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CEOE practice questions

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Question 1Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Phonemic awareness is best demonstrated when a student performs which task?

  1. Naming the letters of the alphabet in order
  2. Segmenting the sounds in a spoken word Correct answer.
  3. Copying a sentence from the board
  4. Reading a list of sight words aloud

Explanation

Phonemic awareness is the ability to notice and manipulate individual sounds in spoken language, without reference to print. Segmenting a spoken word into its phonemes is a direct demonstration of that ability. Letter naming, copying, and sight-word reading all involve written language rather than the sounds of speech.

Question 2Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

The alphabetic principle refers to which understanding?

  1. Letters map onto speech sounds Correct answer.
  2. Sentences end with punctuation
  3. Words are read left to right
  4. Print carries meaning

Explanation

The alphabetic principle is the insight that letters and letter patterns represent the sounds of spoken words in a systematic way. Once children grasp it, they can use letter-sound knowledge to decode unfamiliar words. Directionality and punctuation are print conventions, and print carrying meaning is a concept-of-print understanding.

Question 3Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

What is the primary purpose of formative assessment?

  1. It ranks students against a national sample.
  2. It measures growth across school years.
  3. It guides adjustments during instruction. Correct answer.
  4. It certifies mastery at the end of a unit.

Explanation

Formative assessment is conducted while learning is underway so that the teacher can adjust instruction to meet students' current needs. Its value lies in the feedback loop it creates, not in a final score. Ranking and end-of-unit certification are summative or norm-referenced uses.

Question 4Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A criterion-referenced test is characterized by which feature?

  1. Results are normed on a national sample.
  2. Scores are reported as percentile ranks.
  3. Items are selected to spread students out.
  4. Performance is judged against a standard. Correct answer.

Explanation

Criterion-referenced tests compare a student's performance to a defined standard or set of objectives rather than to other test takers. A score indicates what the student can do relative to that standard. Percentile ranks and national norms belong to norm-referenced interpretation.

Question 5Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Vygotsky's zone of proximal development is best described as which kind of work?

  1. Work matched to the student's grade level
  2. Work too hard for any student in class
  3. Work a student can do with scaffolding Correct answer.
  4. Work a student can do alone with ease

Explanation

The zone of proximal development covers tasks a learner cannot yet complete independently but can accomplish with guidance from a more capable person. Instruction is most productive when aimed at this range. Independent work is the actual developmental level, and tasks beyond reach of any support fall outside the zone.

Question 6Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher records a student's oral reading, noting substitutions, omissions, and self-corrections. The main purpose of this procedure is to:

  1. Compare a class against national norms
  2. Assign a letter grade for reading
  3. Analyze patterns in oral reading errors Correct answer.
  4. Measure spelling accuracy in writing

Explanation

A running record with miscue analysis documents the errors a reader makes in order to reveal the strategies and cue systems the reader is relying on. The pattern of errors, not a single score, guides subsequent instruction. Grading, spelling measurement, and norm comparison are separate purposes.

Question 7Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher asks students to judge which of two letters to the editor makes the stronger argument and to defend that judgment. This task primarily requires which level of Bloom's original taxonomy?

  1. Remembering
  2. Applying
  3. Evaluating Correct answer.
  4. Understanding

Explanation

Judging the quality of an argument against criteria and defending the judgment is the defining act of evaluation in Bloom's original taxonomy. The task calls for appraisal rather than recall, explanation, or use of a procedure in a new situation. Evaluation sits near the top of the original hierarchy.

Question 8Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which practice best supports English learners' comprehension during a science lesson?

  1. Replacing content instruction with grammar drills
  2. Pairing visuals with key vocabulary and demonstrations Correct answer.
  3. Increasing the pace so students stay engaged
  4. Assigning the reading as homework without preview

Explanation

English learners need comprehensible input that connects new language to concrete meaning. Combining visuals and demonstrations with explicit key vocabulary gives students multiple routes to the content. Speed, unfamiliar homework, and substituting grammar drills for content all reduce access rather than increase it.

Question 9Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Under the Individuals with Disabilities Education Act, which element must appear in every individualized education program?

  1. A daily behavior report card
  2. A laptop for each student
  3. A summer tutoring plan
  4. Measurable annual goals Correct answer.

Explanation

IDEA requires each IEP to include measurable annual goals, along with present levels of performance, special education and related services, and progress monitoring. These components make the plan legally accountable for student progress. Devices, behavior charts, and summer tutoring are not mandated elements.

Question 10Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Reading fluency is typically defined by which combination of dimensions?

  1. Vocabulary size and syntax
  2. Phoneme blending and rhyming
  3. Accuracy, rate, and expression Correct answer.
  4. Decoding accuracy and spelling

Explanation

Fluency combines accurate word recognition, an appropriate reading rate, and prosody, or meaningful expression. A reader who is fast but flat, or accurate but laborious, is not fully fluent. Vocabulary, spelling, and phonological tasks measure related but distinct constructs.

