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FTCE ESE Exam
Florida Teacher Certification Examination-Exceptional Student Education
| Question | Answer |
|---|---|
| well-designed learning center | engaged increase proficiency apply knowledge |
| ESE student removed when | bring a weapon |
| itinerant teachers | travel |
| Scaffolding w/ stu. disabilities | equalize |
| hyperactive-impulsive | still not waiting interrupting |
| norm-based | assessments that shows left for grade-level performance |
| informed consent | Parental signature permission eligibility made aware of due process |
| direct instruction | reviewing new info guided practice feedback -providing independent student practice, reviewing frequently. |
| integrated language arts approach | immersing in language |
| effective reading instruction | ongoing screening assessment progress monitoring intensive instruction early intervention |
| strategic competence part of mathematical proficiency | formulate and conduct mathematical problems |
| purpose of independent grouping | practice learned skills |
| +consultation and collaboration | less mislabeling |
| family and school collaboration | students’ success focus needs and wants of the family and student increase if you accept as they are |
| auditory discrimination benefit from | electronic books |
| hand-in-hand with progress monitoring is | functional behavior assessment. |
| What methods are included in a functional behavior assessment (FBA)? | -interviews -direct observation - number of absences |
| Teaching which of the following skills requires a more active role from the students and a more collaborative role from the teacher? | self-management enables students to govern the reinforcers for their behaviors. |
| A continuum of policies and procedures implemented throughout the school for all students is called | positive behavior reinforcement |
| When students are suspended for more than 10 days, the school must | give an oral or written notice of charges and an opportunity to respond to charges. |
| When dealing with due process, legal action tends to | be punitive and reactive. |
| The courts recognize the importance of giving teachers and school administration authority over student behavior. This is called | in loco parentis. The correct answer is in loco parentis. According to this concept, parents grant school personnel a measure of control over their children. Procedural due process, manifest determination, and IEP |
| During an anecdotal observation, the observer records which of the following? | everything observed about the individual’s behavior |
| Event recording should be used when the target behavior | is discrete and uniform in duration. |
| A term of measurement that involves the amount of delay before behavior is initiated after a direction is given is | latency. |
| students, Louis, is acting silly and being very disruptive. Cathy realizes that Louis is seeking attention and will attempt to engage the class in disruptive behavior. What strategy would best be used by Cathy in this scenario? | extinction/ignoring disruptive behavior by the teacher and the class |
| When the teacher says “I am thinking of words that end with the same sound. Listen to the words: tan, fan, man, ran.” The teacher is modeling | rhyming. |
| Which of the following best practices would be most beneficial for a middle school student struggling with fluency? | cross-age reading |
| Which of the following activities would best teach vocabulary acquisition in depth? | restating the definition in the student’s own words |
| “Apple is to fruit as carrot is to vegetable” is an example of a(n) explains the relationship exists between two words. | analogy. |
| The sequence of phonic instruction1. teach the letter names 2. teach the sound each letter represents3. drill on the letter-sound relationship 4. teach the blending of separate words5. provide opportunity to apply blending to unknown words. | synthetic |
| If a student decodes words through regular letter patterns such as dish, fish, wish, swish, which phonics instruction is the teacher using? | linguistic |
| Sandra is a third grader who often uses nonspecific words (e.g., thing, stuff) for specific words. Sandra most likely has a | word-finding problem. |
| Which type of intervention is delivered to persons who do not yet show signs of a communication disorder? | prevention |
| Which concept is found in the pre-reading stage of reading development? | concepts of print |
| The phase of career development that occurs during the final years of high school is | placement. |
| The ultimate goal for young adults with disabilities is to be competitively employed. Which of the following statements is key characteristic that will increase the likelihood of successful employment outcomes for the students? | Curriculum stresses functional skills. B. Opportunities to learn the interpersonal skills necessary to work effectively with colleagues are ample. C. Unpaid and volunteer work experience is valuable for students with disabilities. |
| Which activity would be included in the employment domain of transition planning? | attending the career fair at the community college |
