Q&A Hero

Q: When trying to determine whether or not there is a pattern to a student's spelling errors, all of the following questions should be asked EXCEPT: A) Is the student applying mistaken rules? B) Is the student applying rules that assist in remembering spellings? C) Is the student purposely misspelling words that he knows how to spell? D) Is the student spelling words correctly in isolation but not in context?

Q: Universal screening in reading and sometimes math is an essential component of the RTI model at the: A) Tier 1 level. B) Tier 2 level. C) Tier 3 level. D) Time of referral for a complete evaluation.

Q: Mr. Epstein is doing an error analysis of a student's work. One of the sentences in a student's composition is: "When he wnt to the pet stor, he cudn"t decid betwen the two pets so he got both of them." This sentence reflects which error pattern? A) Reversal of consonant or vowel directionality B) Omission of letters C) Reversal of consonant order D) Reversal of whole words

Q: The Council for Exceptional Children recommends that families be involved and notified at least by the time: A) The child is in Tier 1 instruction. B) The child is in Tier 2 instruction. C) The child is in Tier 3 instruction. D) The child is referred for a comprehensive evaluation.

Q: Spelling is difficult in English because: A) Words are generally longer than in other languages. B) Words are derived from a variety of different languages. C) There is not a one-to-one correspondence between the individual sounds of spoken words and the letters of written ones. D) There are many compound words.

Q: Within the RTI model, students who score at adequate levels or higher on screening instruments are typically assessed by progress monitoring measures: A) Once a year. B) Three times a year. C) Every week. D) Every month.

Q: All of the following choices are ways for RTI to be used for students with writing difficulties EXCEPT: A) Provide extra time each day. B) Provide extra instruction. C) Implement specific research-based strategies. D) Restrict computer usage.

Q: It is advised that parents understand all of the following information about their child's intervention plans EXCEPT: A) A description of the specific intervention. B) The length of time that will be allowed for the intervention to have a positive effect. C) The number of minutes per day the intervention will be implemented. D) How many students will be in the group.

Q: All of the following are advantages to using a computer to facilitate writing EXCEPT: A) Computers make revising and editing easier. B) Computers provide spell-checking features. C) Computers produce neat copies that enhance readability. D) Computers can assist students in using accurate paragraph and sentence structures.

Q: In letting families know about their child's participation in the RTI process, schools should do all of the following EXCEPT: A) Describe the RTI process and the multi-tier system of supports. B) Ask families what they should do next for their children. C) Provide families with written intervention plans that are clearly explained. D) Provide families with regular updates about their child's progress.

Q: All of the following points about conferring with students are true EXCEPT: A) Make sure the student is writing in the way you would write it. B) Ask the student what steps in the writing process he/she used to develop this piece. C) Ask questions that teach. D) Agree on the steps the student will take to improve the paper.

Q: When assessing student progress, designing interventions, and interpreting English language learners' responses to intervention, all of the following should be considered EXCEPT: A) second language acquisition B) best practices for English language learners (ELLs) C) the student's IQ D) cultural variations

Q: Fun and simple activities that families could do to help promote their children's writing might include all of the following EXCEPT: A) Spell with letter blocks or magnetic letters. B) Help children make labels for their room. C) Have them write a report of what they did that day. D) Have them make a grocery list.

Q: A lack of sufficient knowledge about cultural and linguistic diversity can result in all of the following statements EXCEPT: A) Educators implementing RTI may presume that a child who does not make progress at a certain pace must have a disability. B) Educators implementing RTI may not recognize that a child may need additional time and support while learning English. C) Educators may equate cultural differences with cultural deficits. D) Educators refusing to recommend culturally and linguistically diverse students for special education because the problem is only a language difference and not a genuine disability.

