
ToBassessBstudents'BacademicBprogressBandBplanBlessonsBaccordinglyB-
BAnswerWhyBisBformativeBassessmentBimportantBtoBstudents'BacademicBachievement?
,SummativeB-BAnswerMrs.BPriceBhasBjustBcompletedBaBtwo-
weekBinstructionalBunit.BSheBgivesBtheBstudentsBaBunitBoverBthisBmaterial.BTheBtestBconsistsB
ofBmultipleBchoice,BshortBanswer,BandBtrue/falseBquestions.BWhichBofBtheBfollowingBtypesBof
BassessmentsBisBMrs.BPriceBusing?
ProvideBtheBstudentBwithBaB3DBskeletonBonBwhichBheBcanBlocateBandBlabelB20BbonesB-
BAnswerAnBelementaryBstudentBwhoBisBvisuallyBimpairedBisBparticipatingBinBaBunitBinBhisBsci
enceBclassBthatBfocusesBonBlearningBtheBnamesBandBlocationsBofB20BbonesBinBtheBhumanBb
ody.BAtBtheBendBofBtheBunit,BstudentsBareBrequiredBtoBlabelBallB20BbonesBonBaBdiagramBof
BaBskeleton.BWhatBwouldBbeBtheBmostBappropriateBwayBtoBassessBtheBstudent'sBmasteryBofB
thisBobjective?
IfBfurtherBinterventionBisBneededBtoBmeetBcriteriaBandBplanBforBfutureBinstructionB-
BAnswerTheBSpEdBteacherBcollectsBdataBonBaBstudent'sBprogressBonBphonemicBawarenessBto
Bdetermine:
MeasurableBgoalsBbasedBonBtheBstudent'sBgradeBlevelB-
BAnswerWhichBofBtheBfollowingBstatementsBisBnotBaBcomponentBofBmeasurableBIEPBgoals?
FormativeB-
BAnswerMr.BWallerBbeginsBanBEnglishBlessonBonBtheBstructureBofBsentences.BAfterBaBfewBexa
mpleBsentences,BMr.BWallerBasksBeachBstudentBtoBlistBtheBpartsBofBaBsentence.BAsBtheBstud
entsBwriteBdownBtheBpartsBofBaBsentence,BMr.BWallerBwalksBaroundBtheBroomBlookingBatBth
eirBanswers.BAfterBaBfewBminutes,BMr.BWallerBreturnsBtoBtheBfrontBofBtheBclassBandBresume
sBinstruction.BWhichBtypeBofBassessmentBisBbeingBusedBbyBMr.BWaller?
SomethingBhappensBbeforeBtheBstudentBarrivesBatBschoolBeachBdayBthatBmakesBtheBstudentB
struggleB-
BAnswerAnBESEBteacherBhasBnoticedBthatBoneBofBhisBstudentsBwhoBhasBaBBIPBgetsBoffBtheB
busBeveryBmorningBandBrefusesBtoBspeakBtoBanyBadultsBorBpeers.BThisBhasBhappenedBforBth
eBpastBthreeBweeksBofBschool.BWhenBtheBteacherBseesBtheBstudentBinBclassBanBhourBlater,Bs
heBisBveryBfriendlyBwithBadultsBandBpeers.BWhatBcanBtheBteacherBinterpretBfromBhisBobserva
tions?
CreateBaBquantitativeBdataBcollectionBformBtoBtrackBtheBstudent'sBabilityBtoBmatchBcolors,Bho
wBmanyBopportunitiesBwereBgiven,BandBtheBdateBofBeachBtrial.BThisBallowsBtheBteacherBtoBq
uicklyBuseBtallyBmarksBtoBcollectBdataBwhileBworkingBwithBtheBstudent,BwhileBaccuratelyBkee
pingBtrackBofBtrialsBandBopportunitiesBforBpractice.B-
BAnswerABpreschoolBstudentBwithBaBdevelopmentalBdisabilityBhasBanBIEPBgoalBtoBincreaseBhi
sBreasoningBandBacademicBskillsBthatBrequiresBhimBtoBmatchBcolorsBwithB85%Baccuracy,Bgive
, nB10Bopportunities,BinB4/5Btrials.BInBorderBforBtheBESEBteacherBtoBmonitorBstudentBprogress
BtowardsBthisBgoal,BwhatBassessmentBmethodBwouldBbeBtheBbestBchoice?
