Evidence-Based Practices
UDL/DI
Inclusive Literature
Classroom Management
MISC.
100
The primary goal of Evidence-Based Practice (EBP) in education is to improve student performance and learning experiences.
research and data
100
UDL stands for?
Universal Design for Learning
100
Either give me an example or the definition of Text Structures.
Text structures refer to the way information is organized within a text. Authors use different structures to present ideas clearly and logically.
Examples:
Chronological/Sequential – Events are described in the order they occur.
Cause and Effect – Explains reasons something happened and the resulting effects.
Problem and Solution – Presents a problem and suggests one or more solutions.
Compare and Contrast – Shows similarities and differences between two or more things.
Description – Describes a topic using details, characteristics, or examples.
100
What is disruptive behavior?
Behaviors that interfere with the delivery of instruction or impact other students’ learning
100
What is the age-range for an IEP?
(youngest to oldest)
3-21 years old
200
This approach focuses on teaching students through guided reading, where they receive tailored support to improve reading skills at their own level.
Differentiated instruction
200
Clear goal and multiple means?
Students will read the textbook chapter, watch a video, and make a multimedia presentation about ecosystems.
Not Clear
Not Multiple Means
200
🔶 1. Purpose of Each Phase
Comprehension questions are essential at each stage:
Before Reading: Name one of the three reasons you ask questions before reading.
To activate prior knowledge,
build curiosity,
Set a purpose
200
What is tier 3 of RtI?
200
What is the most prevalent disability among students in the US?
Specific learning disability.
300
Implementing an Evidence-Based Practice (EBP) can lead to these four benefits, including positive student outcomes, increased accountability, and better use of time and resources.
List at least three (of 4) benefits of implementing an EBP.
Positive child or student outcomes
Increased accountability (data to back up the selection of a practice or program)
Less wasted time and fewer wasted resources
Responsive to learners’ needs
300
What is the difference between UDL and Differentiation?
300
Name the THREE Question Types
1. Literal (Right There)
2. Inferential (Think and Search)
3. Evaluative (On Your Own)
300
ABC stands for?
Antecedent
Behavior
Consequence
300
Which law provides funding for special education?
IDEA
400
This high-impact, structured teaching method includes modeling, scaffolding, and gradually releasing responsibility to students.
Explicit instruction
400
Give 4 different ways/examples to can make a lesson more UDL.
- Closed Captioning
- Visual
- Posted lesson goals
- Assignment options
- Flexible workspaces
- Regular feedback
- Digital and audio text
400
What is the full name of the form you filled out for DPI?
Promoting Early Literacy through Shared Reading of Diverse Texts
400
This evidence-based approach involves teaching and reinforcing positive behaviors while addressing negative behaviors through consistent consequences and support.
Positive Behavioral Interventions and Supports (PBIS)
400
What are procedural safeguards?
Parent Rights
500
What are the 3 considerations when identifying or selecting an EBP?
- Students and setting
- Resources
- Evidence level
500
What are the three principles of UDL?
Engagement
Action and/or Expression
Representation
500
Name 6 out of the 7 books we covered for DPI.
Quiet Time with Seeya
A Day with No Words
An Ordinary Day
Big
Mochi Makers
My Mother’s Tongue
The Proudest Blue
500
Which behavior is a student more likely to have based on the reinforcement features that could impact each situation?
Name the 4 factors.
1. Quality
2. Immediacy
3. Magnitude
4. Effort
500
12 Special Education Disability Categories - Wisconsin
- Autism
- Blind and Visually Impaired
- Deaf and Hard of Hearing
- Deafblind
- Emotional Behavioral Disability
- Intellectual Disability
- Orthopedic Impairment
- Other Health Impairment
- Significant Developmental Delay
- Specific Learning Disabilities
- Speech and Language
- Traumatic Brain Injury