sped 5040

1. Q: What standards apply to each student population?

A:

• Utah Core Standards: Apply to students in K–12 general education.

• Utah Early Learning Standards: Apply to preschool/early childhood students.

• DLM Essential Elements: Apply to students with significant cognitive disabilities who participate in alternative assessments.

2. Q: What are the steps of a Curriculum-Based Assessment (CBA)?

A:

1. Select the Task/Skill – Choose what you want to measure.

2. Identify the Standard – Align with state standards.

3. Develop the Assessment – Create probes/measurement tools.

4. Administer the Assessment – Give it under consistent conditions.

5. Score the Assessment – Correct, count, or rate the performance.

6. Analyze the Data – Determine strengths/needs.

7. Make Instructional Decisions – Adjust instruction based on findings.

3. Q: How do you summarize provided standards?

A: Identify the main skill, grade-level expectation, and observable behavior, then rewrite it concisely in clear language.

4. Q: How do you determine if the criterion of an IEP goal is acceptable?

A: The criterion must be:

• Measurable (e.g., 80%, 4/5 trials)

• Realistic

• Aligned to the skill

• Able to be assessed consistently

5. Q: What are the Steps to Effective Instruction?

A:

1. Anticipatory Set/Getting Ready – Activates background knowledge, states objectives.

2. Explicit Teaching/Modeling – Teacher models the skill step-by-step.

3. Guided Practice – Students practice with teacher support.

4. Independent Practice – Students practice independently.

5. Assessment/Feedback – Teacher evaluates and gives feedback.

6. Review/Closure – Reinforces learning and connects to future tasks.

6. Q: What happens in each step of effective instruction?

A:

• Anticipatory Set: Connects learning, engages students.

• Modeling: “I do”—teacher shows exactly how.

• Guided Practice: “We do”—scaffolded practice.

• Independent Practice: “You do”—students apply skills alone.

• Assessment: Checks mastery.

• Closure: Reinforces learning & transitions.

7. Q: What did you learn from course projects?

A: (Fill in personally—examples below)

• How to align instruction to state standards

• How to write measurable IEP goals

• How to design CBAs

• How to deliver effective instruction using evidence-based practices

8. Q: What are the components of a SMART goal?

A:

• Specific

• Measurable

• Attainable

• Relevant

• Time-bound

9. Q: What is a brisk instructional pace and why is it important?

A:

• Definition: A fast, efficient pace of instruction with minimal downtime.

• Why: Keeps attention high, increases engagement, reduces behavior issues, and increases opportunities to respond.

10. Q: What are Opportunities to Respond (OTRs)?

A:

• Definition: The number of times students can actively respond (verbal, written, gesture).

• Ways to increase: Choral responding, whiteboards, turn-and-talk, response cards, frequent questioning, rapid feedback cycles.

11. Q: What is the difference between observable and non-observable behaviors?

A:

• Observable behaviors: Can be seen or heard (e.g., “writes,” “points,” “reads aloud”).

• Non-observable behaviors: Internal or vague (e.g., “understands,” “knows,” “feels”).

12. Q: What is a content knowledge learning target?

A: Students demonstrate facts, concepts, or information.
Example: “Students will identify the causes of the Civil War.”

13. Q: What is a reasoning/cognitive learning target?

A: Students use thinking processes.
Example: “Students will compare and contrast two characters.”

14. Q: What is a skill/performance learning target?

A: Students perform a skill or action.
Example: “Students will solve multi-step division problems.”

15. Q: What is a product learning target?

A: Students create a physical product.
Example: “Students will create a poster explaining the water cycle.”

16. Q: What is fluency?

A:

• Definition: Accurate performance at a quick, automatic pace.

• Includes: Accuracy, rate, and smoothness.

• Reason: Shows mastery and supports higher-level skills.

17. Q: What is a relentless teacher?

A:
A teacher who:

• Maintains high expectations

• Ensures every student learns

• Uses data continually

• Adjusts instruction until mastery is achieved

• Never gives up on a student

18. Q: What are the 6 components of an IEP goal/objective?

A:

1. Timeframe

2. Conditions

3. Learner

4. Behavior (observable)

5. Criterion/Performance

6. Method of Measurement

19. Q: How do you identify if an IEP goal has all components?

A: Check for:

• When the goal will be achieved

• Under what conditions

• Who is performing the behavior

• What behavior is being measured

• How well they must perform it

• How progress will be measured

If all 6 appear → complete goal
If anything is missing → incomplete

Q: What are the three parts of an Explicit Instruction Lesson?

A: Opening, Body, and Closing.

Q: What happens during the Opening of explicit instruction?

A:

• Gain attention

• Review prior learning

• Preview the new lesson

Q: What are the three components of the Body of explicit instruction?

A:

• I Do – Modeling

• We Do – Prompted/Guided Practice (Scaffolding)

• You Do – Independent/Unprompted Practice

Q: What happens during the Closing of explicit instruction?

A:

• Review critical content

• Preview next lesson

• Assign independent work

• Conduct maintenance checks if needed

Q: What is the general formula for a MAG?

A:
Given (condition), (student) will (behavior) (criterion) by (time frame) as measured by (evaluation procedure).

Q: What is the “condition” in a MAG?

A: Supports or circumstances given to the student (e.g., verbal prompt, visual reminder, checklist).

Q: What is the “behavior” in a MAG?

A: The observable skill the student will perform (e.g., read 10 sight words, write a paragraph).

Q: What is the “criterion” in a MAG?

A: How well the student must perform (e.g., 80%, 9/10 problems, 3 of 4 trials).

Q: What is the “time frame” in a MAG?

A: When the goal will be completed (e.g., by 6/1/26, by end of quarter).

Q: What is the “evaluation procedure” in a MAG?

A: How progress will be measured (e.g., teacher-made tests, data collection, quizzes).

Q: What are the 6 Steps to Effective Instruction?

A:

1. Standards

2. Assessment

3. Goals

4. Progress Monitoring

5. Instruction

6. Data-Based Individualization

Q: What happens during the Standards step?

A:

• Analyze standards

• Select appropriate standards

Q: What happens during the Assessment step?

A:

• Assess to determine current skill levels

• Analyze assessment results

Q: What happens during the Goals step?

A:

• Write goals

• Break goals into objectives

Q: What happens during Progress Monitoring?

A:

• Select assessment tools/procedures

• Identify schedule for assessment

Q: What happens during the Instruction step?

A:

• Select or design lessons

• Use evidence-based practices (EBPs) and high-leverage practices (HLPs)

• Implement explicit instruction

Q: What happens during Data-Based Individualization?

A:

• Evaluate progress

• Make data-driven instructional decisions

Q: What is the purpose of Systematic Accountability?

A:
Ensures compliance with IDEA and supports data-driven instructional decisions.

Q: What is the purpose of Special Education Evaluation?

A:

• Determines eligibility

• Identifies student needs

• Conducted initially and yearly

Q: What is the purpose of Instructional Planning?

A:
Guides individualized, evidence-based instruction.

Q: What is the purpose of Progress Monitoring?

A:
Tracks student growth and instructional effectiveness.