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Assessment
Collaboration
Assessment for Models of Collaboration
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Cooperative teaching is an indirect style of collaboration and best suited for general and special educators.
A.
True
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B.
False
Correct. False for two reasons: 1) it is a direct style of collaboration and 2) the combinations vary and thus Cooperative Teaching is not suited for any one group of professionals.
2.
Which situation presents the ´deficit´ model of response to problems encountered in the classroom for one student?
A.
A teacher requests a classroom observation to determine the appropriate learning environment for that student.
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B.
A teacher refers the student for testing to determine eligibility for special education.
Correct.
C.
A special education teacher collaborates with the general education teacher.
D.
A special education teacher implements learning strategies with the general education teacher in the regular classroom for all students.
3.
According to the United States Department of Education, current research findings indicate which of the following about postsecondary outcomes of students, especially those with mild to moderate disabilities?
A.
These students are fairing well in the workplace.
B.
More than half of these students proceed to a two-year college.
C.
Less than 5% of this population was labeled incorrectly.
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D.
40% of these students drop out of high school.
Correct.
4.
Which of the following offers one explanation for the federal mandate of Least Restrictive Environment (LRE) being open to interpretation by the courts?
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A.
Changing demographic of student population and inclusionary practices.
Correct.
B.
How IEP meetings are conducted.
C.
Lack of funding for special services.
D.
Parents understanding due process.
5.
Which situation best represents a major flaw in the ´removal´ approach as a service delivery model for students with disabilities?
A.
A special education teacher collaborates with a general education teacher.
B.
A general education teacher implements learning strategies in the curriculum.
C.
A team of teachers works to develop a set of teaching tools to implement across the disciplines, to include technology.
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D.
A student primarily receives services in a pull-out program without access to the general education curriculum or preparation for state-mandated tests.
Correct.
6.
Which of the following implies a cooperative teaching element where educators are involved while teaching in the same classroom environment and have planned for their roles?
A.
Direct
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)
B.
Co-active and coordinated
Correct.
C.
Distinct and complementary set of skills
D.
Combining roles
7.
Which of the following implies a cooperative teaching element that is scheduled for a specified period of time such as a unit of instruction, a semester or a year?
A.
One or more support service providers
B.
Voluntarily agree
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C.
A sustained period of time
Correct.
D.
A common goal
8.
Which situation best describes a collaborative partnership of educators related to Cooperative Teaching?
A.
A school principal assigns a tenured teacher to monitor and evaluate a first-year teacher.
B.
Two special education teachers from different grade levels are asked to work on a project together by the special education coordinator.
C.
The ninth-grade science teacher leaves copies of her lesson plans in the mailbox of the special education teacher to make accommodations for students with learning disabilities.
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D.
A social studies teacher and a special education teacher recognize each student as individuals and choose to work together to develop a unit of study.
Correct.
9.
In order to use the power and advantage of having two adults in the same classroom environment, what should two educators be willing to do?
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A.
Share roles and resources.
Correct.
B.
One acquiesces to another.
C.
Define responsibilities and rewards.
D.
Allow the more experienced teacher to evaluate the less experienced.
10.
Which of the following statements is correct about IDEA 97?
A.
Regular education classes are not adequate as service delivery models for students with disabilities.
B.
General education teachers should pass on the role of educating the students with disabilities to the special education teacher to ensure accurate service delivery.
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C.
One provision should be to enable students with disabilities access to the regular education curriculum with their non-disabled peers to an appropriate extent.
Correct.
D.
Building support personnel should offer pull-out services first to students with disabilities before providing support in the regular classroom.
11.
Skills such as listening, giving and soliciting feedback, and questioning are needed to best establish which type of relationship?
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)
A.
Collaborative working relationship
Correct.
B.
Supervisor/subordinate relationship
C.
Trainer/rookie relationship
D.
Give and take relationship
12.
In order to strengthen a collaborative relationship once it has begun to develop, which set of skills is needed?
A.
Maintaining the status quo
B.
Monitoring and evaluating
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C.
Problem-solving and consensus building
Correct.
D.
Forming committees and delegating
13.
In order to sustain a collaborative relationship, which set of skills is needed?
A.
Maintaining the status quo
(
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)
B.
Recognizing and managing conflict
Correct.
C.
Supervising
D.
Mentoring
14.
Which of the following situations describes a conflict in the school setting?