Q: Which of the following factors would NOT influence the writing of an English language learner (ELL)? A) Knowledge of English language structure B) Knowledge of English vocabulary C) Their proficiency in their native language D) Understanding of word use

Q: RTI practices that are responsive to the cultural and linguistic needs of students can assist teachers in determining whether students' progress is related to all of the following choices EXCEPT: A) What they are being taught. B) Their background experiences. C) How they are being taught. D) Where they are being taught.

Q: Whereas revision focuses mainly on content, editing focuses on A) Publishing. B) Mechanics. C) Organization. D) Expanding. E) Brainstorming.

Q: At Oak Grove School, more than half of the students did not reach benchmarks for reading at midyear. What should be the next step of the school? A) To observe the teachers to ensure that the program is well-implemented B) To immediately replace the reading program with a different one. C) To rearrange the classroom environment. D) To assign more homework to students.

Q: The strategy of "box and explode" is used to assist with which component of the writing process? A) Prewriting B) Revising C) Composing D) Editing

Q: Which of the following is NOT true about nonresponders? A) They do not seem to make adequate progress even when instructed with a research-based approach. B) Teachers must realize that not all students learn in the same way. C) Teachers need to understand that although one student may respond well to a given research-based intervention, another student may not. D) Research cannot explain why nonresponders do not make progress.

Q: When writing sentences and paragraphs, students with learning behavior problems require explicit instruction in all of the following EXCEPT: A) How to add vivid words and lively verbs B) How to split compound and complex sentences up into several smaller ones. C) How to reduce long and run-on sentences D) How to read and revise to add meaning

Q: In the RTI model, students who make minimal gains even after high-quality, intensive instruction are said to be: A) Learning disabled. B) Cognitively impaired. C) Academically challenged. D) Nonresponders.

Q: Cue cards are most often used to assist during which component of the writing process? A) Prewriting B) Revising C) Composing D) Editing

Q: In the RTI model, students who make expected academic gain are said to ________ instruction. A) like B) respond to C) benefit from D) exceed

Q: Graphic organizers can be used in the writing process in all of the following ways EXCEPT: A) As a method to assist with brainstorming B) As semantic maps C) As replacements for rough drafts. D) As structured organizers

Q: In a school where RTI is the model used, the decision-making team could include all of the following team members EXCEPT: A) Classroom teacher B) School psychologist C) Special education teacher D) Lawyer

Q: Mr. Barcola tells his class, "Imagine you have been given a million dollars by a long lost relative. Think about how you would spend the money. Would you spend it on yourself or on others? Would you by lots of things or would you spend money of experiences like going to Disney World? I want you to make a list of things you would do with your money. You will not have to write about all of these things. The purpose of this exercise is to brainstorm and think of as many ideas as you can. Go ahead and write." Mr. Barcola is engaging his class in a A) Revising activity. B) Editing activity. C) Prewriting activity. D) Modeling activity.

Q: Once a month, the RTI team at Live Oak Elementary meets to discuss the progress of struggling students by analyzing progress monitoring data. Students are moved among Tier 1, Tier 2, and Tier 3 instruction based on their results of progress monitoring measures. Error analysis of specific measures is performed to determine where students are struggling. Instructional strategies are discussed and suggestions for modifications are presented if certain students are not progressing. This school is most likely using which approach in making instructional decisions? A) Standard treatment protocol B) Problem-solving model C) Report card grade protocol D) Cognitive-behavioral model

Q: The process of prewriting includes: A) Collecting information about a topic by observing, remembering, interviewing, and/or reading. B) Forming a draft of the composition. C) Revising the composition. D) Reviewing what you have already written.

Q: All of the following statements are true about the standard treatment protocol EXCEPT: A) Empirically validated treatments are used for children with similar problems. B) Interventions are provided in a standardized format. C) Fidelity of implementation is ensured through standardized interventions. D) Intervention plans are adjusted according to student data.

Q: Which of the following choices is NOT a strategy for improving the writing of older students? A) Tell students to avoid more complex sentence types so they can focus on improving easier ones. B) Establish goals for students' writing to improve outcomes. C) Give students access to and instruction in word processing to facilitate writing. D) Assist students in developing prewriting practices that help generate or organize ideas for writing.

