Quiz on the Sped Module 2 – Information can be found in Brookhart and Lazerus (2017) and Cohen and

Spenciner (2015) – chapter 1

Learning Targets:

Students will be able to:

1. Accurately distinguish between a modification and an accommodation; (40 points)

2. List the seven types of decisions school personnel make using assessment information; (10
points)
3. Identify the main purpose of the following laws: IDEA, FERPA, and NCLB; (10 points)
4. List the disability categories according to Part 200 of the Commissioner’s Regulations; (10
points)
5. Accurately define key special education vocabulary (20 points); and
6. List the steps of the IEP creation process from pre-referral to classification. (10 points)

Match the strategy on the left with the letter signifying whether it is an (A) accommodation or (B)
modification or (C) neither. (LT 1) (5 points each)

1. Large print forms are used ______

1. Teaching to the test A. Accommodation

2. Previous form test ______

prep
B. Modification
3. Current form test prep ______

4. Varied format test prep ______

C. Neither
5. Ethics principle ______

6. Pictures or graphics are substituted ______

for words

7. English language learner is ______

allowed to use a bilingual
dictionary or glossary
For questions 9-12, circle the BEST choice. (8 points each)

9. According to Brookhart and Lazerus, which one of the following is NOT a principle of Universal
Design?
A. Provide multiple means of representation
B. Provide multiple means of progress monitoring
C. Provide multiple means of action and expression
D. Provide multiple means of engagement

10. Which one of the following acts states that no educational agency may release student
information without the written consent of the student’s parents? (LT 3)

A. IDEA
B. NCLB
C. HIPAA
D. FERPA
E. ESSA

11. Ms. Johnson, a reading specialist, has been using a research-based intervention as part of the
RTI process with a small group of students. She is looking for a suitable assessment that will
assist in this process. In which category of decision-making is Ms. Johnson interested? (LT2)

A. Screening and identification

B. Accountability
C. Teacher evaluation
D. Eligibility and diagnosis
E. Instructional planning
F. Progress Monitoring

12. According to part 200 of the Commissioner's regulations, which classification category is NO
LONGER used? (LT 4)

A. Mental retardation
B. Deaf-blindness
C. Specific learning disability
D. Intellectual disability
E. Other health impairments
Fill in the blank with the one-word answer that BEST completes the sentence. (8 points each).

13. An alternate assessment is an assessment based on modified grade-level standards for students
with _______________________ cognitive disabilities. (LT 5)

14. According to Brookhart and Lazerus (2017), we monitor progress toward goals/learning targets
when we are not getting the desired results so we can modify _______________________ . (LT
5)

15. To plan movement into postsecondary education, employment, and/or community living, the
IEP team develops transition services for students at age _______________________ or earlier.
(LT 6)

EAS Sample Questions

Exhibit 1 – Class Description

Ms. Snider is a kindergarten teacher in a class of 22 students who come from diverse backgrounds. The
class includes four students who are beginner English Language Learners who speak the same home
language. All four have well-developed oral language skills in their home language, but often hesitate to
participate in class activities. Three students in the class have been living in a homeless shelter for the past
two months. Initial assessment data for these students show that they are performing somewhat below
expectations regarding literacy and numeracy skills. Ms. Snider has been able to establish strong
partnerships with most students' families and talks with them regularly about their children's learning and
development. About two-thirds of Ms. Snider's students attended a prekindergarten program. Ms. Snider
observes that some of the students who did not participate in a prekindergarten program have not
developed some of the skills that their peers who attended prekindergarten have demonstrated.

Early in the school year, Ms. Snider conducted a pre-assessment of students' numeracy skills. The results of
the pre-assessment indicated a broad range of development in this area, so Ms. Snider makes a point of
providing students with many opportunities throughout the day to practice counting. She has also created
a mathematics learning center that includes activities such as puzzles, flash cards, writing materials, and
counting blocks. Students have two 45-minute learning center times each day. For morning center time,
students are assigned to specific centers and for afternoon center time, students may choose which center
to visit. Ms. Snider makes sure to schedule every student in the mathematics center every week.