FormativeBAssessmentB-BAnswerMs.BCooperBusesBthink-pair-
shareBasBaBwayBtoBevaluateBprogressBandBadaptBinstruction.BWhichBtypeBofBassessmentBisBth
is?
IncorporateBsentenceBstructureBreviewBintoBherBcurriculumBandBquizBthemBagainBinBaBweekB-
BAnswerABSpEdBteacherBadministersBaBwritingBquizBforBherBfourth-
gradeBsmallBgroup.BTheBstudentsBcompletedBtheBquizBandBresultsBshowedBthatBmanyBofBthe
BstudentsBlackedBpunctuationBandBcapitalizationBinBtheirBwritingBsamples.BWhatBnextBstepsBs
houldBtheBSpEdBteacherBtake?
StateBstandardsBinBwhichBtheBstudentBhasBdisplayedBaBweaknessBoverBmultipleBassessmentBo
pportunitiesB-
BAnswerTheBmostBeffectiveBwayBtoBensureBthatBIEPBgoalsBareBproperlyBwrittenBandBimpleme
ntedBisBtoBalignBthemBto:
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eBunit?B-
BAnswerABSpEdBteacherBisBdevelopingBanBendBofBunitBtestBforBherBstudents.BWhichBofBtheBf
ollowingBconsiderationsBisBmostBimportantBwhenBdevelopingBitemsBinBtheBtest?
ABprojectBapproachBwouldBallowBforBbothBformativeBandBSummativeBassessment.BItBalsoBallo
wsBforBauthenticBstudentBlearningBandBvoice,BandBallowsBtheBteacherBtoBobserve,Bevaluate,B
andBassessBstudentsBbasedBonBtheirBspecificBneedsBandBinBrelationBtoBtheirBgoals.B-
BAnswerWhyBwouldBanBESEBteacherBuseBaBprojectBapproachBinBherBclassroomBtoBevaluateBa
ndBassessBstudentBlearning?
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tellectualBdisability.BSamuelBparticipatesBinBgeneralBeducationBscienceBwithBin-
classBsupportBandBaccommodations.BSamuel'sBscienceBteacherBhasBopen-
endedBquestionsBonBeveryBend-of-
unitBtestBandBSamuel'sBteacherBhasBnoticedBthatBhe'sBanBeagerBparticipantBinBclassBbutBalwa
ysBstrugglesBwithBwritingBtheBanswersBonBtheBtestBpaper.BWhatBisBtheBbestBwayBforBSamuel
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RecordBeachBstudent'sBaccuracyBandBspeedBonBaBweeklyBgraphB-
BAnswerInBorderBforBaBspecialBeducationBteacherBtoBmonitorBIEPBprogressBonBreadingBgoalsB
Section #3 Review (Assessment and
Program Planning) Questions and
Answers Updated 2026
AnswerBspecificBquestionsBaboutBaBwordBorBphraseBinBaBpromptB-BAnswerOscarBisBaB4th-
gradeBstudentBwhoBqualifiesBforBESEBdueBtoBreadingBcomprehension.BOscar'sBheritageBlangua
geBisBSpanish.BDuringBtheBFSABWritingBexam,BheBasksBtheBtestBadministratorBforBassistance.B
TheBtestBadminisratorBshouldBbeBreadyBto:
Portfolio-basedBassessmentsB-
BAnswerAsBaBspecialBeducationBteacher,BMr.BPlatoBwantsBtoBuseBanBassessmentBthatBaccurat
elyBreflectsBhisBstudents'BvastBdiversityBofBskillsBandBknowledge,BandBthatBusesBmultipleBform
sBofBdata,BstudentBwork,BandBlearningBmaterialBtoBmeasureBprogress.BTheBbestBassessmentBs
tyleBtoBrecommendBtoBMr.BPlatoBwouldBbe:
PermanentBexemptionB-
BAnswerABhighBschoolBstudentBwithBsevereBintellectualBdisabilitiesBisBunableBtoBreadBorBwrit
e.BWhatBisBtheBmaximumBexemptionBthatBtheyBcanBreceiveBinBregardBtoBstandardizedBstateB
assessments?
