ILTS 290 PREP TEST EXAM
QUESTIONS WITH CORRECT
ANSWERS
A third-grade teacher is preparing to teach a unit on mythical creatures. A parent has
asked why the teacher has selected this topic when it is not an assigned topic in the
state's learning standards for third grade. How should the teacher respond?
A) Request that another third grade teacher in the building share his other unit lesson
plans and teach that unit instead.
B) Confirm that topics within the unit align with the state standards. Identify learning
outcomes and share these with the parent.
C) Ask the parent to speak with the school's principal.
D) Add a post-test at the end of the unit which includes an essay question that is in
alignment with the state's standards. - Answer- B) Confirm that topics within the unit
align with the state standards. Identify learning outcomes and share these with the
parent.
When planning a unit, the teacher should first consider the state's learning standards
and what the learning outcomes will be. While the teacher did not pre-plan in this
manner, the unit's activities can still be used or modified to align with state standards.
The IEP team has determined that a student meets the initial eligibility criteria for a
disability as defined by IDEA. Which of the following steps should the IEP team take
next after determining that the student has a disability?
A) determine whether the student requires special education
B) determine appropriate placement
C) request parent consent for evaluation
D) develop an IEP - Answer- A) determine whether the student requires special
education
The IEP team must determine whether the student requires special education and/or
related services. A student with a disability may require these services, or the team may
determine that a student has a disability but does not require services, in which case the
student may be referred to the Section 504 team.
The following characteristics are elements of which component of IDEA?
Instructional services designed to address the educational needs of students with
disabilities as comparable to nondisabled students
Instructional services to the maximum extent possible as to meet the educational needs
with nondisabled students
Standardized and established due process procedures
, Evaluation, placement, and reevaluation established procedures to ensure appropriate
placement and classification of student with disabilities
A) No Child Left Behind (NCLB)
B) Free Appropriate Public Education (FAPE)
C) Individualized Family Service Plan (IFSP)
D) Least Restrive Environment (LRE) - Answer- B) Free Appropriate Public Education
(FAPE)
All of the characteristics included in the question describe FAPE.
According to the Individuals with Disabilities Education Act (IDEA), which of the
following criteria may indicate that a student may have a specific learning disability?
A) The student demonstrates limited or lack of progress despite receiving research-
based interventions.
B) The student has an IQ below 70.
C) The student has failed to make academic progress due to lack of instruction.
D) The student has difficulty focusing and is easily distracted. - Answer- A) The student
demonstrates limited or lack of progress despite receiving research-based interventions.
Many states use the response to intervention (RTI) process as a consideration in
whether a student may have a specific learning disability. A student who fails to
progress even after receiving interventions may have a specific learning disability.
Which of the following characteristics may be used to describe a student who is
identified as having a specific learning disability?
A) The student demonstrates difficulty communicating with peers due to frequent sound
errors.
B) The student has deficits in functional and adaptive skills.
C) The student is unable to form and maintain social relationships with peers.
D) The student demonstrates deficits in academic achievement when compared to
cognitive abilities. - Answer- D) The student demonstrates deficits in academic
achievement when compared to cognitive abilities.
Students with specific learning disabilities typically have average to above average
intelligence but experience academic achievement deficits.
A 2nd-grade ESE teacher of students with significant disabilities knows that her
students do not yet have the knowledge or skills to brush their teeth independently. She
has planned a lesson for the students on how to brush their teeth and will use the
demonstration approach. This means:
A) as the teacher is instructing, she will demonstrate the steps to brush teeth as she
teaches students what to do.
B) the students will demonstrate each of the steps as the teacher is teaching.
C) the students will watch a demonstration and then copy the steps onto task cards.
D) the teacher will show a video of a dentist brushing a patient's teeth and the students
will write the steps of what the dentist does. - Answer- A) as the teacher is instructing,
she will demonstrate the steps to brush teeth as she teaches students what to do.
The demonstration approach is a process where the teacher shows how to do
something as they tell the students what to do.
