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D152 Pre-Assessment: Considerations
for Instructional Planning for Learners
with Mild to Moderate Exceptionalities
✔c. Which teaching strategy incorporates structure, clarity, redundancy, enthusiasm, appropriate rate, and maximized engagement variables? a. Kinesthetic teaching b. Systematic teaching c. Team teaching d. Game-based teaching - ✔b. Before each lesson, Mr. Sousa passes out outlines of the lesson and reviews it with the class. Which SCREAM variable is Mr. Sousa demonstrating by reviewing the outline? a. Appropriate b. Enthusiasm c. Redundancy d. Structure - ✔d. For her students with attention-deficit/hyperactivity disorder (ADHD), Ms. Costa provides outlines that have the main points of the lesson highlighted. Which SCREAM variable is Ms. Costa implementing? a. Enthusiasm b. Redundancy c. Structure d. Clarity - ✔c. During Mr. Kalani's language arts class, he acts out the dramatic parts of important plays the students are learning. He wears partial outfits and uses dramatic voices. Which SCREAM variable is Mr. Kalani implementing with his students a. Redundancy b. Enthusiasm
c. Maximized engagement d. Clarity - ✔b. Which scenario is an example of systematic instruction? a. Demonstrating all required steps in the full lesson first b. Having students work in small groups on late homework c. Reminding students of the days of the week daily d. Teaching lessons and activities in a logical fashion - ✔d. Ms. Sousa prompts students weekly with previously learned information to ensure students are retaining academic information. Which strategy is Ms. Sousa frequently implementing? a. Schedules of reinforcement b. Accomodation reviews c. Material reviews d. Modification reflection - ✔c. George Madison Elementary School has a special education classroom that focuses on daily living skills. This week, the class will take a field trip to the local grocery store to complete shopping tasks and money management. Which reinforcement skill is being demonstrated in the scenario? a. Prioritize instruction b. Natural environment education c. Collaboration d. Team teaching - ✔b. Ms. Patel creates social stories for one of her students who needs social interaction support. Ms. Patel and the student act out common social situations to help the student gain more age-appropriate social interactions. What strategy is Ms. Patel using with this student? a. Schedules of reinforcment b. Self-awareness c. Modifiaction d. Role-play - ✔d.
c. The feedback is as complex as the upcoming test d. The feedback is highly verbal and talkative - ✔b. In which scenario would using drill and practice be appropriate to promote learning of specific skills? a. Reading and answering aloud passages b. Listing algebraic order of operations quickly c. Writing a new short story in 25 minutes d. Timed multiplication and division problems - ✔d. Part of teacher management of the classroom and of students' time spent working and learning is being able to organize lesson plans that promote this dynamic. Which underlying principle of explicit instruction can teachers use to create these positive learning spaces? a. Establish learning groups of specific parts of the lesson b. Employ paraeducators to assist struggling students c. Optimize engaged time and time on task d. Monitor and oberve students during quiet time. - ✔c. An effective instructional feedback has positive and meaningful, or relevant, information for the student. If students know what is expected from them to master a concept, they can also explain what they need to do. Which strategy would provide the teacher a way to engage feedback with the student? a. Ask all student to stop working once they have 50% correct b. Ask questions to clarify the student's tasks and to check for accuracy c. Have the student buddy up with another struggling student d. Restate the incorrect answers of the student to mirror - ✔b. Which level of feedback would be appropriate to provide for a partially incorrect summary of a recent political event from a student? a. Simple with yes-and-no quetions of the event b. Simple with leading comments and questions c. Have the student articulate verbally what steps are accurate d. Substantive with clarifying statements and questions - ✔d.