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)
A.
An English teacher believes the social studies teacher is not willing to allocate class time to implementing technology across the curriculum.
Correct.
B.
A special education teacher and general education teacher meet daily to discuss lesson plans.
C.
An assistant principal attends IEP meetings and offers suggestions.
D.
A science teacher implements learning strategies in the general classroom.
15.
According to research, what percentage of our working day do we deal with conflict?
A.
50%
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)
B.
20%
Correct.
C.
80%
D.
40%
16.
An interdisciplinary team needs to write an IEP, yet team members differ about the long-term goals for the student. Which type of conflict does this situation represent for the parties involved?
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)
A.
Having incompatible goals.
Correct.
B.
Wanting different things but must settle on one solution.
C.
Wanting the same thing but only one can have it.
D.
Arguing the same point over and over again.
17.
Cooperative teachers want to assist a student who is not reading at grade level. One teacher wants to use assistive technology, while the other teacher believes the reading should be assigned homework. What is needed to resolve this type of conflict, for the educators to settle for one solution?
A.
All parties engage in a discussion of student needs.
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B.
This type of conflict involves a mutually acceptable solution that fulfills the needs of all parties concerned.
Correct.
C.
Parties involved in this type of conflict situation need to identify a collective interest in resolving this particular type of conflict.
D.
An outside mediator is needed to resolve this conflict.
18.
Which style of conflict reflects both parties making a deliberate decision not to address the conflict, becoming angry and frustrated?
A.
Accommodating
B.
Competing
C.
Compromising
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D.
Avoiding
Correct.
19.
Which style of conflict reflects one party choosing to frame the conflict on her own concern, attempting to satisfy her own concern with little concern for the other person or party, satisfying her concerns at the expense of the other persons?
A.
Avoiding
(
*
)
B.
Competing
Correct.
C.
Accommodating
D.
Compromising
20.
How can educators resolving conflicts through negotiation focus on interests, not positions?
A.
Debate with the other parties until one clearly wins.
(
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)
B.
Recognize behind every opposed position lie shared and compatible interests.
Correct.
C.
Make judgments and justify an evaluation.
D.
Letting the other parties solve ´their´ problems.
21.
Which of the following might occur if cooperative presence is the only element of the Cooperative Teaching plan?
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A.
The special education teacher may feel more like an aide than a true teaching partner.
Correct.
B.
Both teachers will know what the other is planning without having to discuss it first.
C.
One teacher will be late to class due to scheduling conflicts.
D.
The general education teacher will take most of the responsibility.
22.
What is the concern with the typical approaches taken by some schools to include students with disabilities in the general education curriculum?
A.
Students with disabilities should be physically included in the classroom, yet receive resource help with homework assignments.
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B.
Students with disabilities are not always provided the level of academic or cognitive access to the general education curriculum mandated by IDEA.
Correct.
C.
The general education teacher provides packets of materials at the students´ current ability level, not grade level.
D.
A para-educator should be assigned to shadow the student with a disability in the general classroom.
23.
In cooperative planning, which of the following two planning components must the cooperative teachers decide?
A.
Times and dates.
B.
Paperwork delegation.
C.
Parental contacts.
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D.
Mechanics and conceptualization.
Correct.
24.
Which of the following best describes a shared conceptualization between Cooperative Teachers?
A.
The special education teachers meet to develop IEP goals.
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B.
The special education teacher and general education teacher plan how to design instruction to meet the needs of all students.
Correct.
C.
The grade level teams choose curricular objectives for the year.
D.
The district assigns mentors to first-year teachers.
25.
Which of the following describes ´multiple means of representation´ as a principle of Universal Design for Learning (UDL)?
A.
The general education teacher puts lesson plans in the special education teacher´s mailbox weekly.
B.
The special education teacher takes roll at the beginning of each class for the general education teacher.
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C.
The special education teacher and the general education teacher present new information to students using a multisensory approach: auditorially, visually, and kinesthetically.
Correct.
D.
The special education teacher and the general education teacher agree to use a VCR in the classroom more often.
26.
Which of the following represents ´multiple means of engagement´ as principle of Universal Design for Learning (UDL)?
A.
Students work alone on individual assignments.
B.
The special education teacher works with the general education teacher.
C.
Students are evaluated using paper-pencil tests.
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)
D.
A student with a memory deficit uses a calculator to complete the assignment.