Q: Which of the following choices is NOT true of Tier 3 intervention? A) It is for students who continue to experience difficulties during Tier 2. B) Tier 3 is still never considered special education. C) Tier 3 intervention is typically provided for a longer period of time and more frequently than secondary intervention. D) Instruction takes place individually or in small groups of two or three students.

Q: Which of the following choices does NOT indicate a way to monitor progress in writing for a first-grade student? A) Monitor the total number of words written. B) Monitor the number of words spelled correctly. C) Monitor the punctuation. D) Monitor the number of complex sentences written.

Q: Which of the following choices is NOT true of Tier 2 instruction? A) Tier 2 support is under the domain of special education. B) Tier 2 interventions are provided in small groups. C) Tier 2 instruction is more intensive than Tier 1 instruction. D) Tier 2 instruction is for students who are not making adequate progress in Tier 1.

Q: Which of the following instructional concepts would most likely be mastered first in writing development? A) Capital letters in place names B) Colons in sentences C) Quotation marks in titles D) End of sentence punctuation

Q: All of the following choices are true about Tier 1 instruction EXCEPT: A) Tier 1 is for all students. B) General education teachers provide Tier 1 instruction. C) Instruction is based on research. D) Tier 1 instruction includes intensive instruction for students who do not respond.

Q: Teachers can monitor students' progress by noting all of the following choices EXCEPT: A) Whether students can complete the written project. B) How proficient they are at the writing process as a whole, instead of focusing on individual elements. C) Whether they can apply the skills and knowledge to other contexts. D) Which elements of writing are proceeding as expected and which require additional instruction.

Q: Which of the following choices is NOT a benefit of progress monitoring? A) Increased learning. B) More special education referrals C) Better communication with family and other professionals. D) Improved accountability

Q: All of the following are critical points about teaching conventions EXCEPT: A) Focus on writing conventions facilitates writing. B) Even young children should be taught writing and spelling conventions. C) Reserve about 20% of the instructional time of students with learning and behavior problems for teaching writing conventions. D) Writing conventions should be less emphasized for students with LD because they have negative associations with writing.

Q: The percentage of readers that should need Tier 3 support is approximately: A) 5"6 percent. B) 12"20 percent. C) 30"40 percent. D) 50"60 percent.

Q: Ms. Kirchner provides lessons in specific writing skills for 15"20 minutes each day to her third-grade class. Which of these topics would be appropriate to include in her focused writing skill lesson? A) Using quotation marks B) Using the strategy of summarizing for comprehension monitoring C) Using intonation while reading D) Repeated reading to increase fluency

Q: The percentage of learners that may require some supplemental instruction in Tier 2 is approximately: A) 30"50 percent. B) 7"10 percent. C) 15"20 percent. D) 80"100 percent.

Q: The conventions of teaching writing include which of the following selections? A) Capitalization, punctuation, and sentence structure B) Prewriting, editing, and revising C) Reviewing and proofreading D) Manuscript and cursive

Q: The percentage of learners that should make adequate progress in Tier 1 is approximately: A) 15 percent. B) 80 percent. C) 50 percent. D) 60 percent.

Q: With regards to writing, students with learning disabilities display all of the following traits EXCEPT: A) They are less aware of the steps of the writing process. B) They are less sure of the procedures for organizing written text. C) They are more dependent on teacher feedback regarding their writing. D) They are better at revising, despite their initial difficulty with planning.

Q: Progress monitoring involves all of the following EXCEPT: A) Frequent or ongoing assessment of student knowledge. B) Frequent or ongoing assessment of student skills. C) Examination of student data to evaluate instruction D) Examination of student data to determine the student's next placement.

Q: List and describe 3 of the strands that are weaved throughout the grades in the Common Core State Standards for fluency and comprehension.

