D662 Personalized Learning for Inclusive Classrooms - Set 4 - Part 1

Correct Answer: Time to think

Students identified through universal screening as at-risk should immediately receive Tier 2 targeted interventions to prevent further difficulties. Option a is incorrect because evaluation for special education should only occur after documented interventions at multiple tiers prove insufficient. Option c is incorrect because identified struggling students need immediate intervention, not just continued monitoring without additional support provided. Option d is incorrect because special education is not the first response; general education interventions should be attempted first.

Correct Answer: Consider LRE requirements

The team must consider Least Restrictive Environment requirements, balancing parent input with the child's right to inclusive education. Option a is incorrect because automatic approval without considering LRE would violate IDEA's requirement for inclusive placement when appropriate. Option c is incorrect because parent input is valuable and must be considered in the IEP team's placement decision process. Option d is incorrect because while parent input matters, placement decisions must follow IDEA's LRE requirements, not parent preference alone.

Correct Answer: Content complexity levels

Content differentiation adjusts the complexity and depth of material based on students' readiness levels and prior knowledge effectively. Option a is incorrect because classroom temperature is an environmental factor that doesn't address varying prior knowledge in content. Option c is incorrect because lunch scheduling doesn't relate to differentiating science content based on students' prior knowledge levels. Option d is incorrect because while seating can support learning, it doesn't directly differentiate content complexity for varying knowledge.

Correct Answer: Recast with corrections

Recasting provides correct models naturally within conversation without explicitly correcting, supporting continued communication attempts and language development. Option a is incorrect because stopping speaking would halt the crucial practice needed for progressing through language acquisition stages. Option c is incorrect because demanding perfection during speech emergence creates anxiety that impedes natural language acquisition progress significantly. Option d is incorrect because oral practice is essential during speech emergence; limiting to writing restricts language development opportunities.

Correct Answer: Varied assessment options

Offering varied assessment options allows students to demonstrate learning through their strengths using different expression methods effectively. Option a is incorrect because single test formats don't provide the flexibility in expression that UDL principles specifically promote. Option c is incorrect because limiting to written essays restricts students who might better express learning through other formats. Option d is incorrect because standardized tests alone don't offer the variety of expression methods that UDL recommends implementing.

Correct Answer: Support individual students

The assisting teacher actively supports individual students who need help while the other teacher leads whole-group instruction. Option a is incorrect because the assisting teacher should actively support students during instruction, not complete administrative tasks quietly. Option c is incorrect because both teachers remain in the classroom actively engaged in supporting student learning during instruction. Option d is incorrect because lesson planning occurs outside instructional time; the assistant focuses on current student support needs.

Correct Answer: Predictability and organization

Visual schedules and routines provide predictability and organization that many students with autism need for successful learning. Option a is incorrect because visual schedules address organizational needs, not specifically mathematical computation skill development or improvement. Option c is incorrect because these supports address learning organization and predictability, not athletic performance or physical skills. Option d is incorrect because visual schedules support executive functioning and organization, not artistic talent or creative development specifically.

Correct Answer: Family literacy programs

Family literacy programs help parents support their children's English language development and academic achievement, aligning with Title III goals. Option a is incorrect because building repairs don't specifically support English learners' language acquisition or academic achievement as required. Option c is incorrect because athletic equipment doesn't directly support the language and academic goals Title III funds must address. Option d is incorrect because general office supplies don't specifically target English learners' educational needs as Title III requires.

Correct Answer: Transition to Tier 2

Exceptional progress indicates the student may be ready for less intensive Tier 2 support with continued progress monitoring. Option a is incorrect because increasing intensity isn't appropriate when a student shows exceptional progress with current support levels provided. Option c is incorrect because adding interventions when current ones are highly effective could overwhelm the student unnecessarily. Option d is incorrect because support should be adjusted based on progress; maintaining intensive support forever wastes resources unnecessarily.

Correct Answer: Builds on strengths

Asset-based approaches recognize and build upon cultural strengths students bring rather than focusing on perceived deficits or lacks. Option a is incorrect because culturally responsive teaching specifically acknowledges differences as assets, not ignoring them in instruction entirely. Option c is incorrect because asset-based thinking specifically moves away from deficit focus on what students supposedly lack. Option d is incorrect because culturally responsive teaching celebrates and incorporates cultural identity rather than eliminating it from education.