Correct.
27.
´Multiple means of expression´ refers to which of the following components of instructional design?
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)
A.
Outcome and evaluation.
Correct.
B.
Multiple intelligences.
C.
Adapting to learning styles.
D.
Focus on learning strategies.
28.
Which of the following represents an alternative approach to handling the enormous content demand?
A.
Focus on chapter selections.
B.
Divide teaching into units.
C.
Concentrate on discrete facts and skills.
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)
D.
Teach the big ideas.
Correct.
29.
Which of the following describes a teacher demonstrating the use of conspicuous strategies?
A.
A special education teacher provides the general education teacher with a copy of the identified students´ IEPs.
(
*
)
B.
A special education teacher models the thinking steps needed to solve a problem in a general math class setting.
Correct.
C.
A math teacher provides a student with a packet of materials at that student´s current ability level.
D.
A social studies teacher prompts students to retrieve the needed information.
30.
The term ´human scaffolding´ is also referred to as which of the following types of instruction?
A.
Teacher-directed.
B.
Student-centered.
C.
Ability-grouping.
(
*
)
D.
Peer-mediated.
Correct.
31.
Which of the following questions should you first ask when starting Cooperative Teaching?
A.
Why choose Cooperative Teaching?
B.
What are the learning objectives?
C.
How should this be assessed?
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)
D.
For whom am I focusing my Cooperative Teaching effort?
Correct.
32.
During the Cooperative Teaching program implementation phase, which question must first be addressed?
A.
Why choose Cooperative Teaching?
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)
B.
When might we create the action plan and what might it contain?
Correct.
C.
Who will be affected the most by this?
D.
How should this plan be monitored?
33.
In order to effectively implement Cooperative Teaching, why is it important to secure input from all stakeholders?
(
*
)
A.
Prevent divisions among people and cliques from forming.
Correct.
B.
Hold everyone accountable.
C.
Increase public awareness.
D.
Limit complaints later.
34.
Which of the following appears sufficient for staff development in Cooperative Teaching?
A.
A three-day out-of-town retreat format.
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B.
A two-day workshop for initial implementation/background with follow-up.
Correct.
C.
A one-day in-house workshop.
D.
A CD-ROM based program.
35.
What is the most precious commodity and highly sought-after primary resource from teachers who are beginning to implement Cooperative Teaching?
A.
Money.
B.
Prestige.
C.
College credit.
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*
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D.
Time and instructional resources.
Correct.
36.
Which of the following describes the best practice in regard to parental involvement with Cooperative Teaching?
(
*
)
A.
A brief article in the school newspaper, translated in Spanish.
Correct.
B.
Letters home to the parents of students with disabilities.
C.
E-mail to the parents of children in Cooperative Teaching classes.
D.
Television broadcast on the evening news.
37.
Which of the following describes the best practice in regard to students´ understanding of Cooperative Teaching?
A.
Sending a letter home to the parents with an explanation.
(
*
)
B.
Providing a brief explanation at the beginning of the lesson, followed by an activity identifying benefits of Cooperative Teaching.
Correct.
C.
Teaching as usual, without any explanation why there are two teachers in the room.
D.
Introducing one teacher as a ´helping teacher.´
38.
Which of the following would help Cooperative Teachers who are interested in changes to students´ social interactions in Cooperative Teaching classrooms?
A.
Review these students´ grades.
B.
Have students complete a questionnaire.
(
*
)
C.
Compare levels of social interactions of students with and without disabilities in cooperatively taught classes with those of students in traditionally taught classes.
Correct.
D.
Compare referrals for behavior.
39.
Which of the following would help Cooperative Teachers who are interested in planning conversations around Universal Design principles?
A.
Construct informal survey measuring overall satisfaction for school personnel.
B.
Observe specific Universal Design tools and compare with those used in traditional classes.
(
*
)
C.
Collect data during a planning session on the number of times teachers discuss the Universal Design principles and compare with those in traditional classes.
Correct.
D.
Compare results of a survey on Universal Design.
40.
Which of the following would assist Cooperative Teachers who are interested in tracking system changes?
(
*
)
A.
Compare referral rates for special education with cooperatively taught classrooms and traditionally taught classrooms.
Correct.
B.
Conduct a survey of parents.
C.
Administer a self-assessment for students.
D.
Compare parent responses with teacher responses.