Q: RTI models are commonly comprised of 4 key components, which include all of the following EXCEPT: A) They provide universal screening to identify students at risk and monitor students' learning over time to determine their level and rate of performance. B) They provide interventions of increasing intensity when students continue to struggle. C) They make important educational decisions based on data. D) They use only special education teachers in this model.

Q: What are some ways to monitor students' comprehension?

Q: Students who are considered special education may be provided services within which tiers? A) 1 and 2 B) 1 and 3 C) 2 and 3 D) 3 and 4

Q: Mrs. Lorena teaches a fifth-grade class and has five students who read several years below grade level. The five students who struggle with reading are hesitant to choose books at their level because they are afraid that others will make fun of them. Mrs. Lorena is frustrated because she knows that these students will never improve their reading ability without multiple enjoyable experiences for reading. What can Mrs. Lorena do to make the "difficult" books more accessible for these older readers?

Q: The intensity of instruction be increased by all of the following choices EXCEPT: A) By reducing group size B) By increasing the amount of instructional time C) By ensuring that the instruction is even more carefully tailored to the student's needs D) By increasing the number of teachers in the room

Q: What is repeated reading and what are some of its benefits?

Q: Three schools in the same district have implemented RTI at their schools. Their frameworks for implementing RTI are all different. Which of the following is NOT considered a critical and essential component? A) Screening and progress monitoring B) The ratio of students to teachers C) Implementation of effective classroom instructional practices so that all students have an opportunity to learn (Tier 1). D) Provision of secondary intervention when students fall behind (Tier 2)

Q: What guidelines should be considered when assessing a student's reading fluency?

Q: The following are recommendations of IDEIA (2004) EXCEPT: A) IDEIA (2004) recommends but does not require abandoning the IQ-achievement discrepancy criterion. B) IDEIA (2004) recommends that English language learners not take part in the RTI model because instruction has not yet been validated for their population. C) IDEIA (2004) recommends a multi-tiered intervention strategy. D) IDEIA (2004) requires better integration of services between general and special education.

Q: "Getting the Gist" is a strategy that is designed to assist students in: A) Activating their prior knowledge. B) Identifying the main idea of a paragraph. C) Engaging with the text. D) Making predictions about what they"re going to read.

Q: According to the Office of Special Education Programs, the exact prevalence of learning disabilities is unknown, however, the rate is likely between:A) 2%-5%B) 10%-20%C) 46%-50%D) 1%-3%

Q: All of the following statements about previewing are true EXCEPT: A) It helps students activate their prior knowledge. B) It helps students make predictions about what they are going to learn from the passage. C) It can be used in all grade levels. D) It is not recommended for special education or inclusion-based classrooms.

Q: Challenges to implementing an RTI approach include all of the following EXCEPT: A) Questions about who provides the more intensive secondary and tertiary interventions. B) The extent to which validated instructional practices exist in academic areas other than reading. C) Culturally and linguistically diverse students who were under-referred in the past. D) Research-based practices for implementing instruction in other domains beside reading (e.g., math, writing) are less delineated.

Q: The purpose of partner reading is to improve students': A) Decoding skills. B) Accuracy and rate of reading. C) Comprehension skills. D) Implicit understanding of text.

Q: Over the past 30 years, the field of learning disabilities has struggled with the following challenges EXCEPT: A) A decrease of students who have qualified with a learning disability. B) Subjectivity in student referral for services. C) Variation from state to state concerning identification procedures. D) Problematic assessment procedures.

Q: The purpose of a directed reading-thinking activity (DR-TA) is to provide readers with the ability to do all of the following things EXCEPT: A) Determine purposes for reading B) Extract, comprehend, and assimilate information C) Use prediction while reading D) Make decisions independently from evidence gained while reading

Q: In the RTI model, students are first screened: A) Often as early as kindergarten. B) Starting in first grade. C) Once they reach middle school. D) After they show signs of struggling.