Ms. Snider is planning a mathematics lesson on the concept of greater than and less than. As part of the
planning process, Ms. Snider is reviewing results from the pre-assessment of students' numeracy skills and
is considering strategies for ensuring that instruction is responsive to students' characteristics and needs.
Exhibit 2 – Student Data

Informal Pre-assessment of Numeracy Skills

Emerging Learning Mastery
Skill (# of students) (# of students) (# of students)
Count to 100 by ones. 0 14 8
Count to 100 by tens. 6 12 4
Write numbers from 0 to 20. 2 9 11
Represent a number of
4 9 9
objects with a written
numeral from 0 objects,
When counting to 20. pair
4 11 7
each object with only one
number
Count toname.
answer "how many?"
4 11 7
questions for up to 20 objects.
Given a number from 1 to
5 12 5
20, count out that many
objects.

Exhibit 3 – Excerpt from Ms. Snider’s draft lesson plan

Topic: Greater than. Less than

Standard:
Identify whether the number of Objects in one group is greater than or less than
the number of objects in another group. e.g., by using matching and counting
strategies. (CCLS K.CC.6)
Lesson Objective:
Students will use manipulatives to compare the number of objects in one group
to a larger or smaller number of objects in a second group.
Vocabulary:
greater than, less than, sign
Materials:
counting blocks. number cards, cards with greater than and less than signs
Lesson Component Activity
introduction Draw a line of ten triangles on the board. write the numeral 10
below the line. To the side, draw a line of seven squares on the
board. Write the numeral 7 below the line. Ask students to
identity the line that has more shapes. At this point introduce
the "greater than" symbol placing it between the two
numbers. Lead the students through the same process once or
twice using different number pairs. Have students practice
reading each number sentence (e.g., ten is greater than seven).
Repeat the process focusing on 'less than.'
 Guided Practice Provide pairs of students with counting blocks and a set of
cards in which each card has a number from 0 to 20 as well as
cards with the greater than and less than signs (>, <). Have
each student turn over a number card. place the correct
number of counting blocks on the table, and then determine
together how the numbers compare and Insert the correct
sign. Circulate and provide feedback as needed.

Practice Activity Tell students that their “homework" Is to practice counting groups
of objects (e.g. crayons, spoons, shoes, toys) and identifying
groups that are greater than and less than another group of
objects.
Extension Place the cards used in the guided practice part of the
lesson in the mathematics center so students can
practice counting and comparing numbers.

Use the above exhibits to answer the following questions circle the BEST answer. (1 point each)

16. Which of Mrs. Snider’s strategies is likely to be MOST effective in facilitating the English
Language Learners’ full participation in the guided practice part of the lesson?

A. Pairing English Language Learners together and encouraging them to use their home
language as needed.
B. Repeating the introductory lesson for the English Language Learners in a small group.
C. Asking the relevant school specialists to develop an alternative activity for the English Language
Learners.
D. Pairing the English Language Learners with English-proficient students only to encourage them
to speak English

17. The pre-assessment data gathered by Ms. Snider MOST clearly suggest the need for continued
instruction in which skill in order for students to successfully achieve the objectives of the planned
lesson?

A. counting by ones to 100

B. skip counting by tens
C. one-to-one correspondence
D. writing numbers to 20

18. It is MOST important for Ms. Snider to consider which question with regard to the planned lesson
and the students who live in a homeless shelter?

A. Which peers would be most suitable to assign these students as partners for the lesson?
B. Are specific adaptations to the lesson necessary to accommodate these students' needs?
C. What strategies will best help these students engage with the content of the lesson?
D. Should these students be provided with extra center time in which to practice lesson
concepts?
19. Ms. Snider is planning on developing several at-home practice activities related to this
lesson and wants to ensure that the activities are relevant and engaging for students so
that they will be encouraged to practice new skills. Which action represents the BEST
approach for Ms. Snider to take to achieve this goal?

A. Monitoring closely the students' choices of materials when they are working in the
mathematics center
B. Talking informally with families to learn about students’ routines and pastimes that could be
incorporated into practice activities.
C. Searching the educational Web sites that students regularly visit at school for printable practice
activities
D. Providing colleagues with a description of several potential practice activities and soliciting
their feedback