SPED 311

During the 2023–2024 school year, approximately ____% of public school students ages five to 21 received special education services.

15

As research has shown, when educators have _____________, students are more likely to demonstrate high academic achievement.

High expectations

Because a one-size-fits-all approach to instruction is unlikely to be effective for all learners, educators may use two frameworks,   ______________ and/or _____________, to address the needs of a wide range of students.

Universal Design for Learning and/or Differentiated Instruction

______________ involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner.

Explicit Instruction

Techniques and strategies that have been shown to be effective through multiple high-quality experimental research studies or large-scale research field studies are known as ___________________

Evidence Based Practices

Culturally based conflicts are also known as cross-cultural dissonance or cultural discontinuity

True

Approximately one in ____ students in the United States (ages five to 17) speaks a language other than English at home or speaks English with difficulty.

10

Students typically maintain a silent period. When they interact, they tend to do so by gesturing, nodding, or using yes–no responses

Stage I: Silent/Receptive or Preproduction Stage

Students employ short phrases and simple sentences, though difficulty with language usage may sometimes inhibit their ability to communicate.

Stage III: Speech Emergence Stage

Students can use English in a manner similar to their native English-speaking peers.

Stage V: Advanced Language Proficiency Stage

Students can speak using one- or two-word phrases and can respond to simple questions (e.g., "who?" or "what?") to indicate their understanding of novel information.

Stage II: Early Production Stage

Students can formulate longer and more complex statements, request clarification, and express their own thoughts and opinions.

Stage IV: Intermediate Language Proficiency Stage

The federal law that guarantees students with disabilities the right to a free appropriate public education (FAPE) in the least restrictive environment (LRE) is  known as__________________________

the Individuals with Disabilities Education Act (IDEA)

An Individuals with Disabilities Education Act (IDEA) principle that ensures eligible students with disabilities receive individualized educations that meet their unique needs at no cost to them or their families describes which of the following:

Free and Appropriate Education

Approximately 68% of students with disabilities (ages five to 21) spend at least 80% of their time in the general education classroom.

True

A compelling body of research shows that students with disabilities benefit both socially and academically when they are served in general education settings. These benefits include:

improve academic performance

More time spent engaged in academically challenging curricula

Improved self-esteem and social behavior

Development of friendships and increased self-concept

One of the most influential factors in a student’s academic performance is the family’s Socioeconomic Status (SES)

True

As of 2020, 80% of the teaching force was White, whereas 54% of students were from non-White backgrounds

True

Approximately 40% of students across the nation cannot read at a basic level.

True

A limitation of the IQ-achievement discrepancy model is that it does not assess or inform the quality of instruction received by students. 

True

Fill in the blank: The ______________ assesses whether a substantial difference exists between a student’s scores on an individualized test of general intelligence (that is, an IQ test ) and his or her scores obtained for one or more areas of academic achievement

Discrepancy Model

One basic premise of the RTI approach is that classroom instruction should be _______________________.

High quality

High-quality instruction involves the effective use of curriculum and instructional procedures that have been validated through rigorous research

True

The idea that students who do not respond adequately to research-validated instruction in the general education classroom should be provided with increasingly intensive and validated interventions, is a foundational principle of which educational process?

Response to Intervention (RTI)

Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional

Tier II

Students receive effective, research-validated instruction in the general education setting

Tier I

Student progress is insufficient and more intensive instruction is merited, often including referral for special education assessment eligibility.

Tier III

The two most commonly used RTI approaches are ___________ and ____________.

problem solving and standard protocol

Dr. Davis prefers a problem solving approach to RTI because it ensures that the intervention will be targeted to the specific student.

True

Individual trained in specific intervention

Tier II

Special Education personel or specialist

Tier III

Classroom teacher

Tier I

Typically, students who struggle with reading in the early grades will also eventually struggle with all academic areas. This occurs because the curriculum in upper grades relies more and more on _________________

independent reading skills

RTI aims to identify struggling students before they fall too far behind their peers.

true

Which of the following is considered an advantage to implementing RTI?