Q: When dealing with older students with reading disabilities, all of the following are factors to be considered EXCEPT: A) Secondary students are less eager to succeed as readers than elementary students. B) Older students value choice about what they read. C) Many forms of reading go beyond traditional print; consider technology as a source of text. D) Dedication to reading is the best predictor of reading achievement.

Q: Rolling Hills Elementary does not implement RTI and currently adheres to a traditional method of identifying students with learning disabilities (IQ-achievement discrepancy). Jose is a child who is struggling in reading in the second grade. His teacher refers him for an evaluation and his scores indicate below average performance on an IQ test as well as on an achievement test. Which of the following choices best describes Jose? A) He does not qualify for services based upon the IQ-achievement discrepancy model. B) He does qualify for services based upon the IQ-achievement discrepancy model. C) He will receive intensive Tier 2 support. D) He will receive intensive Tier 3 support.

Q: You are a reading coach and have just stepped into Mrs. Lorena's fifth-grade class. They are divided into groups of four and five students. You hear students being called names like "The Leader," "The Clunk Expert," "The Announcer," and "The Timekeeper." Most likely, Mrs. Lorena's class is engaged in: A) Cooperative learning groups. B) Classwide peer tutoring. C) Reciprocal teaching. D) Attributional training.

Q: Traditionally, when students first showed signs of struggling academically or behaviorally, the prevailing approach was to wait and hope that their progress would improve over time. This is often referred to as: A) "stop and wait" model B) "wait to fail" model C) "wait to test" model D) "wait for progress" model

Q: The strategies "Previewing," "Click and Clunk," "Getting the Gist," and "Wrap-Up" are all associated with: A) Reciprocal teaching. B) Partner reading. C) Collaborative strategic reading. D) Story mapping.

Q: Since the category of "learning disabilities" was established, the number of students identified with this label has: A) Decreased by 50 percent. B) Decreased by more than 100 percent. C) Increased by more than 100 percent. D) Increased by more than 200 percent.

Q: RAP is an acronym that stands for the following steps: 1. Read a paragraph. 2. Ask yourself, "What were the main ideas and details of this paragraph?" 3. Put the main idea and details in your own words. This series of steps is a strategy used to assist students in: A) Previewing a text. B) Activating background knowledge. C) Recalling the main ideas and specific facts of materials they read. D) Working cooperatively.

Q: Before RTI, the typical method for a student to qualify as having a learning disability was to exhibit a discrepancy between: A) Reading and math ability. B) Oral skills and written skills. C) IQ and achievement. D) Achievement and motivation.

Q: Which of the following is NOT an example of expository text? A) Newspapers B) Social studies text C) Nursery rhymes D) A travel brochure

Q: According to the IDEIA 2004, when determining whether a child has a specific learning disability, which of the follow choices is NOT true? A) The LEA (local education agency) is not required to consider a severe discrepancy between achievement and intellectual ability. B) The LEA (local education agency) may use a process that determines if a student responds to scientific, research-based interventions as part of the evaluation. C) The approaches for students with learning disabilities and behavior problems are similar. D) There must be a severe discrepancy between achievement and intellectual ability.

Q: Text that is designed to explain phenomena or provide information is called: A) Implicit text. B) Explicit text. C) Narrative text. D) Expository text.

Q: Briefly describe, in your own words, the applied behavior analysis cognitive strategy instruction, and social learning theories.

Q: What is the purpose of the "Questioning the Author" technique? A) To increase students' active engagement with the text B) To assist students in previewing a text C) To assist students learning vocabulary relevant to the text D) To assist student in summarizing the text

Q: List 3 of the key practices involved in scaffolding and briefly describe why each is important.

Q: Which of the following choices refers to both the amount and type of reading in which children are engaged? A) Fluent reading B) Wide reading C) Summarization strategy. D) Modeled reading

Q: Briefly describe 3 of the 5 features of cognitive strategy instruction.