ETE 393 Final Exam | Verified with 100% Correct Answers

ETE 393 Final Exam | Verified with 100% Correct Answers The most frequently suggested alternative to traditional IQ-achievement discrepancy approaches for identifying students with learning disabilities is: a. IDEA b. IEP c. RTI d. ABA At minimum, how often must an IEP be reviewed by the IEP team? a. annually b. every 3 years c. monthly d. two times a year Mr. G teaches an 8th grade language arts class. He has collaborated with the special education teacher to measure the reading fluency of four students in his class who struggle with reading. Each week, they use 100-word passages from the reading curriculum and record fluency rates over time. This type of performance is called: a. weekly portfolio b. learning log c. curriculum based measurement d. progress chart What are instructional and curricular adaptations? a. working with a variety of professionals b. accessing resources, collaborating with other professionals, integrating technology c. Making learning visible and explicit, using clear, simple language, breaking attest or activity into steps, and providing multiple ways of demonstrating learning d. a variety of grouping strategies that change depending on the goals and objectives for the lessons Self-determination refers to: a. an individual’s optimism about the future b. an individual's well being c. an individual's motivation to succeed. d. an individual's ability or opportunity to make important decisions about his or her own life Before RTI, the typical method for a student to qualify as having a learning disability was to exhibit a discrepancy between: a. IQ and achievement b. reading and math ability c. achievement and motivation d. oral skills and written skills Traditionally, when students first showed signs of struggling academically, or behaviorally, the prevailing approach was to wait and hope that their progress would improve over time, this is often referred to as: a. wait for progress method b. wait to fail model c. wait to test model d. stop and wait model Which of the following choices is not a benefit of progress monitoring? a. increased learning b. better communication with family and other professionals c. more special education referrals d. improved accountability Once a month, the RTI team and Live Oak Elementary meets to discuss the progress of struggling students by analyzing progress monitoring data. Students are moved among tier 1, 2, and 3 instruction based on their results of progress monitoring measures. Error analysis of specific measures is performed to determine where students are struggling. Instructional strategies are discussed and suggestions for modifications are presented. This school is using which type of approach in making instructional decisions? a. cognitive-behavioral model b. report card grade protocol c. standard treatment protocol d. problem-solving method The council for exceptional children recommends that families be involved and notified at least by the time: a. the child is in tier 3 b. the child is in tier 1 c. the child is in tier 2 d. the child is referred for a comprehensive evaluation All of the following statements about universal screening are true except: a. It occurs only at the tier 3 level b. it is an essential component of RTI c. it is a quick way to identify general performance levels of students d. it provides information about class performance and where teachers might need further professional development. A potential misses and perceived drawback of collaboration and consultation includes all of the following statements except: a. excessive caseload management of special education teachers b. inadequate support and cooperation from classroom teachers c. the guarantee that programs will be effective d. unrealistic expectations for change and social acceptance Which of the following refers to the special educator and classroom teacher providing instruction together in the general education classroom a. teacher assistant teams b. co teaching c. consultant teaching d. collaborative planning particularly at the upper elementary and secondary grade levels: general education teachers focus on teaching the content and less on teaching individual students. This contrasts with the focus of special education teachers, whose planning and instruction is aimed at the needs of individual students. Which of the following choices is NOT something a sped teacher should do to successfully connect with a gened teacher? a. develop materials that only the general education students are required to complete b. develop materials that meet the needs of students with disabilities c. develop materials that enhance learning for all students d. develop materials including assessments and homework that are content appropriate Which of the following statements about co-teaching is not true? a. the special education teachers work only with special education students b. complementary instruction and supportive learning activities are part of the teachers' co-planning and instruction c. most of the instructional time involves teachers working with small groups or individuals d. the special education and general education classroom teachers lead instruction during the sam instructional period Which of the following statements about paras is not true? a. they often participate in planning, implementing, and evaluating student progress b. they may assist a student with special needs in the classroom c. they are always certified teachers d. they are often supervised by special education teachers Which of the following is NOT one of the key factors for working with paras? a. limited communication b. providing support for RTI c. planning and scheduling d. instructional support Which of the following does not influence our understanding of the text that we read? a. the size of the text b. the level of the text c. prior knowledge d. ability to decode Which of the following is NOT a typical trait of poor readers a. they do not automatically monitor their comprehension b. they have difficulty with efficient memory processing c. they can read quickly but are unable to process the information at the same pace d. they do not engage in strategic behavior to restore meaning when there is a comprehension breakdown Which of the following activities is representative of phonemic awareness? a. clapping words in a sentence b. blending sounds in words c. clapping syllables in words d. recognizing the letter A Mr. P says each individual sound in a word (C/A/T) and his students try to identify the word and say it outlaid. This activity is called: a. syllabification b. structural analysis c. blending d. segmenting Which word would be the easiest for a child to read by blending the sounds? a. hot b. tapped c. strike d. clap What kind of assessments are used to allow the teacher to regularly monitor the progress of students to determine whether their progress is on track or the teacher needs to make adjustments? a. progress monitoring assessments b. standardized assessments c. norm-based assessments d. diagnostic assessments What kind of assessments compare a student's performance to other students of the same age or grade? a. curriculum-based measures b. norm-based assessments c. informal assessments d. formal assessments Ms. Ruiz tells Mike to look at other words with the same ending to figure out a new word. What strategy does Ms. Ruiz want Mike to use? a. structural analysis b. syntax and context c. phonic analysis d. onset-rime Which of the following statements about Reading Mastery and corrective Reading is TRUE? a. they are scripted for the teacher b. they incorporate student-led activities c. they emphasize syntax and semantics as a way to decode text d. they are built on principles of implicit instruction "Sight words bingo" is a game that can give children practice with which of the following skills? a. recognition of high frequency words b. phonological awareness c. phonics d. fluency Which of the following choices correctly lists the components of reading fluency? a. rate of reading, rhythm, and pitch b. accuracy of word reading, phonological awareness, and phonics c. rate of reading, accuracy of word reading, and prosody d. rate of reading, comprehension, accuracy of word reading Fluency is most frequently measure by the: a. type token ratio b. number of words read correctly per minute (WCPM) c. mean length of utterance (MLU) d. number of complex sentences Sheila is a second grader who read 60 words during a one-minute sample and made 7 errors, what is her WCPM? 53 Johnny is a second grader who continues to sound out many words when he read and who reads very slowly. He uses so much effort in IDing words that he frequently misses the main points of the story. He concentrates his effort on unlocking the word rather than on reading automatically. Johnny's main barrier to comprehension is: a. vocabulary knowledge b. self-monitoring skills c. background knowledge d. fluency Activating background knowledge, preaching critical vocabulary, generating questions, and finding the main ideas are all considered: a. fluency strategies b. comprehension strategies c. before reading strategies d. decoding strategies The conventions of teaching writing include which of the following selections? a. capitalization, punctuation, and sentence structure b. manuscript and cursive c. reviewing and proofreading d. prewriting, editing, and revising Which of the following choices is NOT a strategy for improving the writing of older students?