Question 11Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A student reads, "The arid desert received almost no rain all year," and decides that arid means dry. Which strategy did the student use?

  1. Structural analysis
  2. Phonemic blending
  3. Syllabication
  4. Context clues Correct answer.

Explanation

Context clues are hints in the surrounding words and sentences that allow a reader to infer an unknown word's meaning. Here the phrase about receiving almost no rain supplies the meaning of arid. Structural analysis, blending, and syllabication operate on the word's parts or sounds, not on surrounding text.

Question 12Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which word contains a consonant digraph?

  1. Blast
  2. Chest Correct answer.
  3. Grasp
  4. Stamp

Explanation

A consonant digraph is a pair of letters that together represent a single sound, such as ch in chest. In blast, grasp, and stamp the consonant pairs are blends, because each letter's sound is still heard. Recognizing the distinction matters when sequencing phonics instruction.

Question 13Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

How many morphemes are in the word unbreakable?

  1. Three Correct answer.
  2. Four
  3. One
  4. Two

Explanation

The word divides into the prefix un-, the base break, and the suffix -able, giving three meaningful units. Each unit contributes meaning, and none can be divided further without losing sense. Counting letters or syllables instead of meaning units produces an incorrect answer.

Question 14Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

After reading "Eli grabbed his umbrella and frowned at the gray sky," a student concludes that Eli expects rain. This conclusion is best described as:

  1. A literal recall of stated facts
  2. A word-identification strategy
  3. An inference drawn from text clues Correct answer.
  4. An evaluation of the author's style

Explanation

The text never states that rain is coming, so the student combines several clues to construct an unstated meaning. Combining textual evidence with prior knowledge to reach an unstated conclusion is inference. Literal recall, stylistic evaluation, and word identification describe different reading processes.

Question 15Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A scale reports nearly identical weights every time it is used, but it always reads five pounds too high. This scale is:

  1. Valid but not reliable
  2. Both valid and reliable
  3. Reliable but not valid Correct answer.
  4. Neither reliable nor valid

Explanation

Reliability concerns consistency of measurement, and the scale is highly consistent across uses. Validity concerns accuracy in measuring the intended construct, and a constant five-pound error makes the readings systematically wrong. A tool can therefore be reliable without being valid.

Question 16Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

On a normally distributed test with a mean of 70 and a standard deviation of 8, approximately what percentage of scores falls between 62 and 78?

  1. About 68% Correct answer.
  2. About 34%
  3. About 95%
  4. About 50%

Explanation

The scores 62 and 78 lie one standard deviation below and above the mean. In a normal distribution, roughly 68 percent of scores fall within one standard deviation of the mean. The 95 percent figure corresponds to about two standard deviations.

Question 17Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which situation is the clearest example of bias in a mathematics test item?

  1. A word problem set in a grocery store
  2. A word problem using numbers larger than ten
  3. A problem requiring knowledge of a niche sport Correct answer.
  4. A word problem that takes two steps to solve

Explanation

Bias occurs when an item's difficulty depends on knowledge or experience unrelated to the construct being measured. Requiring familiarity with an obscure sport can depress scores for students who otherwise compute well. Number size, a common setting, and multi-step reasoning are all relevant to mathematics performance.

Question 18Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which approach best reflects proactive classroom management?

  1. Teaching and practicing routines at the start of the year Correct answer.
  2. Removing recess for minor talking
  3. Waiting for misbehavior before setting rules
  4. Sending students out for every rule violation

Explanation

Proactive management establishes expectations and routines before problems arise, reducing the likelihood of misbehavior. Explicit teaching and rehearsal of procedures is a cornerstone of that approach. Reactive removal of privileges and delayed rule setting respond after the fact.

Question 19Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A student reads extra books on her own because she finds the topics fascinating. This behavior is best described as:

  1. Learned helplessness
  2. Performance avoidance
  3. Intrinsic motivation Correct answer.
  4. Extrinsic motivation

Explanation

Intrinsic motivation arises from interest and enjoyment in the activity itself rather than from external reward or pressure. Choosing to read for fascination is a classic instance. Extrinsic motivation depends on outside incentives, and performance avoidance or learned helplessness involve fear of failure or giving up.

Question 20Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Scaffolding in instruction is best characterized by which practice?

  1. Assigning the same task to every student
  2. Fading support as competence grows Correct answer.
  3. Holding expectations constant for all learners
  4. Grading only the final product

Explanation

Scaffolding is temporary, graduated assistance that is withdrawn as the learner gains competence. The fading of support is what distinguishes scaffolding from permanent accommodation. Uniform tasks, constant expectations, and product-only grading do not involve graduated support.