Correct Answer: Professional obligation fulfillment

Advocating for appropriate services regardless of constraints fulfills the ethical obligation to ensure students receive needed support. Option a is incorrect because advocacy for students is a professional requirement, not merely personal preference or individual choice. Option c is incorrect because advocacy is an ethical responsibility in special education, not an optional activity teachers can ignore. Option d is incorrect because student needs must take priority over administrative convenience when advocating for appropriate educational services.

Correct Answer: Safe practice opportunities

Providing safe, low-anxiety practice opportunities lowers the affective filter, enabling more effective language acquisition and risk-taking. Option a is incorrect because immediate presentations increase anxiety, raising the affective filter and impeding language acquisition significantly. Option c is incorrect because public speaking requirements create high anxiety that raises the affective filter for language learners. Option d is incorrect because competitive games can increase anxiety and raise the affective filter, especially for struggling learners.

Correct Answer: Skill mastery building

Systematic sequencing helps students with disabilities build mastery by ensuring foundational skills are solid before advancing further. Option a is incorrect because systematic instruction addresses academic skill development, not social popularity or peer relationship building specifically. Option c is incorrect because systematic instruction focuses on academic and functional skills, not primarily athletic ability development. Option d is incorrect because while applicable to arts, systematic instruction broadly supports skill development across all academic areas.

Correct Answer: Targets different needs

Each station can target different learning needs, styles, or readiness levels, providing differentiated instruction within one class period. Option a is incorrect because station teaching requires extensive planning to coordinate multiple centers with differentiated activities and materials. Option c is incorrect because station teaching maintains full teaching responsibilities at each station for both co-teaching partners involved. Option d is incorrect because managing multiple rotating stations actually requires complex classroom management skills and careful coordination strategies.

Correct Answer: Altered achievement standards

Modifications alter what students are expected to learn and achieve, changing standards unlike accommodations which maintain them. Option a is incorrect because location changes are accommodations that don't alter curriculum standards or learning expectations for students. Option c is incorrect because schedule adjustments are accommodations that provide access without changing what students must learn academically. Option d is incorrect because seating preferences are environmental accommodations that don't modify curriculum standards or content expectations.

Correct Answer: Academic language instruction

Beginning fluency students need explicit academic language instruction to bridge the gap between social and academic language proficiency. Option a is incorrect because students at beginning fluency already have social conversation skills and need academic language support instead. Option c is incorrect because the silent period is for pre-production learners; beginning fluency students are beyond this stage. Option d is incorrect because pre-production activities are too basic for students who have reached beginning fluency level already.

Correct Answer: Frequent progress monitoring

Frequent progress monitoring provides ongoing data about intervention effectiveness, allowing timely adjustments to support student success better. Option a is incorrect because annual tests are too infrequent to guide intervention adjustments needed throughout the school year effectively. Option c is incorrect because entry assessments alone don't provide ongoing data needed to adjust interventions based on progress. Option d is incorrect because exit testing occurs too late to adjust interventions; ongoing monitoring is needed throughout instruction.

Correct Answer: Proactive teaching emphasized

PBIS emphasizes proactively teaching expected behaviors and preventing problems rather than reacting with punishment after misbehavior occurs. Option a is incorrect because PBIS aims to reduce suspensions through proactive support, not increase them through punitive measures. Option c is incorrect because PBIS reduces reliance on punishment by teaching and reinforcing positive behaviors proactively throughout school. Option d is incorrect because PBIS establishes clear expectations and rules, teaching them explicitly rather than eliminating them entirely.

Correct Answer: Regular progress monitoring

Regular monitoring ensures accommodations effectively support learning and allows adjustments when accommodations aren't working as intended originally. Option a is incorrect because effectiveness data is crucial for determining whether accommodations are actually helping the student succeed academically. Option c is incorrect because annual reviews are insufficient; accommodations may need adjustment throughout the year based on effectiveness. Option d is incorrect because documentation of accommodation implementation and effectiveness is essential for IEP compliance and student support.

Correct Answer: Twenty percent approximately

Research indicates approximately twenty percent of students need Tier 2 or 3 support beyond high-quality Tier 1 instruction. Option a is incorrect because if fifty percent need additional support, it indicates Tier 1 instruction needs improvement first. Option c is incorrect because effective Tier 1 should meet most students' needs without requiring additional intervention tiers universally. Option d is incorrect because some students will always need additional support despite high-quality universal instruction being provided effectively.