FTCE Exceptional Student Education K-12
Portfolio Assessment - ANS- A collection of work produced by a student to check
student effort, progress and achievement such as a list of books that the student read, a
collection of tests and homework, etc.
Florida Alternative Assessment - ANS- a performance-based alternative assessment of
student mastery of Access Point
Disproportionality - ANS- students from certain racial/ethnic, low socioeconomic status,
non-majority linguistic backgrounds and English language learners are overrepresented
in special education programs
Test Bias - ANS- when certain groups consistently score differently from other groups
(e.g., females tend to score lower than males)
Curriculum-based measurement (CBM) - ANS- provides information about student
mastery of the general education curriculum
Summative Assessment - ANS- the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by the teacher at the end of an
instructional unit, a student's report card, a "high stakes", state achievement test
administrated at the end of the school year.
Formative Assessment - ANS- assessments are "low stakes", their main purpose is not
to judge students performance but rather to monitor student progress and identify ways
that instruction can be improved overall or tailored to specific students.
Response to Intervention (RTI) - ANS- The three levels of intensity, or tiers are as in Tier
1 - at risk students receive additional instruction for several weeks; in Tier 2 - students
receive more intensive and longer-lasting interventions if they have not responded to
Tier 1; in Tier 3 - students receive more intensive, individualized interventions if they
have not responded to Tier 2
Sensorimotor stage - ANS- Piaget divided this stage into six substages: Reflexes (0-1
month); Primary Circular Reactions (1-4 months); Secondary Circular Reactions (4-8
months); Coordination of Reactions (8-12 months), Tertiary Circular Reactions (12-18
months); Early Representational Thought (18-24 months)
,Early Representational Thought - ANS- 18-24 months, children begin representing things
or events with symbols. A significant sensorimotor development is object permanence,
i.e., realizing things still exist when they are out of sight.
0-1 month - ANS- Reflexes (sensorimotor stage) What age?
1-4 months - ANS- infants find accidental actions like thumb-sucking pleasurable and
then intentionally repeat them (Primary Circular Reactions of sensorimotor stage) What
age?
4-8 months - ANS- Secondary Circular Reactions (Sensorimotor stage): infants
intentionally repeat actions to evoke environmental effects. What age?
8-12 months - ANS- Coordination of Reactions (sensorimotor stage): children repeat
actions intentionally, comprehend cause and effect and combine schemas (concepts).
What age?
12-18 months - ANS- Tertiary Circular Reactions (sensorimotor stage): children
experiment with trial-and-error. What age?
18-24 months - ANS- Early Representational Thought (sensorimotor stage): children
begin representing things and events with symbols. A significant development is Object
Permanence, i.e., realizing that thing still exist when out of sight. What age?
Early Representational Thought (sensorimotor stage): - ANS- 18-24 months
Tertiary Circular Reactions (sensorimotor stage) - ANS- 12-18 months
Coordination of Reactions (sensorimotor stage): - ANS- 8-12 months
Secondary Circular Reactions (sensorimotor stage) - ANS- 4-8 months
Primary Circular Reactions (sensorimotor stage) - ANS- 1-4 months
Reflexes (sensorimotor stage) - ANS- 0-1 month
Ecological assessment - ANS- The goal of the assessment is to identify environments in
which the student functions with greater or lesser difficulty, to understand what
contributes to these differences in functioning and to draw useful implications for
instructional planning.
Authentic assessment - ANS- provides descriptions of student performance on real-life
tasks carried out in real world settings.
, Accountability - ANS- The process of requiring students to demonstrate that they have
met specified common core standards and holding teachers responsible for students'
performance is the best described as
Itinerant teachers - ANS- Professional who travel between two or more school sites to
provide services to students.
The Transition plan (Form 1 of the IFSP - Individualized Family Support Plan) - ANS- The
paperwork that needs to be completed after the transition conference. the IFSP is needed
for any child with developmental delays who attends the Early Step Program.
Voluntary Pre-Kindergarten Program - ANS- the program enacted in 2004, which is
designed to prepare four-year-old children for kindergarten and lay the foundation for
their success is know as
Performance-based assessment - ANS- assessment that measures learning processes
Norm-based assessments - ANS- Assessments that give us some idea of what students
need to know to achieve grade level performance are referred as
Informed consent - ANS- Parents being noticed in their native language of all
educational activities to be conducted during a nondiscriminatory evaluation of their
child is called
Curriculum based assessments - ANS- Assessments that are used to determine how a
student is performing in or mastering the actual curriculum.
Porfolio Assessment - ANS- a collection of work systematically collected by a teacher to
determine learning gains and current performance level.
indirect instruction - ANS- inquiry learning/discovery learning is when students
construct meaning on their own.
direct instruction - ANS- Reviewing the previous day's work, presenting new concepts or
skills, providing guided student practice, providing feedback, providing independent
student practice and reviewing frequently are key elements of what kind of instruction?
glossary - ANS- an alphabetical collection of terms and their meanings usually found in
the form of an appendix to a book
clarifying - ANS- When focusing on comprehension, if students pay close attention to
whether or not the text is making sense to them, they are using the comprehension
strategy know as
Portfolio Assessment - ANS- A collection of work produced by a student to check
student effort, progress and achievement such as a list of books that the student read, a
collection of tests and homework, etc.
