FTCE ESE K-12 PRACTICE TEST
SCENARIOS|| 64 ACTUAL QUESTIONS &
CORRECT ANSWERS || GRADED A+
1. Brandon enters the third-grade classroom and begins to stare ahead
blankly. He rocks back and forth and makes sounds that are high pitched.
When approached by peers he screams and retreats into a corner of the
classroom. Brandon has autism. What models of support in accessing the
general education curriculum are available for students like Brandon: Support
staff, such as a behavior specialist, ASD specialist, and paraprofessionals, provide
collaborative services as well as social and communication skills.
2. Kristin is a third grade student with an intellectual disability. She has just
been placed in Mrs. Smith's third grade class. Students in her class are
learning their multiplication facts. Kristin is eager to participate in class but
instead of allowing Kristin to do the same activity as the other students, Mrs.
Smith gives her a worksheet that she obtained from a colleague who teaches
kindergarten.: The label is causing Mrs. Smith to lower her expectations of Kristin's
performance.
3. Rob is a student with a disability who belongs to a neighborhood gang. He
is involved in an argument with another student in math class. Later that night,
Rob attends a school-sponsored basketball game. Other students report that
Rob has a knife and is threatening to stab a student he argued with earlier.
Rob is removed from the basketball game. Members of the IEP team decide to
place Rob at an alternative school for 45 days. Were Rob's rights violated: No,
schools have the right to remove students who bring weapons to school without a
hearing.
4. Mrs. Abraham is a member of the Down Syndrome Association and is
attending an IEP meeting for John, at the request of his parents. As a member
of the IEP team and teacher of exceptional students, Mrs. Andrews is nervous
about sharing her evaluations of John in front of the advocate as she is
,uncertain of Mrs. Abraham's role in the IEP meeting. What type of information
can Mrs. Abraham provide at the request of the parents: additional resources
and services provided by the Down Syndrome Organization
5. John pulled the fire alarm during lunch at school last week. John is identi-
fied as having EBD (Emotional Behavior Disorder). The IEP team is conducting
a Manifestation Determination Review. Why is this meeting being held: to
determine if a student's misbehavior is a result of his disability
6. Jane has placed her daughter, Abigail, in the Early Steps program for the
past year. Now that her daughter is turning three, she needs to change her
current placement. Under IDEA 2004, Part C, what services may be available
for Abigail in the school district: VPK Education Programs
7. John has entered first grade at Oakwood Elementary. Mrs. Jones, his
teacher, notices that he omits verbs, puts the wrong ending on a word, and
, has incomplete vocabulary development for his age. She is concerned that he
may have a(n): language impairment
8. Jan, a third grader, has difficulty sitting still, never waits for her turn, and is
constantly interrupting others. She is displaying characteristics of: hyperac-
tive-impulsive
9. Mr. Repp could have asked his students to compute the mileage between
several cities using a mileage key. Instead, he has them create their own
maps within a real context because he wants to see how well they can apply
what they have learned to an actual problem. This would be an example
of: performance-based assessmenT
10. Crystal was referred for a comprehensive evaluation due to classroom
performance. It was determined at the eligibility meeting that she was not
eligible for exceptional student education services but needed alternative
planning in order to be successful in the general education classroom. What
document will the team need to write for Crystal: 504 Plan of Accommodations
11. A second-grade student recently enrolled in your school. The student is
a recent immigrant from Mexico. Your school determines that the child had
not previously been enrolled in school in Mexico due to his parents' lack of
funds and due to a lack of transportation to school. The student's mother has
recently obtained citizenship. Once the child began to attend your school, it
was determined that the child could not read in English or Spanish. What doc-
umentation needs to be written based on this information: No documentation
should be written
12. A classroom teacher, along with a team of other educational professionals,
determined that John, who has multiple disabilities, is not able to participate in
the statewide assessment. The team develops which of the following to assess
John's attainment of educational goals: Alternative Assessment
13. he Teacher Assistance Team of a middle school receives a referral regard-
ing a student who seems to have behavioral difficulty in only one of his classes
during the day. In order to determine what is happening in this one classroom,
the team decides that a(n) should be conducted: Observation
14. Elisabeth's teacher gives a spelling test at the end of each week to deter-
mine student mastery of the words. This type of assessment is considered
a: curriculum-based assessment
15. Kevin is a third grader who continues to sound out many words when he
reads and reads very slowly. He uses so much effort in identifying the words
that he frequently misses the main points of the story. He concentrates his
effort on unlocking the word rather than on reading the word automatically.