What do teachers need to provide that supports the scope of explicit instruction for students to acquire new content optimally? a. Embed pop quizzes into the lesson and afterward b. Ask students to brainstorm like content c. Multiple and varied ways to respond and engage with content d. Use paraeducators to co-teach parts of the lesson - ✔c. What is the purpose of explicit instruction in classrooms? a. It provides a clear, rich, and detailed lesson planning of curriculuar activities b. It provides an unambiguous, structured, and logical process of teaching content c. It provides a holistic, systematic, and purposeful caffolding of teaching d. It provides an engaged, distinct, and balanced guided demonstration of skills - ✔b. Mr. Patel implemented an intensive reading intervention for a Tier 2 student. The student did not make meaningful gains so Mr. Patel changed the reading materials and added a reading intervention to improve the outcome. Which classification applies to the changes Mr. Patel implemented? a. Tier change: From Tier 2 to individualized, or Tier 1 instruction b. Mixed method changes: instruction time and instruction delivery c. Quantitative changes: instruction dosage and instruction environment d. Qualitative changes: cognitive instruction and instruction delivery - ✔d. Based on earlier learning assessments of several students, a teacher implements self- talk as a strategy for these students. The teacher demonstrates this technique continually across different lessons. Which stage of the self-regulation strategy development model is the teacher conducting for these students? a. Providing required accommodations b. Remembering the students' tasks c. Establishing independent practice d. Promoting different learning styles - ✔c. Which component of the self-regulation strategy development model is reflected by teaching students rehearsal strategies to use for mastering larger concepts? a. Managing sequence of tasks b. Memorizing bits of information c. Showing types of optional strategies d. Discussing student practices -
d. Student interest - ✔c. Mrs. Williams has a student with dyslexia who is struggling to effectively implement context clues while reading text. Mrs. Williams has provided this student with a digital highlighter to help define unknown words. Which strategy is Mrs. Williams utilizing with this student? a. Clustering and organization b. Using technology to improve memory c. Long-term memory d. Minimizing interfering information - ✔b. Ms. Patel approaches her history lessons by first teaching the students what she learned in her history courses and then explaining current views of history. Ms. Patel believes this will help to demonstrate how views of history can change over time. Which strategy should Ms. Patel more closely consider? a. Accomodation b. Student interest c. Metamemory d. Minimizing interfering information - ✔d. Ms. Sousa works with her students on developing a better understanding of how memory works and how to improve memory. Which memory aspect is Ms. Sousa working on with her students? a. Everyday b. Episodic c. Metacognition d. Short-term - ✔c. Ms. Phan works with a small group of students with significant delays in mathematics. She noticed they lack confidence in their ability to be successful in this academic area. Ms. Phan has added more affirmations and is now providing more frequent rewards for successes. Which memory precondition is Ms. Phan addressing? a. Distraction-free environment b. Positive feelings toward content c. Metamemory d. Student interest - ✔b.
Which memory type involves understanding concepts about the world? a. Long-term b. Everyday c. Episodic d. Semantic - ✔d. Ms. Garcia has a student that struggles to maintain attention in class for more than a few seconds to a minute. To help this student stay focused, Ms. Garcia or a classroom aide sits one-on-one and provides edible reinforcers to help this child stay focused. Which strategy is Ms. Garcia and her aide utilizing? a. Self-monitoring b. Peers to promote attention c. Extreme attention deficit strategy d. Modification - ✔c. Students diagnosed with autism spectrum disorder (ASD) often require development of the ability to control themselves and stay focused. Which student-driven strategy addresses this need? a. Self-esteem b. Self-monitoring c. Direct consequences for attention d. Peer to promote attention - ✔b. Ms. Sousa pairs students who struggle with attention with a student from the class who does not have attention struggles. Which strategy is Ms. Sousa implementing within her classroom? a. Self-awareness to promote attention b. Modifaction to promote attention c. Break-up to promote attention d. Peers to promote attention - ✔d. Which strategy for improving attention involves limiting direct instruction and has students engage in activities? a. Modification activities b. Movement activities c. Student activities d. Break-up activities -
d. To diversify and expose students to multiple types of readers and skills - ✔a. All the students in a class are attempting to learn a new concept that is inadvertently a higher-order cognitive task in which the teachers did not anticipate. It is causing difficulty in completing worksheets accurately. Which method should a co-teaching classroom use to remedy the situation? a. Identify the learning issues and implement an alternative teaching set up b. Re-teach the concept repeatedly until all students acquire understanding c. Select typically higher achieving student to assist in co-teaching the conept d. Eliminate the concept and materials from the lesson plan and continue onward - ✔a. Which co-teaching method could general and special education teachers employ with the whole class to introduce and model how metacognition works while reading? a. Team teaching: One models reading behavior aloud; while the other provides instruction of concepts on board b. Parallel teaching: One models reading behavior with students of IEPs, while the other models with rest of class c. One assist, one teachers: One models reading behavior to the whole class, while the other works quietly 1:1 with tudents with IEP d. Station teaching: Both teachers periodically rotate tations that include reading behavior tasks, which students practice - ✔a. Which co-teaching option is appropriate to use if only one teacher is familiar with a specific technique to solve a math equation? a. One teaches, one assists b. Station teaching c. Parallel teaching d. Use a new equation - ✔a. Which teacher statement represents the teacher's perception of the paraeducator's efficiency and effectiveness? a."Having another professional will make instruction and learning more efficient." b. "Well, this is most likely going to be a challenge. This will require a bit of work." c. "As an experienced and highly qualified teacher, I guess it wouldn't hurt." d. "The need for a paraeducator is required for students with severe disabilities." - ✔a.
