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TLC Unit 1.5
| Question | Answer |
|---|---|
| A paraeducator receives an unfamiliar task beyond their training. What should they do? | Clarify with teacher |
| What does reinforcing instruction provide? | Guided practice |
| What should an adult try before immediately helping a student? | Wait time |
| When is a prompt useful? | Start or continue |
| What does modeling provide? | Demonstrated example |
| What is scaffolding? | Temporary task support |
| Why should prompts be faded? | Build independence |
| What does IEP stand for? | Individualized Education Program |
| What does a modification change? | Learning expectations |
| Who determines a student’s IEP? | IEP team |
| A paraeducator believes an IEP support is ineffective. What should happen? | Tell supervising teacher |
| What does progress monitoring track? | Student performance |
| What belongs in an objective observation? | Seen or heard |
| Praise that increases a behavior is what strategy? | Positive reinforcement |
| A student leaves the assigned task. What is a calm first response? | Gentle redirection |
| What does a behavior plan provide? | Agreed support steps |
| How can a team prevent duplicated or missed tasks? | Clear role assignments |
| Why should team members use consistent strategies? | Predictable student support |
| A paraeducator disagrees with a teacher’s routine direction. How should they raise it? | Private respectful discussion |
| Spoken directions are what type of communication? | Verbal communication |
| Gestures and facial expressions are what type of communication? | Nonverbal communication |
| Emails and reports are what type of communication? | Written communication |
| What is active listening? | Attentive message checking |
| What should you do when directions are unclear? | Ask focused questions |
| What is paraphrasing? | Restating the message |
| Noise or unfamiliar terms can create what? | Communication barrier |
| A family member asks about another student. What should you do? | Protect student privacy |
| What is a constructive first step in resolving routine conflict? | Listen and clarify |
| Which dispositions support effective school work? | Patience fairness respect |
| What skill helps manage emotions at work? | Self-management |
| What does discretion require? | Careful information sharing |
| What quality means others can count on you? | Dependability |
| You discover an error in a record. What should you do? | Admit and correct |
| What does integrity mean? | Honest ethical conduct |
| What does accountability mean? | Accepting responsibility |
| What is equity? | Needs-based support |
| What is equality? | Same treatment |
| What is bias? | Unexamined preference |
| When facing an ethical dilemma, what guides your response? | Code and policy |
| What does FERPA protect? | Education-record privacy |
| When may a school employee access a student record? | Legitimate educational interest |
| You find a student record visible to others. What should you do? | Secure it immediately |
| What is reflective practice? | Reviewing your actions |
| What should a professional growth goal identify? | Specific improvement target |
| How should you use constructive feedback? | Reflect and adjust |
| What do professional boundaries protect? | Safety and trust |
| What can an adult’s authority create in a student relationship? | Power imbalance |
| A student requests a private social media connection. What should you do? | Use approved channels |
| How should student-related digital communication happen? | Approved school tools |
| A task exceeds your training or assigned role. What should you do? | Pause; ask supervisor |
| Where should a routine classroom concern usually go first? | Supervising teacher |
| What is a chain of command? | Reporting hierarchy |
| A concern remains unresolved. What is the next step? | Escalate appropriately |
| Your usual supervisor is involved in the concern. What should you do? | Use alternate authority |
| What should you do when instructions conflict? | Clarify before proceeding |
| What should staff do during an immediate safety emergency? | Activate emergency procedures |
| In Kentucky, whom do you report suspected child abuse to, and who else must you notify immediately? | Authorities and supervisor |
| Does telling a supervisor alone fulfill Kentucky’s reporting duty? | No; report directly |
Created by:
rockcastle