Question 21Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher offers three versions of a research task at different levels of complexity. This practice is best described as:

  1. Differentiating by readiness Correct answer.
  2. Relying on a single assessment
  3. Using a norm-referenced test
  4. Applying a fixed ability grouping

Explanation

Differentiation adjusts content, process, or product in response to students' current readiness, interests, or learning profiles. Varying task complexity for different students is a readiness-based adjustment. Norm-referenced testing, fixed grouping, and single measures do not individualize instruction.

Question 22Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A student in Piaget's concrete operational stage would most likely succeed at which task?

  1. Egocentric symbolic play
  2. Abstract hypothetical reasoning
  3. Conservation of number Correct answer.
  4. Object permanence

Explanation

Concrete operational children, roughly ages seven to eleven, can reason logically about tangible situations and understand that quantity is conserved despite changes in appearance. Conservation of number is a hallmark achievement of this stage. Object permanence and symbolic play belong to earlier stages, and hypothetical reasoning to the formal operational stage.

Question 23Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A student pauses while reading, realizes that the paragraph does not make sense, and rereads it. This is an example of:

  1. Decoding automaticity
  2. Metacognitive monitoring Correct answer.
  3. Syntax parsing
  4. Phonological awareness

Explanation

Metacognition involves awareness and regulation of one's own thinking, including checking whether comprehension is occurring and taking corrective action. Noticing a breakdown and rereading is a repair strategy driven by that monitoring. Decoding, phonological awareness, and parsing operate on words and sentences without self-appraisal.

Question 24Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A passage explains how two types of clouds differ in altitude, shape, and composition. The most likely organizational pattern is:

  1. Comparison and contrast Correct answer.
  2. Cause and effect
  3. Chronological order
  4. Problem and solution

Explanation

Organizing information around similarities and differences among two or more subjects signals a comparison-and-contrast structure. Signal words such as differ, both, and unlike typically accompany it. Chronological, problem-solution, and cause-effect structures organize events, issues, or causal chains instead.

Question 25Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A reader comes to "The children ___ their hands before lunch" and supplies wash because a verb is required at that point in the sentence. Which cueing system is the reader primarily using?

  1. Semantic cues
  2. Graphophonic cues
  3. Pragmatic cues
  4. Syntactic cues Correct answer.

Explanation

Syntactic cues come from the grammatical structure of the sentence, which signals the word class needed in a slot. Requiring a verb after the subject is a grammatical constraint. Graphophonic cues involve letter-sound information, semantic cues involve meaning, and pragmatic cues involve social context.

Question 26Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher slowly says the sounds /m/ /a/ /p/ and asks a kindergartner to say the word they make. The child responds, "map." Which skill is the child demonstrating?

  1. Substituting phonemes
  2. Segmenting phonemes
  3. Recognizing rhyme
  4. Blending phonemes Correct answer.

Explanation

Blending requires a listener to hold separate sounds in working memory and combine them into a whole spoken word. The child heard individual phonemes and produced the complete word, which is the definition of blending.

Question 27Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which statement best defines the alphabetic principle?

  1. Letters and letter patterns represent speech sounds Correct answer.
  2. Words are recognized as wholes without attention to letters
  3. Books are read from left to right and top to bottom
  4. Readers use picture clues to identify unfamiliar words

Explanation

The alphabetic principle is the understanding that spoken words are made of sounds and that letters systematically map onto those sounds. It is the foundation on which decoding and spelling instruction rest.

Question 28Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

At the end of a lesson on equivalent fractions, a teacher collects three quick problems on index cards before students leave. Which purpose is best served by this practice?

  1. To assign a final course grade
  2. To adjust instruction for the next lesson Correct answer.
  3. To rank students against national norms
  4. To determine eligibility for special education

Explanation

Collecting quick evidence at the close of a lesson is formative assessment, whose purpose is to reveal what students understand so the teacher can plan the next instructional move. Grading, norm comparison, and eligibility decisions are separate summative or formal functions.

Question 29Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Which verb represents the highest level of cognitive demand in the revised Bloom's taxonomy?

  1. List
  2. Create Correct answer.
  3. Explain
  4. Evaluate

Explanation

The revised taxonomy orders cognitive processes as remember, understand, apply, analyze, evaluate, and create, with create at the top. Verbs such as design, compose, and produce signal that highest level.

Question 30Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A student completes 18 of 20 safety behaviors on a classroom checklist drawn directly from the district health curriculum, and the teacher reports that the student has met the standard. This interpretation is best described as:

  1. criterion-referenced, because it is judged against objectives Correct answer.
  2. diagnostic, because it flags a possible learning disability
  3. norm-referenced, because the student is compared with classmates
  4. standardized, because every student uses the same checklist

Explanation

Criterion-referenced interpretation describes performance in relation to a defined standard or set of objectives rather than to other test takers. Because the checklist comes from the curriculum's stated outcomes, the report speaks directly to mastery of those outcomes.