A teacher wants to use an activity to demonstrate further learning but does not have much experience with the implementation of the activity. The teacher asks the paraeducator for input and discovers that the paraeducator has high familiarity with the activity instead. How should the teacher respond in this scenario? a. Ask if the paraeducator would be comfortable leading with the teacher's assistance. b. Explain to the paraeducator that a teacher is required to lead all activities in the classroom. c. Request the the paraeducator gather all information for the activity. d. Consider an alternative option that will avoid the use of the paraeducator being involved. - ✔a. Which approach would enable a teacher to plan instruction well while working effectively and efficiently with a paraeducator? a. Set aside time to get to know the skills, strengths, experiences, and comfort level of the paraeducator b. Assign the paraeducator to a variety of students with both general education modifications and special education c. Request the paraeducator to select which activities, student management, and instructional work preferred d. Use the paraeducator once per week to facilitate small group activities with all students - ✔a. Which classroom task would it be appropriate for a teacher to request of a paraeducator who has years of experience, a college degree, and range of education-related skills? a. Provide 1:1 instruction, implement behavior plan, deliver curricular modifications b. Teach if lesson plan is concise, implement curricular tasks, follow IEP mandates c. Complete instructional plans, teach adapted content from IEP, update quiz scores d. Co-teach familiar content, issue curricular modifications, provide learning goals - ✔a. A teacher is working with a new paraeducator who has minimal experience in a classroom setting. Which factors must the teacher consider when planning? a. The amount of information and training the paraeducator needs b. The level of detail that should be shared with the paraeducator c. The appropriateness of including the paraeducator initially d. The technical contribution the paraeducator can provide - ✔a.
What is the scope and intent of Tier 3 instruction? a. To provide intermittent coaching to self-regulate learning and mastery b. To provide skills and subskills training to make up for low scores c. To provide teacher and parent-based instruction to move back to Tier 2 d. To provide intense, individualized instruction over a longer period - ✔d. Which of the following is a description of how effective the intervention should be for a student in achieving a learning goal? a. Dosage b. Alignment c. Strength d. Comprehensiveness - ✔c Mrs. Phan has a Tier 2 intervention reading group with four students. After a reading achievement test, one of the students is still not making gains so Mrs. Phan intensified the intervention with additional time spent on reading skills for this student. Which best describes the intervention that Mrs. Phan used? a. Tier 2 intervention b. Data-based intervention and individualization c. Tier 1 intervention d. Specila education testing - ✔b. What is the taxonomy of intervention intensity? a. An approach that helps create differentiated lesson plans. b. A method for choosing curriculum for a classroom of students. c. An approach that alters intervention intensity based on whole-class needs. d. A method for choosing an intensive intervention that is molded to fit a student's individualized need. - ✔d. Mrs. Thomas worked with a student that has reading comprehension intervention supports. This student was unsuccessful in small group intervention, fell further behind, and was very discouraged with school, so Mrs. Thomas planned to further individualize instruction for this student with one-on-one supports and other more intensive interventions. Which intervention label supports Mrs. Thomas's plan? a. Tier 1 b. Special education testing
c. Tier 3 d. Universal screening -