| Which activity would be included in the employment domain of transition planning? | attending the career fair at the community college |
| What are the 5 types of assessment? | screening, pre-referral, diagnostic, progress monitoring, and outcome |
| Screening assessment | done at the beginning of the school year |
| Pre-referral assessment | before formally referring for services, tell which instructional modifications will help the student, can be used to document the need for a formal referral for ese. |
| Diagnostic Assessment | given to individual students who may need extra support, used because screening has suggested a disability (usually standardized and specific to they type of problem) |
| Progress monitoring assessment | is given to determine if an intervention is successful. |
| Outcome assessment | measures the extent of student achievement at the end of a time period |
| IDEA test administer requirements | -parent consent -done by interdisciplinary team -individual basic -nondiscriminatory -done by trained person -0-3 done in home or daycare |
| IDEA confidentiality of assessments | parents can examine and asked to have all data explained to them -parental consent for disclosure -only parents and specific school personnel can have access |
| What are the 5 types of accomidations | presentation response -setting -scheduling -selection |
| Presentation accomidation | changes to the format information is presented |
| Response Accomidation | Changes to the format answers are provided |
| Setting accomidation | Changes to the location and/or conditions of the assessment |
| Scheduling accomidation | changes to the timing and scheduling of assessments |
| Norm-references assessment | or standardized tests are results for an individual student in relation to their peers. |
| Criterion-referenced assessments | like the FCAT, compares an individuals's performance against a predetermined standard |
| Individual-referenced assessment | like a running record, measures an individuals student's score at one point in time to a later point in time. |
| Performance-based assessment | eg project or essay, the student must exhibit some behavior or create a product requiring integration of knowledge and skills |
| ways we interpret, analyze, and apply the results of assessments | validity and reliability |
| Validity | using assessment information to make informed instructional decisions |
| Types of validity | criterion-related validity content validity -construct validity |
| Criterion-related validity | The extent in which the scores are related to the criterion measure. 1. Concurrent validity: The criterion measure is administered at the time of the assessment (new assessments) 2. Predictive validity: the criterion measure determined in future |
| Content validity | The extent an assessment accurately measures identifiable content such as standards |
| Construct validity | the extent which an assessment accurately measures some underlying construct such as intelligence |
| Reliability of assessments | same results over time, settings, etc. 3 types: test-retest reliability inter-rater reliability equivalent-forms reliability |
| Test-retest reliability | will results be the same when tested and retested |
| Inter-rater reliability | which observers agree on assessment results |
| Equivalent reliability | refers to the extent which alternative forms of the same assessment will yield the same results |
| Alternative assessments | all assessments that are not standardized, norm-referenced, or multiple choice -observational -ecological -authentic -portfolio |
| Alternative assessments and students with disabilities | for students who are unable to perform on standards with modifications |
| Alternative assessments in Florida | Stu. qualify if: cannot master curriculum has cognitive limitations learning access points cannot function normally |
| FAA | Florida Alternative Assessment Individual 9 performance levels Reading, math, science, writing Range of scores: emergent(no), achieved (progress), commended (yes) |
| Observational Assessment | Description of behavior checklists: present or absence of b rating scales: extent of b Duration record: time of b time-sampling records: # of b Anecdotal records: description of b |
| Ecological assessment | Functioning in different environments |
| Authentic assessments | performance on real-world tasks (rubric) |
| Portfolio assessments | Collection of work over time |
| Disproportionality | Overrepresented groups in ese: black, hispanic, poor,regional dialect,ells. |
| Problems of disproportionality | social and academic stigmas remain in services diminished opportunities lower academic expectations |
| Causes of disproportionality | less prep for school poverty-related experiences higher referrals test bias discrimination |
| Test bias | certain group consistently scores differently from other groups |
| progress monitoring | extent that instruction is effective extent of student progress -how to modify instruction or provide support |
| CBA | curriculum based assessment: if students have mastered gen ed curriculum |
| CBM | Curriculum based measurement: progress monitoring that is sensitive to changes overtime |
