ONE
TWO
THREE
FOUR
FIVE
100
Which of the following in not one of the formal plans for students with academic learning difficulties?

a. Individualized Education Programs
b. Informal Reading Plan
c. Section 504 Plans
d. Response-to-Intervention Plan
b. Informal Reading Plan
100
___________ a list of the educational goals for students with special needs, the special education and related services the students is to receive, the educational placement for the student, and other important information.

a. Response-to-Intervention Plan
b. Informal Education Plan
c. Individualized Educational Program
d. Section 504 Plan
c. Individualized Educational Program
100
In which planning level do teachers consider what students are to learn, look for common needs of the class, and then look at the special needs of individual students?

a. Level 1
b. Level 2
c. Level 3
d. Level 4
a. Level 1
100
When teachers use traditional grading procedures for students with disabilities, the procedures almost always results in __________ grades.

a. Similar
b. Higher grades
c. Lower grades
d. Fluctuating
c. Lower grades
100
All of the following are conditions to think about in arranging the classroom for inclusion EXCEPT

a. Lighting
b. Noise control
c. Parents’ opinion
d. Ventilation and temperature
c. Parents’ opinion
200
____________ a type of planning for a student with special needs that is likely to begin before the student receives special education services.

a. Individualized Education Programs
b. Informal Reading Plan
c. Section 504
d. Response-to-Intervention
d. Response-to-Intervention
200
All of the following are components of an IEP EXCEPT

a. Present level of performance
b. Measurable annual goals
c. Extent of parent involvement
d. Projected date for beginning services
c. Extent of parent involvement
200
In which planning level will teachers write detailed plans for daily instruction?

a. Level 1
b. Level 2
c. Level 3
d. Level 4
b. Level 2
200
All of the following are types of grading adaptations EXCEPT

a. Progress on IEP objectives
b. Improvement over past performance
c. Modified weights and scales
d. Results of end of unit tests
d. Results of end of unit tests
200
All of the following are factors to consider in contributing to individualized educational programs EXCEPT

a. Request explanation of familiar terms, forms, and procedures
b. Leave with a clear understanding of your role and that of others
c. Share the information discussed with other teachers after leaving the meeting
d. Involve students in the IEP session
c. Share the information discussed with other teachers after leaving the meeting
300
____________ is an alternative means of determining whether a student really needs special education, instead of, or in addition to formal testing.

a. Individualized Education Programs
b. Informal Reading Plans
c. Section 504
d. Response-to-Intervention
d. Response-to-Intervention
300
Section 504 Plans are for students who

a. Qualify for special education
b. Do not qualify for special education
c. Qualify for a behavior intervention plan
d. Qualify for response-to-intervention
b. Do not qualify for special education
300
In which planning level are teachers involved in the dynamic creation of plans as they present lessons and carry out activities?

a. Level 1
b. Level 2
c. Level 3
d. Level 4
c. Level 3
300
By using grading adaptations, teachers can develop a (an) __________.

a. Individualized education plan
b. Personalized grading plan
c. Section 504 plan
d. Special education grading plan
b. Personalized grading plan
300
Ms. Miller has been hired as the Section 504 coordinator for her school district. She is reviewing the procedures for developing a 504 plan. All of the following are steps she must follow EXCEPT

a. Identify the student who may require a 504 Plan
b. Identify the 504 Plan Coordinator
c. Develop the 504 Plan
d. Inform key persons of the content of the plan
b. Identify the 504 Plan Coordinator
400
RTI models consist of _________ tiers.

a. One
b. Two
c. Three
d. Four
c. Three
400
The lead person who develops a Behavior Intervention Plan has training in _________.

a. Psychology
b. Counseling
c. Applied behavior analysis
d. Social work
c. Applied behavior analysis
400
____________ is one of the most common forms of progress monitoring.

a. Portfolio assessment
b. Standardized testing
c. Curriculum-based measurement
d. High stakes testing
c. Curriculum-based measurement
400
Ms. Wilson is determining the grade for Ricky who is labeled learning disabled. She reviews his work over the current grading period and compares it with his academic performance during the last grading period. Which type of grading adaption is Ms. Wilson using?

a. Progress on IEP objectives
b. Improvement over past performance
c. She is not using grading adaptations
d. Modified weights and scales
b. Improvement over past performance
400
The most common problem of students with disabilities and student who are risk is a significant weakness in ______________.

a. Social skills
b. Critical thinking skill
c. Academic basic skills
d. Gross motor skills
c. Academic basic skills
500
Under RTI, the ___________ is expected to work directly with students.

a. Special educator
b. General educator
c. Psychologist
d. Social worker
b. General educator
500
___________ calls for teachers to offer students different ways to take in information, process information, and demonstrate what they know.

a. Special Education
b. Differentiated Instruction
c. Explicit Instruction
d. Systematic Instruction
b. Differentiated Instruction
500
__________ relies on brief, direct measures of student performance.

a. Portfolio assessment
b. Informal testing
c. Formal testing
d. Curriculum-based measurement
d. Curriculum-based measurement
500
For Ricky, who has IEP goals in mathematics, his math teachers, allowed him to earn 90 points out of 100, rather than the 93 points indicated in the school-wide grading policy. Which type of grading adaption is his math teacher using?

a. Progress on IEP objectives
b. Improvement over past performance
c. She is not using grading adaptations
d. Modified weights and scales
d. Modified weights and scales
500
All of the following are considerations in planning for academic content instruction in an inclusive classroom EXCEPT

a. Determine what students should learn
b. Consider using a thematic instructional unit approach
c. Use cooperative learning groups
d. Request needed accommodations or modifications to be made in the special education classroom
d. Request needed accommodations or modifications to be made in the special education classroom
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