FTCE EXCEPTIONAL STUDENT EDUCATION K-12||
(LATEST UPDATE) QUESTIONS AND
VERIFIED ANSWERS | 100% CORRECT | GRADE A+
1. Portfolio Assessment: A collection of work produced by a student to check
student effort, progress and achievement such as a list of books that the student
read, a collection of tests and homework, etc.
2. Florida Alternative Assessment: a performance-based alternative assessment
of student mastery of Access Point
3. Disproportionality: students from certain racial/ethnic, low socioeconomic sta-
tus, non-majority linguistic backgrounds and English language learners are overrep-
resented in special education programs
4. Test Bias: when certain groups consistently score differently from other groups
(e.g., females tend to score lower than males)
5. Curriculum-based measurement (CBM): provides information about student
mastery of the general education curriculum
6. Summative Assessment: the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by the teacher at the end of an
instructional unit, a student's report card, a "high stakes", state achievement test
administrated at the end of the school year.
7. Formative Assessment: assessments are "low stakes", their main purpose is
not to judge students performance but rather to monitor student progress and identify
ways that instruction can be improved overall or tailored to specific students.
8. Response to Intervention (RTI): The three levels of intensity, or tiers are as
in Tier 1 - at risk students receive additional instruction for several weeks; in Tier
2 - students receive more intensive and longer-lasting interventions if they have
not responded to Tier 1; in Tier 3 - students receive more intensive, individualized
,interventions if they have not responded to Tier 2
9. Sensorimotor stage: Piaget divided this stage into six substages: Reflexes (0-1
month); Primary Circular Reactions (1-4 months); Secondary Circular Reactions
(4-8 months); Coordination of Reactions (8-12 months), Tertiary Circular Reactions
(12-18 months); Early Representational Thought (18-24 months)
10. Early Representational Thought: 18-24 months, children begin representing
things or events with symbols. A significant sensorimotor development is object
permanence, i.e., realizing things still exist when they are out of sight.
11. 0-1 month: Reflexes (sensorimotor stage) What age?
12. 1-4 months: infants find accidental actions like thumb-sucking pleasurable and
then intentionally repeat them (Primary Circular Reactions of sensorimotor stage)
What age?
13. 4-8 months: Secondary Circular Reactions (Sensorimotor stage): infants inten-
tionally repeat actions to evoke environmental effects. What age?
, 14. 8-12 months: Coordination of Reactions (sensorimotor stage): children repeat
actions intentionally, comprehend cause and effect and combine schemas (con-
cepts). What age?
15. 12-18 months: Tertiary Circular Reactions (sensorimotor stage): children exper-
iment with trial-and-error. What age?
16. 18-24 months: Early Representational Thought (sensorimotor stage): children
begin representing things and events with symbols. A significant development is
Object Permanence, i.e., realizing that thing still exist when out of sight. What age?
17. Early Representational Thought (sensorimotor stage):: 18-24 months
18. Tertiary Circular Reactions (sensorimotor stage): 12-18 months
19. Coordination of Reactions (sensorimotor stage):: 8-12 months
20. Secondary Circular Reactions (sensorimotor stage): 4-8 months
21. Primary Circular Reactions (sensorimotor stage): 1-4 months
22. Reflexes (sensorimotor stage): 0-1 month
23. Ecological assessment: The goal of the assessment is to identify environ-
ments in which the student functions with greater or lesser difficulty, to understand
what contributes to these differences in functioning and to draw useful implications
for instructional planning.
24. Authentic assessment: provides descriptions of student performance on
real-life tasks carried out in real world settings.
25. Accountability: The process of requiring students to demonstrate that they
have met specified common core standards and holding teachers responsible for
students' performance is the best described as
26. Itinerant teachers: Professional who travel between two or more school sites
to provide services to students.
27. The Transition plan (Form 1 of the IFSP - Individualized Family Support
Plan): The paperwork that needs to be completed after the transition conference.
the IFSP is needed for any child with developmental delays who attends the Early
Step Program.
28. Voluntary Pre-Kindergarten Program: the program enacted in 2004, which is
designed to prepare four-year-old children for kindergarten and lay the foundation
for their success is know as
29. Performance-based assessment: assessment that measures learning
processes
30. Norm-based assessments: Assessments that give us some idea of what stu-
dents need to know to achieve grade level performance are referred as
31. Informed consent: Parents being noticed in their native language of all educa-
tional activities to be conducted during a nondiscriminatory evaluation of their child
is called
(LATEST UPDATE) QUESTIONS AND
VERIFIED ANSWERS | 100% CORRECT | GRADE A+
1. Portfolio Assessment: A collection of work produced by a student to check
student effort, progress and achievement such as a list of books that the student
read, a collection of tests and homework, etc.