| Benefits of CBM | quick to administer measures various skills standardized so can be compared easy to understand results frequency allows teachers to determine impact of instruction |
| Predictive validity | assessment that predicts capability |
| assessment for academic or social areas gaps | ecological assessment |
| IDEA | Individuals with disabilities education act 1975 |
| Child Find | must find and identify ese stu. |
| FAPE | free appropriate public education free education |
| LRE | least restrictive environment all stu. have the same |
| IEP | individualized education plan progress, capacity, and goals |
| IFSP | individualized family plan 0-3 focuses on family |
| Articulation disorder | lisping usually determined in older children |
| phoneme | distinct sounds -six /s/, /i/, /x/ |
| morpheme | the smallest part of a word (root) |
| diagraph | pairs of letters that represent a single sound sh |
| dysarthia | weakness or paralysis of muscle structure that controls speech |
| phonological disorder | impairment in distinguishing specific phonemes (distinct sounds) |
| cluttering | speaking rate is unusually fast or irregular |
| resonance disorder | too much or too little nasal emission |
| alphabetic principle | understanding that letters represent sounds in a pattern |
| alphabet knowledge | ability to name the letter and recognize it in print |
| phonological awareness | the ability to recognize, discriminate, and manipulate language phonemes (distinct sounds) and syllables |
| pre-alphabetic | treating words as visual objects other than letter sound relationships |
| partial-alphabetic | know some letter and sound relationships |
| full-alphabetic | applying alphabetic knowledge when decoding |
| consolidated alphabetic | recognizing groups of letters |
| phonics | the ability to relate language sound to written text |
| structural analysis | the use of morphemes (root) to recognize familiar words. |
| changes P.L. 94-142 | Education to all eligible 6–18 |
| IDEA 2004 * | teachers highly qualified |
| P. L. 99–457 extended the services provided to school-aged children with disabilities age range | 3-5 years |
| IDEA a Spanish speaker is eligible if | Spanish tester IEP team agreement more than one test |
| most knowledgeable about students | general education teacher |
| instructional modifications | expectations performance outcomes change |
| curriculum information explained in an IEP | affected areas with annual goal |
| High stakes tests measure mastery of standards | criterion-referenced |
| program modifications | changes to gen ed program that+ learner |
| first in psychoeducational reports | identifying data |
| informal assessments individual stu. mastery | checklists, rating scales, and observations. |
| have to be ___to receive services | below |
| manipulatives | explain before try appropriate developmentally appropriate variety of materials |
| compare and contrast go | venn diagram |
| explicitly pre-teaching vocab words | context discuss words rephrase definitions synonyms and antonyms texts with vocab |
| manipulating antecedents | before to eliminate behavior |
| push in optimal not working? | decreasing the teacher-student ratio |
| internet for education | flexible |
| Assessment procedures | general interviews rating scales analysis interview observation |
| Services that include all settings | wraparound processes |
| EBD strategy | clear procedures and expectations in control time outside school |
| A manifestation determination is a review of | disability and misconduct |
| Law to use positive behavior interventions and supports instead of punishment | IDEA 1997 and 2004 |
| time student in alternative ed. when weapon | 45 days |
| During a momentary time sample, the observer records | the behavior every time it occurs in a specific time period |
| Differential reinforcement | good for behaviors attention habit reduced slowly can still happen |
| Instruction for struggling readers | explicit, comprehensive, intensive, and supportive |
| helps in author’s meaning using prosodic cues | choral reading |
| strategy effective in contextual analysis | cloze |
| system of language governs the structure of words and word forms | morphology |
| Communication intervention for 4-18 compared to 0-3 | 4-18 link to curriculum |
| special computer programs for visually impaired | screen magnification software digital book readers screen readers |
| planning 1 yr. instruction | a few to focus |
| transition service prep for future career | employment |
| ESE group w/ negative HS outcomes | women |
| Contextual analysis | context clues + background knowledge of syntax + increase vocabulary |
| prosodic cues | pitch, loudness, stress and pauses |
| characteristics of autism? A. difficulty paying attention in social settings B. resistance to change in daily routines C. Lack of interest in mechanical objects D. excessive verbalization with others | B |
| hearing-impaired provided with written directions. accommodation? A. presentation B. response C. sceduling | A |
| LRE of IDEA is associated with A. assessment B. mainstreaming C. inclusion D. child study teams | C |
Created by:
Rebekkah Hudson