Florida Alternative Assessment - ANS- a performance-based alternative assessment of
student mastery of Access Point
Disproportionality - ANS- students from certain racial/ethnic, low socioeconomic status,
non-majority linguistic backgrounds and English language learners are overrepresented
in special education programs
Test Bias - ANS- when certain groups consistently score differently from other groups
(e.g., females tend to score lower than males)
Curriculum-based measurement (CBM) - ANS- provides information about student
mastery of the general education curriculum
Summative Assessment - ANS- the process of evaluation student achievement at the
end of an instructional period (a quiz administrated by the teacher at the end of an
instructional unit, a student's report card, a "high stakes", state achievement test
administrated at the end of the school year.
Formative Assessment - ANS- assessments are "low stakes", their main purpose is not
to judge students performance but rather to monitor student progress and identify ways
that instruction can be improved overall or tailored to specific students.
Response to Intervention (RTI) - ANS- The three levels of intensity, or tiers are as in Tier
1 - at risk students receive additional instruction for several weeks; in Tier 2 - students
receive more intensive and longer-lasting interventions if they have not responded to
Tier 1; in Tier 3 - students receive more intensive, individualized interventions if they
have not responded to Tier 2
Sensorimotor stage - ANS- Piaget divided this stage into six substages: Reflexes (0-1
month); Primary Circular Reactions (1-4 months); Secondary Circular Reactions (4-8
months); Coordination of Reactions (8-12 months), Tertiary Circular Reactions (12-18
months); Early Representational Thought (18-24 months)
,Early Representational Thought - ANS- 18-24 months, children begin representing things
or events with symbols. A significant sensorimotor development is object permanence,
i.e., realizing things still exist when they are out of sight.
0-1 month - ANS- Reflexes (sensorimotor stage) What age?
1-4 months - ANS- infants find accidental actions like thumb-sucking pleasurable and
then intentionally repeat them (Primary Circular Reactions of sensorimotor stage) What
age?
4-8 months - ANS- Secondary Circular Reactions (Sensorimotor stage): infants
intentionally repeat actions to evoke environmental effects. What age?
8-12 months - ANS- Coordination of Reactions (sensorimotor stage): children repeat
actions intentionally, comprehend cause and effect and combine schemas (concepts).
What age?
12-18 months - ANS- Tertiary Circular Reactions (sensorimotor stage): children
experiment with trial-and-error. What age?
18-24 months - ANS- Early Representational Thought (sensorimotor stage): children
begin representing things and events with symbols. A significant development is Object
Permanence, i.e., realizing that thing still exist when out of sight. What age?
Early Representational Thought (sensorimotor stage): - ANS- 18-24 months
Tertiary Circular Reactions (sensorimotor stage) - ANS- 12-18 months
Coordination of Reactions (sensorimotor stage): - ANS- 8-12 months
Secondary Circular Reactions (sensorimotor stage) - ANS- 4-8 months
Primary Circular Reactions (sensorimotor stage) - ANS- 1-4 months
Reflexes (sensorimotor stage) - ANS- 0-1 month
Ecological assessment - ANS- The goal of the assessment is to identify environments in
which the student functions with greater or lesser difficulty, to understand what
contributes to these differences in functioning and to draw useful implications for
instructional planning.
Authentic assessment - ANS- provides descriptions of student performance on real-life
tasks carried out in real world settings.
, Accountability - ANS- The process of requiring students to demonstrate that they have
met specified common core standards and holding teachers responsible for students'
performance is the best described as
Itinerant teachers - ANS- Professional who travel between two or more school sites to
provide services to students.
The Transition plan (Form 1 of the IFSP - Individualized Family Support Plan) - ANS- The
paperwork that needs to be completed after the transition conference. the IFSP is needed
for any child with developmental delays who attends the Early Step Program.
Voluntary Pre-Kindergarten Program - ANS- the program enacted in 2004, which is
designed to prepare four-year-old children for kindergarten and lay the foundation for
their success is know as
Performance-based assessment - ANS- assessment that measures learning processes
Norm-based assessments - ANS- Assessments that give us some idea of what students
need to know to achieve grade level performance are referred as
Informed consent - ANS- Parents being noticed in their native language of all
educational activities to be conducted during a nondiscriminatory evaluation of their
child is called
Curriculum based assessments - ANS- Assessments that are used to determine how a
student is performing in or mastering the actual curriculum.
Porfolio Assessment - ANS- a collection of work systematically collected by a teacher to
determine learning gains and current performance level.
indirect instruction - ANS- inquiry learning/discovery learning is when students
construct meaning on their own.
direct instruction - ANS- Reviewing the previous day's work, presenting new concepts or
skills, providing guided student practice, providing feedback, providing independent
student practice and reviewing frequently are key elements of what kind of instruction?
glossary - ANS- an alphabetical collection of terms and their meanings usually found in
the form of an appendix to a book
clarifying - ANS- When focusing on comprehension, if students pay close attention to
whether or not the text is making sense to them, they are using the comprehension
strategy know as