Kevin's main barrier to comprehension is his: Fluency
SCENARIOS|| 64 ACTUAL QUESTIONS &
CORRECT ANSWERS || GRADED A+
1. Brandon enters the third-grade classroom and begins to stare ahead
blankly. He rocks back and forth and makes sounds that are high pitched.
When approached by peers he screams and retreats into a corner of the
classroom. Brandon has autism. What models of support in accessing the
general education curriculum are available for students like Brandon: Support
staff, such as a behavior specialist, ASD specialist, and paraprofessionals, provide
collaborative services as well as social and communication skills.
2. Kristin is a third grade student with an intellectual disability. She has just
been placed in Mrs. Smith's third grade class. Students in her class are
learning their multiplication facts. Kristin is eager to participate in class but
instead of allowing Kristin to do the same activity as the other students, Mrs.
Smith gives her a worksheet that she obtained from a colleague who teaches
kindergarten.: The label is causing Mrs. Smith to lower her expectations of Kristin's
performance.
3. Rob is a student with a disability who belongs to a neighborhood gang. He
is involved in an argument with another student in math class. Later that night,
Rob attends a school-sponsored basketball game. Other students report that
Rob has a knife and is threatening to stab a student he argued with earlier.
Rob is removed from the basketball game. Members of the IEP team decide to
place Rob at an alternative school for 45 days. Were Rob's rights violated: No,
schools have the right to remove students who bring weapons to school without a
hearing.
4. Mrs. Abraham is a member of the Down Syndrome Association and is
attending an IEP meeting for John, at the request of his parents. As a member
of the IEP team and teacher of exceptional students, Mrs. Andrews is nervous
about sharing her evaluations of John in front of the advocate as she is
,uncertain of Mrs. Abraham's role in the IEP meeting. What type of information
can Mrs. Abraham provide at the request of the parents: additional resources
and services provided by the Down Syndrome Organization
5. John pulled the fire alarm during lunch at school last week. John is identi-
fied as having EBD (Emotional Behavior Disorder). The IEP team is conducting
a Manifestation Determination Review. Why is this meeting being held: to
determine if a student's misbehavior is a result of his disability
6. Jane has placed her daughter, Abigail, in the Early Steps program for the
past year. Now that her daughter is turning three, she needs to change her
current placement. Under IDEA 2004, Part C, what services may be available
for Abigail in the school district: VPK Education Programs
7. John has entered first grade at Oakwood Elementary. Mrs. Jones, his
teacher, notices that he omits verbs, puts the wrong ending on a word, and
, has incomplete vocabulary development for his age. She is concerned that he
may have a(n): language impairment
8. Jan, a third grader, has difficulty sitting still, never waits for her turn, and is
constantly interrupting others. She is displaying characteristics of: hyperac-
tive-impulsive
9. Mr. Repp could have asked his students to compute the mileage between
several cities using a mileage key. Instead, he has them create their own
maps within a real context because he wants to see how well they can apply
what they have learned to an actual problem. This would be an example
of: performance-based assessmenT
10. Crystal was referred for a comprehensive evaluation due to classroom
performance. It was determined at the eligibility meeting that she was not
eligible for exceptional student education services but needed alternative
planning in order to be successful in the general education classroom. What
document will the team need to write for Crystal: 504 Plan of Accommodations
11. A second-grade student recently enrolled in your school. The student is
a recent immigrant from Mexico. Your school determines that the child had
not previously been enrolled in school in Mexico due to his parents' lack of
funds and due to a lack of transportation to school. The student's mother has
recently obtained citizenship. Once the child began to attend your school, it
was determined that the child could not read in English or Spanish. What doc-
umentation needs to be written based on this information: No documentation
should be written
12. A classroom teacher, along with a team of other educational professionals,
determined that John, who has multiple disabilities, is not able to participate in
the statewide assessment. The team develops which of the following to assess
John's attainment of educational goals: Alternative Assessment
13. he Teacher Assistance Team of a middle school receives a referral regard-
ing a student who seems to have behavioral difficulty in only one of his classes
during the day. In order to determine what is happening in this one classroom,
the team decides that a(n) should be conducted: Observation
14. Elisabeth's teacher gives a spelling test at the end of each week to deter-
mine student mastery of the words. This type of assessment is considered
a: curriculum-based assessment
15. Kevin is a third grader who continues to sound out many words when he
reads and reads very slowly. He uses so much effort in identifying the words
that he frequently misses the main points of the story. He concentrates his
effort on unlocking the word rather than on reading the word automatically.
Kevin's main barrier to comprehension is his: Fluency