2. Florida Alternative Assessment: a performance-based alternative assessment
of student mastery of Access Point
3. Disproportionality: students from certain racial/ethnic, low socioeconomic sta-
tus, non-majority linguistic backgrounds and English language learners are overrep-
resented in special education programs
4. Test Bias: when certain groups consistently score differently from other groups
(e.g., females tend to score lower than males)
5. Curriculum-based measurement (CBM): provides information about student
mastery of the general education curriculum
6. Summative Assessment: the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by the teacher at the end of an
instructional unit, a student's report card, a "high stakes", state achievement test
administrated at the end of the school year.
7. Formative Assessment: assessments are "low stakes", their main purpose is
not to judge students performance but rather to monitor student progress and identify
ways that instruction can be improved overall or tailored to specific students.
8. Response to Intervention (RTI): The three levels of intensity, or tiers are as
in Tier 1 - at risk students receive additional instruction for several weeks; in Tier
2 - students receive more intensive and longer-lasting interventions if they have
not responded to Tier 1; in Tier 3 - students receive more intensive, individualized
,interventions if they have not responded to Tier 2
9. Sensorimotor stage: Piaget divided this stage into six substages: Reflexes (0-1
month); Primary Circular Reactions (1-4 months); Secondary Circular Reactions
(4-8 months); Coordination of Reactions (8-12 months), Tertiary Circular Reactions
(12-18 months); Early Representational Thought (18-24 months)
10. Early Representational Thought: 18-24 months, children begin representing
things or events with symbols. A significant sensorimotor development is object
permanence, i.e., realizing things still exist when they are out of sight.
11. 0-1 month: Reflexes (sensorimotor stage) What age?
12. 1-4 months: infants find accidental actions like thumb-sucking pleasurable and
then intentionally repeat them (Primary Circular Reactions of sensorimotor stage)
What age?
13. 4-8 months: Secondary Circular Reactions (Sensorimotor stage): infants inten-
tionally repeat actions to evoke environmental effects. What age?
, 14. 8-12 months: Coordination of Reactions (sensorimotor stage): children repeat
actions intentionally, comprehend cause and effect and combine schemas (con-
cepts). What age?
15. 12-18 months: Tertiary Circular Reactions (sensorimotor stage): children exper-
iment with trial-and-error. What age?
16. 18-24 months: Early Representational Thought (sensorimotor stage): children
begin representing things and events with symbols. A significant development is
Object Permanence, i.e., realizing that thing still exist when out of sight. What age?
17. Early Representational Thought (sensorimotor stage):: 18-24 months
18. Tertiary Circular Reactions (sensorimotor stage): 12-18 months
19. Coordination of Reactions (sensorimotor stage):: 8-12 months
20. Secondary Circular Reactions (sensorimotor stage): 4-8 months
21. Primary Circular Reactions (sensorimotor stage): 1-4 months
22. Reflexes (sensorimotor stage): 0-1 month
23. Ecological assessment: The goal of the assessment is to identify environ-
ments in which the student functions with greater or lesser difficulty, to understand
what contributes to these differences in functioning and to draw useful implications
for instructional planning.
24. Authentic assessment: provides descriptions of student performance on
real-life tasks carried out in real world settings.
25. Accountability: The process of requiring students to demonstrate that they
have met specified common core standards and holding teachers responsible for
students' performance is the best described as
26. Itinerant teachers: Professional who travel between two or more school sites
to provide services to students.
27. The Transition plan (Form 1 of the IFSP - Individualized Family Support
Plan): The paperwork that needs to be completed after the transition conference.
the IFSP is needed for any child with developmental delays who attends the Early
Step Program.
28. Voluntary Pre-Kindergarten Program: the program enacted in 2004, which is
designed to prepare four-year-old children for kindergarten and lay the foundation
for their success is know as
29. Performance-based assessment: assessment that measures learning
processes
30. Norm-based assessments: Assessments that give us some idea of what stu-
dents need to know to achieve grade level performance are referred as
31. Informed consent: Parents being noticed in their native language of all educa-
tional activities to be conducted during a nondiscriminatory evaluation of their child
is called
