Competency 1 FTCE ESE, FTCE Exceptional Student Education K-12 (Competency 7), FTCE ESE certification 17 study guide pt 7, FTCE COMP 8, FTCE (Competency 1), FTCE (Competency 4), FTCE (Competency 2), FTCE COMPETENCY 4, Competency 3: Instructional Deli...

Procedural Safeguards Ans- Consist of a set of rules and procedures that protect the rights and interests of parents and their children with disabilities. -Parents must receive notice in advance of any testing on their child. -Parental consent is required prior to any actions pertaining to the child and sharing info outside of the district. -Parents are entitled to see their child's records at anytime. -Mediation will be provided to parents who have complaints, or who cannot agree with the IEP team on planning or services for their children. Confidentiality Ans- IEPs must be kept confidential. Transition planning Ans- Free appropriate education (FAPE) requirement of IDEA was extended in the 2004 reauthorization to include not just education experiences but to look into preparation for life after K-12. Such as additional education and training, employment opportunities, and independent living. Due Process Ans- Refers to the principles that attempt to guarantee the rights of citizens. The rights and responsibilities that IDEA accords to parents, children, and schools are complex. Individualized Family Service Plan (IFSP) Ans- Similar to an IEP. Contains detailed information on the child's current level of functioning and goals. The only difference is the IFSP is written for age birth to three. Age of majority Ans- Age which someone becomes a legal adult, 18. Transition Planning Ans- The supports and services that are designed to help students with disabilities shift from life in a secondary school environment to adult life in the community. IDEA requires this to be coordinated by the IEP team, which includes the student and the parents. IDEA requires that when a student with a disability turns 16, if not earlier, the student's IEP must include a description of goals for employment, education, and other significant dimensions of post secondary life. Transition Services Ans- Consist of a set of activities that facilitate transition. They must reflect the following: ○ Must be coordinated, in the sense of converging on common goals (independent living) rather than being separate activities. ○ Must be tailored to the individual student (based on the transition assessments noted above). ○ Must be results-oriented and foster the development of academic and adaptive life skills that will help students become engaged in a variety of personal, social, educational, and occupational activities following school. ○ May consist of instruction, community experiences, employment assistance, post secondary adult living support, and so on. 4 Stages of Career Development Ans- Career Awareness, Career Exploration, Career Preparation, and Career Placement. Career Awareness Ans- Students become more aware of the purpose of work and of the existence of an increasing number of different types of jobs. Career Exploration Ans- Students become increasingly knowledgable about the characteristics, social importance, and interconnectedness of different types of jobs. Career Preparation Ans- Students acquire more detailed information about job opportunities and how various educational and vocational training experiences might prepare them for these jobs. Career Placement Ans- Students acquire jobs through their own efforts and with support from the IEP team, school staff, and possibly also community agencies such as the vocational rehabilitation agency. Independent Living Centers Ans- Are local, nonresidential agencies that help individuals with disabilities lead self-sufficient lives. Vocational Rehabilitation Agency Ans- A federal- and state-funded agency that provides employmentrelated services to students who qualify. In Florida it's called the Florida Department of Education's Division of Vocational Rehabilitation. It provides the following services: ○ Career counseling and guidance ○ Resume development ○ Postsecondary training and education ○ Job placement ○ Job coaching and training ○ Assistive technology ○ Supported employment Supported Employment Ans- Is a community-based approach to promoting the employment of individuals with disabilities in integrated settings (those in which a substantial number of employees do not have disabilities) through various kinds of support. IPS-Individual Placement and Support Ans- Approach, supported employment teams housed within community agencies provide coordinated services to individuals with disabilities, beginning with the development of a plan for seeking employment, and continuing with job search assistance, interview training, and on-the-job support. Which is NOT a correct guideline when using manipulatives? Ans- teacher demonstration with manipulatives as students observe Focusing on text structure helps students set up a framework to organize the information that students will be reading. One very effective way to focus on text structure is to use Ans- graphic organizers A text strategy used to compare and contrast characters, events, and/or settings is a Ans- Venn diagram Which statement is NOT a step for explicitly pre-teaching vocabulary words? Ans- Vocabulary words are displayed on word cards or on a vocabulary chart. Mrs. Jones blocks out 20 minutes for word study every day. She models skills and strategies that children need to decipher unknown words, explains why it is important to learn the skill or strategy, and guides students in their acquisition of the skill or strategy. What instructional method is she implementing? Ans- explicit instruction The Common Core State Standards were built on international benchmarks and enable out students _________________________. Ans- To compete with peers on both national and international levels. Jane Saunders, a second-grade teacher, has a room filled with print that interests students and is readily available to them. She plans times when students can engage in recreational reading. She models by reading aloud to students daily. She is implementing effective reading instruction by Ans- establishing an environment to promote reading. The process of focusing common core curriculum on predetermined goals or benchmarks that identify the content students should understand and the skills they should have after completing an area of study is best described as __________. Ans- standards-based education All of the following apply to evidence-based practices EXCEPT: Ans- practices based on personal experience, opinion, and preference One of the major obstacles in evaluating student progress is Ans- planning and organizing an evaluation system Sarah exhibits social skills difficulties in her first-grade classroom. She