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Education
Q:
Functional assessment is the general label used to describe a set of processes for a. An assessment of a student or individualb. Deciding what to do about a problem behaviorc. Determining what skills a person need to be successfuld. Defining the events in an environment that reliably predict and maintain problem behaviors
Q:
Key components to systems change are
a. Time, commitment to long-term goal, continuous program evaluation
b. Sufficient personnel and financial resources and a detailed strategic plan
c. Transparency, buy-in from majority of stake-holders, and program evaluation
d. None of the above
Q:
What is a critical component to sustainability?
a. Multi-tiered Systems of Support
b. Developing an effective SST (Student Support Team)
c. The 9 Leadership characteristics defined by Porras and Hoffer (1986)
d. Reassess student and implementation fidelity outcomes continuously over time
Q:
When planners and implementers are willing to change their practices and remain committed to the short and long term goals and the change process then the reform has been
a. Evaluated
b. Institutionalized
c. Innovated
d. In a continuous improvement cycle
Q:
The installation and initial implementation phase emphasizes
a. Developing a strategic follow-up plan
b. Needs assessment, resource mapping and reallocation of resources
c. Defining the essential features of the change
d. Ensuring sufficient infrastructure stability for the innovation
Q:
Select the best vision statement
a. Improve reading test scores by 5 points across each grade level
b. Respect for all students, staff, and community
c. Creating a school environment that is safe supportive, and promotes academic excellence for all
d. All of the above
Q:
________ identifies the skills and materials that exist within the school to promote the targeted change.
a. Treatment fidelity
b. Implementation science
c. Resource mapping
d. Professional development
Q:
The system change phase that is characterized by data collection is when stakeholder are
a. Determining a need or identifying a problem
b. Determining long term visions
c. Determining alternative practices
d. Institutionalization
Q:
According to the Noell et al. study, the consultation activity that led to the most treatment integrity was
a. Weekly meetings to discuss student progress
b. Stressing the personal and social significance of the intervention to the students' lives
c. Involving the student's parents
d. Providing teachers with performance feedback and discussing their student's progress
Q:
Coaching is
a. Developing skills and assessing treatment integrity
b. Working with individual or small group of educators
c. Providing performance feedback to teachers
d. All of the above
Q:
Professional development occurs
a. For at least 8 weeks
b. For at least a year
c. For any length of time
d. None of the above
Q:
Effective professional development technology programs include
a. The Incredible Years Teacher Classroom Management (IY TCM)
b. Connected Educator Month (CED) and Iris Center (hosted by Vanderbilt University)
c. What Work Clearinghouse database
d. The United States Department of Education Common Core State Standards' Website
Q:
PEP and PIP are
a. Feedback loops to inform policy and practice
b. A common organizational infrastructure
c. Typical of school-based oversight
d. Generally very easy to implement with little technical assistance
Q:
Illback and Pennington (2008) describe "adept systems" as
a. Open to all embracing a wide range of initiatives and responding to any problem that arises
b. Being more rigid and take a wait-and-see approach to suggested initiatives or problems that arise
c. Making small, frequent and targeted adjustments
d. All of the above
Q:
Implementation science is/are
a. Interventions that are tested and found to produce excellent outcomes in student performance
b. Continuous improvements in schools made through data-based decision making
c. A team of researchers who confront or reflect on issues related to academic or behavior needs of the school
d. The study of conditions that lead to successful implementation of an evidence based practice in a typical school
Q:
__________________ produces a score for each teacher based on his students' increase or decrease in test scores relative to those same students' prior year results.
a. Teachers' evaluations at high poverty, high performing
b. Value added modeling
c. Treatment integrity
d. Annual yearly progress (AYP)
Q:
__________ for learning is more predictive of academic achievement than family socio economic status.
a. Teacher-student bond
b. Consultant-consultee relationships
c. Parental support
d. Community support
Q:
School reform, such as implementing Safe and Civil Schools, is unlikely to occur unless
a. The state mandates the reform and provides sufficient technical assistance
b. The district office and local school have re-written the policies to support the new program
c. The administrator and at least 80% of the staff buy-into the program.
d. Parents and the community are consulted ahead of time
Q:
Increasing student performance by encouraging them to be more willing to take academic risks is likely the result of
a. Improving the safety of the school
b. Fostering psychological bonds between students and educators
c. Providing targeted interventions
d. Eliminating policies and practices that manufacture low achievement
Q:
Reeves (2003) defined high poverty, high-performing schools (HP2) or 90/90/90 schools as
a. Schools with 90% fewer students for special education services, retain 90% fewer students, and have a 90% decrease in disciplinary office referrals.