TheBerrorsBJeanBisBmakingBcouldBbeBdueBtoBaBconfusionBbetweenBFrenchBandBEnglishBvowel
BblendsB-
BAnswerJeanBisBaBstudentBinBthirdBgradeBwhoBhasBdifficultyBbeingBunderstoodBbyBteachersBa
ndBpeersBdueBtoBhowBheBpronouncesBwords.BJean'sBfamilyBspeaksBFrenchBatBhomeBandBJea
nBspeaksBEnglishBatBschool.BWhatBshouldBtheBspeechBtherapistBtakeBintoBconsiderationBwhen
BdecidingBifBaBJeanBshouldBbeBtestedBforBspeechBtherapy?
UseBtheBdataBfromBtheBfirstBdevelopmentalBreadingBassessmentBofBtheByearBadministeredBby
BtheBteacherB-BAnswerAB2nd-gradeBteacherBandBaBSpEdBteacherBareBplanningBaBco-
taughtBreadingBandBwritingBblock.BTheyBareBplanningBtoBpartnerBstudentsBforBbuddyBreading
BandBuseBthoseBsameBpartnersBforBtheBfirstBprojectBinBwhichBstudentsBwillBreadBaBbookBand
BretellBtheBstoryBwithBpuppets.BWhichBofBtheBfollowingBwouldBbeBtheBmostBappropriateBway
BtoBgroupBtheBstudents?
ToBassessBstudents'BacademicBprogressBandBplanBlessonsBaccordinglyB-
BAnswerWhyBisBformativeBassessmentBimportantBtoBstudents'BacademicBachievement?
,SummativeB-BAnswerMrs.BPriceBhasBjustBcompletedBaBtwo-
weekBinstructionalBunit.BSheBgivesBtheBstudentsBaBunitBoverBthisBmaterial.BTheBtestBconsistsB
ofBmultipleBchoice,BshortBanswer,BandBtrue/falseBquestions.BWhichBofBtheBfollowingBtypesBof
BassessmentsBisBMrs.BPriceBusing?
ProvideBtheBstudentBwithBaB3DBskeletonBonBwhichBheBcanBlocateBandBlabelB20BbonesB-
BAnswerAnBelementaryBstudentBwhoBisBvisuallyBimpairedBisBparticipatingBinBaBunitBinBhisBsci
enceBclassBthatBfocusesBonBlearningBtheBnamesBandBlocationsBofB20BbonesBinBtheBhumanBb
ody.BAtBtheBendBofBtheBunit,BstudentsBareBrequiredBtoBlabelBallB20BbonesBonBaBdiagramBof
BaBskeleton.BWhatBwouldBbeBtheBmostBappropriateBwayBtoBassessBtheBstudent'sBmasteryBofB
thisBobjective?
IfBfurtherBinterventionBisBneededBtoBmeetBcriteriaBandBplanBforBfutureBinstructionB-
BAnswerTheBSpEdBteacherBcollectsBdataBonBaBstudent'sBprogressBonBphonemicBawarenessBto
Bdetermine:
MeasurableBgoalsBbasedBonBtheBstudent'sBgradeBlevelB-
BAnswerWhichBofBtheBfollowingBstatementsBisBnotBaBcomponentBofBmeasurableBIEPBgoals?
FormativeB-
BAnswerMr.BWallerBbeginsBanBEnglishBlessonBonBtheBstructureBofBsentences.BAfterBaBfewBexa
mpleBsentences,BMr.BWallerBasksBeachBstudentBtoBlistBtheBpartsBofBaBsentence.BAsBtheBstud
entsBwriteBdownBtheBpartsBofBaBsentence,BMr.BWallerBwalksBaroundBtheBroomBlookingBatBth
eirBanswers.BAfterBaBfewBminutes,BMr.BWallerBreturnsBtoBtheBfrontBofBtheBclassBandBresume
sBinstruction.BWhichBtypeBofBassessmentBisBbeingBusedBbyBMr.BWaller?
SomethingBhappensBbeforeBtheBstudentBarrivesBatBschoolBeachBdayBthatBmakesBtheBstudentB
struggleB-
BAnswerAnBESEBteacherBhasBnoticedBthatBoneBofBhisBstudentsBwhoBhasBaBBIPBgetsBoffBtheB
busBeveryBmorningBandBrefusesBtoBspeakBtoBanyBadultsBorBpeers.BThisBhasBhappenedBforBth
eBpastBthreeBweeksBofBschool.BWhenBtheBteacherBseesBtheBstudentBinBclassBanBhourBlater,Bs
heBisBveryBfriendlyBwithBadultsBandBpeers.BWhatBcanBtheBteacherBinterpretBfromBhisBobserva
tions?