often displays defiant behavior toward other students and lashes out verbally or physically when she becomes frustrated. Her language skills are delayed for her age. She sees a speech-language therapist twice a week in a small group for assistance with language and social skills. The type of support she receives from the speech-language therapist is considered Ans- specialized instruction Which of the following refers to the use of a variety of grouping practices that change depending on the goals and objectives for the lesson? Ans- flexible grouping Patrick is a first grader who struggles with math. When he gets frustrated, he provokes other children in class by hitting and biting. Before each in-class math assignment, the teacher calls Patrick up to her desk and reminds him of how well he did on the previous assignment and shows him a graph of his improved grades. She provides him with a modified assignment and then has him sit with a math buddy. Patrick's teach reduces his undesired behavior by Ans- manipulating antecedents Documents published by states that typically include common core standards, learning activities, and performance expectations for students are best described as______________. Ans- common core curriculum guides Silvia frequently laughs out loud at inappropriate times during class discussion. She likes the reaction of her students and her teacher when they look at her and scold her to be quiet. Her teacher ignores those outbursts and also advises the students to ignore those who interrupt discussion. To eliminate Silvia's behavior, the teacher is using Ans- extinction By focusing on the essential knowledge and skills for success in life, the Common Core State Standards address which two major issues in the U.S.? Ans- Growing number of college students in need of remedial courses and growing skills gap in our workforce. Mr. Rhodes is a tenth-grade social studies teacher. His state requires that all thenth-grade students take a social studies achievement test at the end of the year. The scores of students at his school have been poor in the past and Mr. Rhodes is under pressure from the principal to raise the scores. He covers a large amount of material each day to prepare his students for this test and some of his struggling students are falling behind. What barrier to successful inclusion is Mr. Rhodes experiencing? Anscontent versus accommodation If student assessment shows that co-teaching for a particular group of students is not effective, what is the next best course of action? Ans- Increase the intensity of instruction by decreasing the teacherstudents ratio (e.g. more small-group support). A tenth-grade student with intellectual disabilities attends the district's vocational training program. The student is initially placed at a workstation that measures the speed and accuracy of sorting and classifying skills. What activity is this an example of? Ans- performance-based assessment What level of text should be used for repeated reading? Ans- instructional level What is the primary reason to use the Internet for educational purposes? Ans- Students spend less time in the classroom completing course work at their convenience. Which commonality does not describe someone as having emotional disorders/behavioral disorders? Ans- behaviors falls at the lower range of the norm A functional behavior assessment (FBA) Ans- identifies and addresses the needs of students with emotional or behavioral disorders Assessment procedures are typically administered in a certain order. Identify the answer choice that lists these procedures in the correct order. Ans- general interviews, use of rating scales, problem identification/problem analysis interview, observation Making a positive phone call to a parent is an example of a(n) Ans- social reinforcer Services that are coordinated through school, home, and community settings are described as Answraparound processes Which is NOT considered a step in teaching cognitive behavior management strategies? Ans- clearly specifying the expectations for the student Which would NOT be an effective strategy when working with students with emotional and behavioral disorders? Ans- Be stern and never laugh A manifestation determination is a review of Ans- the relationship between a student's disability and misconduct According to section 504 of the Rehabilitation Act of 1973 (Public Law 93-112), which of the following is true? Ans- Students do not need to be enrolled in special education to receive related services What laws require school-based teams to use positive behavior interventions and supports, and to move away from reliance on punishment when addressing problem behavior? Ans- IDEA 1997 and IDEA 2004 If Jonas arrives to school with a weapon and is suspended, what is the length of time Jonas can be placed in an appropriate interim alternative education setting? Ans- 45 days The behavioral criteria of an objective should be based mainly on Ans- baseline data During a momentary time sample, the observer records Ans- the behavior every time it occurs in a specific time period A graph that displays the data over time by adding each day to previous ones is called Ans- cumulative graph Functional behavioral assessment provides the information needed to increase the likelihood that an intervention will be successful. Which of the following best describes the functional assessment? Ansthe behavior of concern, where the behaviors can occur, consequences that maintain the behaviors, and data that support the hypotheses When discussing positive behavior support and functional behavioral assessment, teachers view the students in which of the following ways? Ans- in relationship to the factors that influence the behavior Which of the following behaviors warrant a behavior change program? Ans- lack of attention to taks Carmen, a student in Mr. Tanaka's class, is constantly asking, "What time is it?" She does this about fifteen times a day. Mr. Tanaka considers this to be attention -getting behavior and wishes to eliminate it. He usually responds to Carmen's request by telling her the time. Using the example of Carmen which of the interventions do you think will be the most effective? Ans- differential reinforcement Teaching for automaticity means Ans- giving enough practice so that students are able to read both accurately and fluently phonological awareness Ans- the ability to reflect on and manipulate the sound structure of spoken language Blending Ans- Component of fluency that requires students to blend together phonemes to form words Onset Ans- Beginning sound of word Rime Ans- Ending sound of word Alphabetic Principle Ans- The understanding that words are made up of letters and letters represent sounds. Phonemic Awareness Ans- A skill in which a student is able to hear syllables and