Presents interventions in multiple tiers or phases

Select the four primary functions of RTI assessments. (Select 4)

Identify students who are struggling academically

Determine the adequacy of each student’s response to instruction in order to decide on an appropriate level of instructional intensity (i.e., tier decision)

Document students’ performance

Guide instruction

Woodcock Reading Mastery Test

Standardized reading assessment

Curriculum based measurement (CBM) probes

One minute readings assessments

Regardless of the type of universal screening measure used,  _________ can be used to identify the lowest performing students in a class (or in a grade level).

rank order

_______________ refers to the use of effective instruction provided to all students in the general education setting using research-validated practices

high quality instruction

In conjunction with providing high-quality instruction, the teacher will need to employ frequent ________________ of those students identified through the universal screening as struggling.

progress monitoring

A form of progress monitoring known as curriculum-based measurement (CBM) is used in the RTI approach.

true

In Tier 1, teachers should evaluate student progress using either rate of growth or performance level, both of which can be tracked using curriculum-based measurement.

true

___________is an indicator of the extent to which a student’s reading skills are improving.

rate of growth

Tier II differs from Tier I in that it often involves more intensive targeted intervention and frequent monitoring.

true

Yopp-Singer test of Phoneme Segmentation

Criterion-referenced or norm-referenced assessments

Universal screening is the adminsitration of an assessment to at-risk students in the classroom

false

An EBP is one whose effectiveness is supported by rigorous research.

True

Shown to have a positive effect on student outcomes

The research design allows one to infer that the practice led to child or student improvement

Multiple high-quality studies have been conducted

Reviewed by a reputable organization (e.g.; What works Clearinghouse)

Evidence Based practice

Anecdotal evidence of effectiveness

Research has not been conducted

Emerging practice

Shown to have positive effects on learner outcomes

The research design does not clearly demonstrate that the practice led to child or student improvement

Insufficient number of studies conducted to demonstrate it effectiveness

Promising Practice

• Some research studies have demonstrated positive effects on student outcomes while other studies have not

• Based on research that may or may not clearly demonstrate that the practice led to improved child or student outcomes

• Multiple studies have been conducted

Research based practice

An important reason that educational professionals should use EBPs is that it is mandated by the Every Student Succeeds Act (ESSA), also referred to as No Child Left Behind Act (NCLB), and the Individuals with Disabilities Education Act (IDEA ’04).

true

For many skills and behaviors, no EBP has yet been identified. In these cases, you need to choose a practice or program with ___________

the strongest available evidence

________________ refers to services provided to infants and toddlers—typically from birth through their third birthday—who are at risk for or who have a developmental delay or disability

Early Intervention

Research indicates that one of the most common reasons that educators do not get the results they anticipate is that they have not properly implemented the practice or program.

True

The implementation of a practice or program as intended by the researchers or developers is referred to as  _____________.

fidelity of implementation

Research shows that educators who receive  _____________ implement with greater fidelity than those who do not

high quality training and on-going support

When training is not available, teachers should choose not to use the EBP.

false

 Often overlooked, this important stage (involving securing and organizing resources) can be crucial to implementing an EBP efficiently and with fidelity

preparing for implementation

Implementing the practice or program for the recommended length, duration, and frequency.

Exposure/duration

implementing with enthusiasm, making time for student questions and feedback, managing transition.

Quality of delivery

Following the instructional procedures of the practice or program as they were intended.

Adherence

___________ refers to teachers inadvertently modify or omit the recommended procedures or activities that make up a practice or program.