QUESTIONS WITH CORRECT
ANSWERS
A third-grade teacher is preparing to teach a unit on mythical creatures. A parent has
asked why the teacher has selected this topic when it is not an assigned topic in the
state's learning standards for third grade. How should the teacher respond?
A) Request that another third grade teacher in the building share his other unit lesson
plans and teach that unit instead.
B) Confirm that topics within the unit align with the state standards. Identify learning
outcomes and share these with the parent.
C) Ask the parent to speak with the school's principal.
D) Add a post-test at the end of the unit which includes an essay question that is in
alignment with the state's standards. - Answer- B) Confirm that topics within the unit
align with the state standards. Identify learning outcomes and share these with the
parent.
When planning a unit, the teacher should first consider the state's learning standards
and what the learning outcomes will be. While the teacher did not pre-plan in this
manner, the unit's activities can still be used or modified to align with state standards.
The IEP team has determined that a student meets the initial eligibility criteria for a
disability as defined by IDEA. Which of the following steps should the IEP team take
next after determining that the student has a disability?
A) determine whether the student requires special education
B) determine appropriate placement
C) request parent consent for evaluation
D) develop an IEP - Answer- A) determine whether the student requires special
education
The IEP team must determine whether the student requires special education and/or
related services. A student with a disability may require these services, or the team may
determine that a student has a disability but does not require services, in which case the
student may be referred to the Section 504 team.
The following characteristics are elements of which component of IDEA?
Instructional services designed to address the educational needs of students with
disabilities as comparable to nondisabled students
Instructional services to the maximum extent possible as to meet the educational needs
with nondisabled students
Standardized and established due process procedures
, Evaluation, placement, and reevaluation established procedures to ensure appropriate
placement and classification of student with disabilities
A) No Child Left Behind (NCLB)
B) Free Appropriate Public Education (FAPE)
C) Individualized Family Service Plan (IFSP)
D) Least Restrive Environment (LRE) - Answer- B) Free Appropriate Public Education
(FAPE)
All of the characteristics included in the question describe FAPE.
According to the Individuals with Disabilities Education Act (IDEA), which of the
following criteria may indicate that a student may have a specific learning disability?
A) The student demonstrates limited or lack of progress despite receiving research-
based interventions.
B) The student has an IQ below 70.
C) The student has failed to make academic progress due to lack of instruction.
D) The student has difficulty focusing and is easily distracted. - Answer- A) The student
demonstrates limited or lack of progress despite receiving research-based interventions.
Many states use the response to intervention (RTI) process as a consideration in
whether a student may have a specific learning disability. A student who fails to
progress even after receiving interventions may have a specific learning disability.
Which of the following characteristics may be used to describe a student who is
identified as having a specific learning disability?
A) The student demonstrates difficulty communicating with peers due to frequent sound
errors.
B) The student has deficits in functional and adaptive skills.
C) The student is unable to form and maintain social relationships with peers.
D) The student demonstrates deficits in academic achievement when compared to
cognitive abilities. - Answer- D) The student demonstrates deficits in academic
achievement when compared to cognitive abilities.
Students with specific learning disabilities typically have average to above average
intelligence but experience academic achievement deficits.
A 2nd-grade ESE teacher of students with significant disabilities knows that her
students do not yet have the knowledge or skills to brush their teeth independently. She
has planned a lesson for the students on how to brush their teeth and will use the
demonstration approach. This means:
A) as the teacher is instructing, she will demonstrate the steps to brush teeth as she
teaches students what to do.
B) the students will demonstrate each of the steps as the teacher is teaching.
C) the students will watch a demonstration and then copy the steps onto task cards.
D) the teacher will show a video of a dentist brushing a patient's teeth and the students
will write the steps of what the dentist does. - Answer- A) as the teacher is instructing,
she will demonstrate the steps to brush teeth as she teaches students what to do.
The demonstration approach is a process where the teacher shows how to do
something as they tell the students what to do.