b. Schools that have a student body in which 90% are poor, 90% are minority and 90% meet or exceed academic standards
c. Schools that have 90% of teachers engaged in 90% of the reform practices 90% of the time.
d. Schools that have 90% of their special education students included in general education programs 90% of the day for at least 90 days
Q:
The Effective Schools Movement studies schools that
a. Perform well on state-wide tests of students
b. Have sustained systems-reform for more than five years
c. Have lower than average dropout rates
d. Produce positive student outcomes with economically poor students
Q:
The awkward stage in the Fixsen et al. stages of implementation is
a. Exploration
b. Installation
c. Initial implementation
d. All of the above
Q:
The State Implementation and Scaling-up of Evidence-based Practices focuses on
a. Providing technical assistance to initiate and sustain reform
b. Improving student test scores and AYP
c. Developing new state law to redefine learning disabilities from an RtI model
d. All of the above
Q:
The Common Core Standards are designed for what purpose?
a. To have clear expectations of what students are expected to learn and the skills needed to be successful in college and the workforce.
b. Standards that require a deep understanding of academic content, as demonstrated through application of the knowledge and skills in real world context.
c. None of the above.
d. A and B
Q:
Kratochwill, Volpiansky, Clements, and Ball (2007) define systems change as a complex interaction between which two variables:
a. Home and school communities
b. Teachers and administration
c. Micro (individual) and macro (systematic) factors
d. Consultants and consultees
Q:
Describe person-family centered planning.
Q:
Describe Crane and Mooney's (2005) fours steps to the community resources mapping process.
Q:
Provide an example of a measurable postsecondary goal and a measurable annual goal.
Q:
Describe the difference between a postsecondary goal and an annual goal.
Q:
Describe the barriers to parental participation in transition planning for culturally and linguistically diverse families.
Q:
Define self-determination, and discuss ways in which self-determination skills can be taught.
Q:
Describe the legal mandates concerning transition planning under IDEA 2004.
Q:
Describe the key factors influencing transition outcomes for students with disabilities.
Q:
Describe the five components of the transition planning process.
Q:
Describe the purpose of transition planning, and the decisions that are made through this process.
Q:
Person-centered transition planning emphasizes thinking about transitions into adulthood from the perspectives of persons with disabilities, their parents, and their families.
Q:
Community resource mapping is a strategy that focuses on what communities have to offer by identifying assets and resources that can be used for building a system of support.
Q:
Despite transition supports and services, students with disabilities, as a group, continue to experience poorer postsecondary outcomes compared to individuals without disabilities.
Q:
A postsecondary goal reflects a young adult's aspirations for life after completing high school.
Q:
The purpose of transition assessment is to determine the student's present level of performance.
Q:
There are two distinct components to the transition planning processtransition assessment and determination of transition services.
Q:
Self-determination has been found to be associated with many positive outcomes, including more positive academic achievement and employment experiences.
Q:
Family-centered transition planning provides the opportunity for the student to learn and practice self-advocacy and self-determination.
Q:
The increased focus on satisfying legal requirements may lead professionals to find ways of exploiting technicalities, and loopholesleading to less meaningful transition plans.
Q:
Parental expectations appear to have a profound effect on students' postsecondary outcomes.
Q:
White youth with disabilities are less likely to be employed than peers from minority ethnic peers.
Q:
Males with disabilities generally experience less favorable postsecondary outcomes than females with disabilities do.
Q:
Indicator 13 concerns itself with the outcomes that youth with disabilities achieve once they exit high school.
Q:
The most recent reauthorization of IDEA requires transition planning to begin no later than the first IEP to be in effect when the child turns 16, or younger if determined suitable by the IEP Team.
Q:
The purpose of transition planning is to provide young people with the services and supports they need to move successfully into adult life.