Drift

Effective mathematics instruction provided to all students in the general education setting should include evidence-based practices as well as ________

Standards-based curriculum

This ongoing evaluation of student learning during instruction can be used to:

• Provide continuous feedback about performance to both learners and instructors

• Inform or guide instruction

Formative assessment

This evaluation administered after instruction is used to:

• Measure student mastery of content or skills

Summative assessment

__________ is a type of formative assessment typically used to:

• Frequently and continuously evaluate student learning

• Monitor the effectiveness of their instruction

• Make instructional changes to improve students’ academic progress

Progress monitoring

Educators do not use progress monitoring to assign grades.

true

A graph offers educators a simple visual representation that can help them make quick instructional decisions

true

___________ represents the progress a student is expected to make throughout the year or monitoring period.

the goal line

_______  indicates how much a student's academic skills have improved; represented by the slope on a graph of the student's scores

The Rate of Improvement (ROI)

Mathematics measures should only be administered on an individualized basis.

False

On any given day, a student’s performance on a progress monitoring tool is an accurate reflection of their knowledge and skills and is not impacted by circumstances such as illness or fatigue.

False

One strategy to reduce errors and provide for better decision making is to ______________

collect a greater number of data points

To confidently obtain a clear picture of the student’s performance, the educator should graph at least two to three data points.

false

Educators can use the Tukey method to graph a trend line by finding the line of best fit for a student’s data across a given period. This method requires the collection of at least _______ data points

eight

To indicate when a change of instruction occurs (e.g., adding small-group instruction, changing instructional strategies, implementing an intervention), the educator should draw a solid vertical line on the graph—sometimes referred to as a _____________.

phase change line

Why is it a good idea to communicate progress to students?

Students are more motivated to maintain their efforts or work harder

It is not recommended that teachers communicate progress to parents as this can undermine the fidelity of the assessment tool.

false

The primary purpose of UDL is to design learning experiences that reach every student.

true

The natural differences among learners that affect how they engage with learning, how they make meaning of what they learn, and how they express their learning is called ____________.

learner variability

One of the largest flaws of the “one-size-fits-all”  approach to teaching is that it _____________________

assumes all students learn the same way

A students capacity to take ownership of their own learning and to make decisions about their learning experiences is called__________

learner agency

___________are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.

expert learners

One of the tenets of UDL is that barriers live in designs, not in students.

true

When designing with this principle in mind, educators proactively plan more than one way to incorporate students' interests and identities (e.g., race, ethnicity, culture, gender, language, disability) to encourage their efforts and to develop emotional capacity while learning.

Multiple Means of Engagement

When designing with this principle in mind, educators make sure to use more than one way to present information, to clarify and promote a shared understanding of the language and symbols used in the content, and to build students' knowledge.

Multiple Means of Representation

When designing with this principle in mind, educators plan more than one way for students to interact with learning experiences, to communicate their thinking and understanding, and to effectively use strategies (e.g., setting goals, organizing information, monitoring progress).

Multiple Means of Action and Expression

___________ provides continuous feedback about student learning to educators, informs or guides instruction, and provides continuous feedback to learner.

A formative assessment

__________ evaluate students’ mastery of content or skills and inform future design.

Summative assessments

Many assessments require additional knowledge or skills simply to access or engage with the assessment (e.g., reading skills, time management) creating barriers that make it difficult for students to demonstrate their learning. 

true

The educator provides all students various options to demonstrate their learning (e.g., give an oral presentation, record a video, write a paper).

An assessment requires all students to use a single mode of response (i.e., give an oral presentation).

The educator provides three options of prompts from which all students may choose.

A writing assessment requires all students to respond to the same prompt

The educator provides options of practice assessments and study guides to all students in advance of the exam.

An end of unit exam requires all students to prepare and study independently.

The educator provides all students options for completing the exit ticket (e.g., writing, drawing, typing, oral response).

An exit ticket requires all students to write their responses using paper and pencil

The educator provides all students the option of having the word problems read aloud.

A mathematics quiz requires all students to respond to the same prompt

________ is the act of providing an example or demonstrating to encourage the imitation of a skill, behavior, or process.

Modeling

_________ is an instructional approach in which educators clearly identify learning expectations, highlight key details of concepts or skills, offer precise instruction, and connect new ideas to previous lessons.

Explicit instruction

_______ is an instructional strategy in which different cues (e.g., gestures, illustrations, photographs, modeling) are used to reduce incorrect responses when a student is learning a new skill or behavior.

Prompting