An elementary school building leader makes a practice of standing outside the
classroom during student arrival and departure times. The building leader also makes
a point of being visible, whenever possible, in areas that parents/guardians frequent,
such as the cafeteria and library media center. This practice is likely to facilitate
communication with parents/guardians primarily by
A. demonstrating the building leader's interest in collaboration.
B. increasing the building leader's accessibility.
C. conveying the building leader's enthusiasm for teaching.
D. illustrating the building leader's professionalism.
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B. increasing the building leader's accessibility.
The staff at a high school has established a goal of promoting parent/guardian
involvement in their children's education. Which school initiative would best support
this goal?
,A. developing an outreach program to increase parent/guardian membership in the
school's parent-teacher-student organization
B. increasing the frequency of conferences between teachers and parents/guardians
for the purpose of monitoring students' academic achievement
C. creating a program of recognition for parents/guardians who make significant
contributions to the school and to student learning
D. implementing a system for informing parents/guardians about the school's various
academic programs and soliciting their input into students' course selections
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D. implementing a system for informing parents/guardians about the
school's various academic programs and soliciting their input into students'
course selections
Mr. Alfred and the sped teacher have noticed that Jacob's behavior has led to him
being left out of games and classroom activities. Jacob has expressed his
disappointment, stating that he does not have any friends. During Jacob's time in the
resource room, the special education teacher models and role-plays positive
behavioral strategies with Jacob. Mr. Alfred's most important responsibility with regard
to these behavioral strategies is to
A.explain to Jacob's parents the techniques that Jacob will be using so that they can
practice them with him.
B.meet with the class to urge them to be receptive to Jacob's efforts to improve his
behavior.
C. support Jacob in effectively using the techniques he has learned, both when Jacob
is involved in the lesson and in other classroom situations.
D.provide Jacob with access to books about making friends and getting along with
others, to reinforce what he
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C. support Jacob in effectively using the techniques he has learned, both
when Jacob is involved in the lesson and in other classroom situations.
, Based on the assessment data and information about the students in Ms. Kimora's
class, which step is most important for Ms. Kimora to take during the pre-field trip
activities?
A. instructing students in note-taking strategies to use on the field trip
B. engaging students in large-group discussions to assess their conceptual
understanding
C. providing students with summaries of the texts to use as a reference
D. using various scaffolding techniques to promote students comprehension of the
texts
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D. using various scaffolding techniques to promote students
comprehension of the texts
Which step would be most appropriate for Mr. Alfred to take first to promote Jacob's
success in this lesson?
A. providing Jacob with a tactile manipulative during the word-building activity to help
him release any extra energy that might be distracting him
B. having Jacob use active listening and repeat the directions for the word-building
activity in his own words
C. having Jacob be responsible for recording the new words and definitions while his
partner performs the word-building activity
D. promising Jacob a reward or privilege if he works cooperatively with his partner
during the word-building activity
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B. having Jacob use active listening and repeat the directions for the word-
building activity in his own words
classroom during student arrival and departure times. The building leader also makes
a point of being visible, whenever possible, in areas that parents/guardians frequent,
such as the cafeteria and library media center. This practice is likely to facilitate
communication with parents/guardians primarily by
A. demonstrating the building leader's interest in collaboration.
B. increasing the building leader's accessibility.
C. conveying the building leader's enthusiasm for teaching.
D. illustrating the building leader's professionalism.
Give this one a try later!
B. increasing the building leader's accessibility.
The staff at a high school has established a goal of promoting parent/guardian
involvement in their children's education. Which school initiative would best support
this goal?
,A. developing an outreach program to increase parent/guardian membership in the
school's parent-teacher-student organization
B. increasing the frequency of conferences between teachers and parents/guardians
for the purpose of monitoring students' academic achievement
C. creating a program of recognition for parents/guardians who make significant
contributions to the school and to student learning
D. implementing a system for informing parents/guardians about the school's various
academic programs and soliciting their input into students' course selections
Give this one a try later!
D. implementing a system for informing parents/guardians about the
school's various academic programs and soliciting their input into students'
course selections
Mr. Alfred and the sped teacher have noticed that Jacob's behavior has led to him
being left out of games and classroom activities. Jacob has expressed his
disappointment, stating that he does not have any friends. During Jacob's time in the
resource room, the special education teacher models and role-plays positive
behavioral strategies with Jacob. Mr. Alfred's most important responsibility with regard
to these behavioral strategies is to
A.explain to Jacob's parents the techniques that Jacob will be using so that they can
practice them with him.
B.meet with the class to urge them to be receptive to Jacob's efforts to improve his
behavior.
C. support Jacob in effectively using the techniques he has learned, both when Jacob
is involved in the lesson and in other classroom situations.
D.provide Jacob with access to books about making friends and getting along with
others, to reinforce what he
Give this one a try later!
C. support Jacob in effectively using the techniques he has learned, both
when Jacob is involved in the lesson and in other classroom situations.
, Based on the assessment data and information about the students in Ms. Kimora's
class, which step is most important for Ms. Kimora to take during the pre-field trip
activities?
A. instructing students in note-taking strategies to use on the field trip
B. engaging students in large-group discussions to assess their conceptual
understanding
C. providing students with summaries of the texts to use as a reference
D. using various scaffolding techniques to promote students comprehension of the
texts
Give this one a try later!
D. using various scaffolding techniques to promote students
comprehension of the texts
Which step would be most appropriate for Mr. Alfred to take first to promote Jacob's
success in this lesson?
A. providing Jacob with a tactile manipulative during the word-building activity to help
him release any extra energy that might be distracting him
B. having Jacob use active listening and repeat the directions for the word-building
activity in his own words
C. having Jacob be responsible for recording the new words and definitions while his
partner performs the word-building activity
D. promising Jacob a reward or privilege if he works cooperatively with his partner
during the word-building activity
Give this one a try later!
B. having Jacob use active listening and repeat the directions for the word-
building activity in his own words