Q:
Person-family centered planning emphasizes thinking about the transition process from the perspective of
a. The student
b. The student's parents
c. The student's family
d. All of the above
Q:
_______________ planning is a broadly defined practice philosophy in which families and service providers work in partnership, and supports and services coincide with the changing needs and priorities of the family.
a. Person-centered
b. Student-family centered
c. Family-centered
d. Person-family centered
Q:
Community resource mapping involves
a. Pre-mapping, mapping, taking action, and maintaining
b. Pre-mapping, taking action, maintaining, and evaluating
c. Mapping, taking action, maintaining, and evaluating
d. Mapping, taking action, and maintaining
Q:
The following is an example of a measurable, postsecondary goal
a. Jessica will learn to cook.
b. John will graduate high school with good grades.
c. After graduation, Jose will enroll in a cosmetology course at Kim's Beauty School.
d. None of the above
Q:
An annual goal is typically _______, while a postsecondary goal is typically _______.
a. Long term; short term
b. Unattainable; attainable
c. Short term; long term
d. Attainable; unattainable
Q:
The present levels of academic achievement and functional performance includes
a. A summary of the student's academic achievement and performance
b. Strengths of the student and areas of growth
c. A copy of the student's disciplinary file
d. A and B
e. All of the above
Q:
All of the following are barriers to parental participation in transition planning for culturally and linguistically diverse families EXCEPT:
a. Lack of interest in transition planning process
b. Divergent goals
c. Lack of parental knowledge about their rights and the transition procedures
d. Logistical barriers
Q:
Self-determination skills are commonly taught through all of the following EXCEPT
a. Direct instruction
b. Counseling
c. Modeling
d. Role playing
Q:
Self-determination is defined as
a. Learning how to speak up for yourself and your beliefs.
b. The ability to determine if another person is acting in ones self-interest.
c. A set of skills that includes being able to access resources and express one's needs and preferences in order to achieve desired outcomes.
d. Learning how to make your own decisions about your own life and future.
Q:
Schools are required to provide evidence that
a. Vocational assessments have been conducted
b. The student has been invited to the IEP in which transition services will be discussed
c. Representatives from participating agencies attended the transition planning meeting
d. All the above
Q:
What are the two types of transition assessments?
a. Open and closed
b. Formal and informal
c. Closed and formal
d. Open and informal
Q:
Student with disabilities are less likely to
a. Drop out of high school
b. Attain competitive employment after high school
c. Be exposed to risk factors associated with school failure
d. None of the above
Q:
Challenges yet to be addressed in current transition programs include
a. Narrowing of curriculum, limited access to postsecondary education, and lack of collaboration
b. Narrowing of curriculum, lack of collaboration, and lack of legal mandates
c. Limited access to postsecondary education, lack of collaboration, and lack of legal mandates
d. None of the above
Q:
The purpose of transition planning, a collaborative effort between a student, his/her parents and teachers, and adult agencies, is to:
a. Improve the perception of consultation among participants
b. Improve the student's academic functioning
c. Improve the student's postsecondary outcomes
d. All the above
Q:
The transition planning process involves making decisions about
a. Living arrangements
b. Further schooling
c. Career choices
d. All of the above
Q:
What is the Office of Civil Rights and Office of Special Education Programs statement on serving students with ADHD?
Q:
Compare and contrast "differentiated instruction" and" tracking."
Q:
What is a systematic approach that a consultant can employ when conducting an assessment for the purpose of special education eligibility determination? Identify and describe the different components to this process.
Q:
What are some causes of learning problems that consultants can help improve?
Q:
At what point does a school psychologist or other pupil personnel staff member need to gather parental permission to continue his assessments?
Q:
As mentioned in the chapter, how can study skills be taught?
Q:
Describe four strategies for differentiating instruction (adaptive instruction) to promote a good instructional match.
Q:
The Functional Assessment of Academic Behavior (FAAB) includes a series of observations and interviews that a consultant utilizes in order to gather information on 11 characteristics of effective instruction. Identify these characteristics.
Q:
Define academic skill problem and identify the three ways in which it can be addressed.
Q:
The Sheltered Instruction Observation Protocol (SIOP) is considered an evidence-based and popular approach to teaching English Language Learners (ELLs). List and define the eight characteristics of SIOP that are essential to a lesson for ELLs.
Q:
Dramatic improvements in the achievement gap between white and African American and Latino students have been made in recent years.
Q:
Empirical observations may include counting how many times a behavior occurred.
Q:
When supporting or providing instruction to ELLs with limited vocabulary and background knowledge, it is important to teach comprehension strategies that will encourage them to read more widely.
Q:
According to the National Association of School Psychologists, school psychologists must have written parental permission to observe a student in his classroom.
Q:
School personnel such as school psychologists can recommend and require that students with ADHD be treated with medication.