CreateBaBquantitativeBdataBcollectionBformBtoBtrackBtheBstudent'sBabilityBtoBmatchBcolors,Bho
wBmanyBopportunitiesBwereBgiven,BandBtheBdateBofBeachBtrial.BThisBallowsBtheBteacherBtoBq
uicklyBuseBtallyBmarksBtoBcollectBdataBwhileBworkingBwithBtheBstudent,BwhileBaccuratelyBkee
pingBtrackBofBtrialsBandBopportunitiesBforBpractice.B-
BAnswerABpreschoolBstudentBwithBaBdevelopmentalBdisabilityBhasBanBIEPBgoalBtoBincreaseBhi
sBreasoningBandBacademicBskillsBthatBrequiresBhimBtoBmatchBcolorsBwithB85%Baccuracy,Bgive
, nB10Bopportunities,BinB4/5Btrials.BInBorderBforBtheBESEBteacherBtoBmonitorBstudentBprogress
BtowardsBthisBgoal,BwhatBassessmentBmethodBwouldBbeBtheBbestBchoice?
FormativeBAssessmentB-BAnswerMs.BCooperBusesBthink-pair-
shareBasBaBwayBtoBevaluateBprogressBandBadaptBinstruction.BWhichBtypeBofBassessmentBisBth
is?
IncorporateBsentenceBstructureBreviewBintoBherBcurriculumBandBquizBthemBagainBinBaBweekB-
BAnswerABSpEdBteacherBadministersBaBwritingBquizBforBherBfourth-
gradeBsmallBgroup.BTheBstudentsBcompletedBtheBquizBandBresultsBshowedBthatBmanyBofBthe
BstudentsBlackedBpunctuationBandBcapitalizationBinBtheirBwritingBsamples.BWhatBnextBstepsBs
houldBtheBSpEdBteacherBtake?
StateBstandardsBinBwhichBtheBstudentBhasBdisplayedBaBweaknessBoverBmultipleBassessmentBo
pportunitiesB-
BAnswerTheBmostBeffectiveBwayBtoBensureBthatBIEPBgoalsBareBproperlyBwrittenBandBimpleme
ntedBisBtoBalignBthemBto:
DoBtheBtestBquestionsBadequatelyBreflectBlearningBobjectivesBthatBwereBtaughtBthroughoutBth
eBunit?B-
BAnswerABSpEdBteacherBisBdevelopingBanBendBofBunitBtestBforBherBstudents.BWhichBofBtheBf
ollowingBconsiderationsBisBmostBimportantBwhenBdevelopingBitemsBinBtheBtest?
ABprojectBapproachBwouldBallowBforBbothBformativeBandBSummativeBassessment.BItBalsoBallo
wsBforBauthenticBstudentBlearningBandBvoice,BandBallowsBtheBteacherBtoBobserve,Bevaluate,B
andBassessBstudentsBbasedBonBtheirBspecificBneedsBandBinBrelationBtoBtheirBgoals.B-
BAnswerWhyBwouldBanBESEBteacherBuseBaBprojectBapproachBinBherBclassroomBtoBevaluateBa
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BAnswerSamuelBisBaBstudentBinBeighthBgradeBwhoBqualifiesBforBspecialBeducationBwithBanBin
tellectualBdisability.BSamuelBparticipatesBinBgeneralBeducationBscienceBwithBin-
classBsupportBandBaccommodations.BSamuel'sBscienceBteacherBhasBopen-
endedBquestionsBonBeveryBend-of-
unitBtestBandBSamuel'sBteacherBhasBnoticedBthatBhe'sBanBeagerBparticipantBinBclassBbutBalwa
ysBstrugglesBwithBwritingBtheBanswersBonBtheBtestBpaper.BWhatBisBtheBbestBwayBforBSamuel
BtoBdemonstrateBhisBknowledgeBonBtheBend-of-unitBtest?
RecordBeachBstudent'sBaccuracyBandBspeedBonBaBweeklyBgraphB-
BAnswerInBorderBforBaBspecialBeducationBteacherBtoBmonitorBIEPBprogressBonBreadingBgoalsB