Question 31Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Twenty-seven of 30 students answered item 4 correctly, producing an item difficulty index of 0.90. This value indicates that the item:

  1. was answered correctly by about one-third of the class
  2. was relatively easy for the class that took it Correct answer.
  3. measured higher-order thinking rather than recall
  4. discriminated strongly among the students

Explanation

A difficulty index is the proportion of examinees answering an item correctly, so 0.90 means nearly all students answered it correctly. Very high values flag items that provide little information about differences among students.

Question 32Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A team of teachers reviews a new science unit test and confirms that its items match the unit's stated objectives and that no objective is over- or under-represented. This review is an evaluation of:

  1. inter-rater reliability
  2. test-retest reliability
  3. predictive validity
  4. content validity Correct answer.

Explanation

Content validity concerns the degree to which an instrument's items represent the intended domain or set of objectives. Judging item-objective alignment and coverage is precisely a content validity review.

Question 33Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A second grader can decode two-syllable words when the teacher supplies prompts and models, but cannot yet decode them independently. Assigning practice at this level primarily reflects:

  1. Kohlberg's conventional moral reasoning
  2. Vygotsky's zone of proximal development Correct answer.
  3. Piaget's stage of formal operations
  4. Skinner's principle of operant conditioning

Explanation

The zone of proximal development is the range of tasks a learner can accomplish with assistance but not yet alone, which is exactly the level described. Instruction at this level is intended to be gradually withdrawn as competence grows.

Question 34Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

An English learner chats comfortably with peers at lunch but struggles to understand the abstract explanations in a grade-level science textbook. This pattern best illustrates:

  1. a gap between social and academic language proficiency Correct answer.
  2. language transfer from the student's first language
  3. the silent period that new learners commonly experience
  4. code-switching between two languages in one conversation

Explanation

Conversational proficiency develops relatively quickly through social interaction, while academic language proficiency, with its abstract vocabulary and complex syntax, takes much longer and must be taught explicitly. The described contrast is the classic social-versus-academic language distinction.

Question 35Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

During writer's workshop, a student rereads a draft and inserts a paragraph that clarifies where the story takes place after a peer says the setting is confusing. The student is engaged in:

  1. Editing
  2. Publishing
  3. Revising Correct answer.
  4. Prewriting

Explanation

Revising focuses on content, organization, and clarity, including adding, cutting, reordering, or reworking text in response to reader feedback. Editing, by contrast, addresses surface conventions such as spelling and punctuation.

Question 36Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher scores student presentations separately on organization, use of evidence, and delivery, then combines the three scores. This scoring tool is best described as:

  1. a norm-referenced scale
  2. a single-point checklist
  3. an analytic rubric Correct answer.
  4. a holistic rubric

Explanation

An analytic rubric breaks performance into separate criteria, each scored independently, and the scores may then be summed. This contrasts with a holistic rubric, which assigns one overall score to the whole product.

Question 37Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

Words such as "compare," "reluctant," and "demonstrate," which appear across many subjects and are useful for general academic work, are best described as:

  1. Tier Three words, tied to specific content domains
  2. Tier One words, learned in everyday conversation
  3. sight words, recognized automatically without analysis
  4. Tier Two words, used across content areas Correct answer.

Explanation

Tier Two words are general academic terms that appear frequently across domains and carry substantial meaning in written text, making them high-value targets for vocabulary instruction. Tier One words are basic and conversational, while Tier Three words are highly specialized to a discipline.

Question 38Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

On a classroom test, students in the top third of total scores answered item 12 correctly far more often than students in the bottom third. This result chiefly indicates that item 12:

  1. has a low difficulty value and should be revised
  2. is misaligned with the unit's objectives
  3. discriminates well between high and low scorers Correct answer.
  4. invites guessing and should be rewritten

Explanation

An item's discrimination index compares the proportion correct in the upper and lower scoring groups; a large positive difference signals that the item separates stronger from weaker performers. Items that strong students miss as often as weak students discriminate poorly.

Question 39Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher doubles the length of a test by adding items of comparable quality that measure the same content. Assuming the added items behave similarly, the most likely effect is that:

  1. validity will necessarily improve
  2. score variability will disappear
  3. reliability will increase Correct answer.
  4. reliability will decrease

Explanation

Adding comparable items samples the domain more thoroughly and reduces the influence of chance or idiosyncratic item content, so scores become more consistent across replications. Reliability increases, and the standard error of measurement shrinks accordingly.

Question 40Professional Knowledge, Reading, and General Education (e.g., Assessment of Professional Knowledge, Foundations of Reading, OGET, Elementary Education)

A teacher explains that when a syllable ends in a vowel, that vowel usually makes its long sound. Applying this generalization, which word's first syllable would a student most likely pronounce with a long vowel sound?

  1. rabbit
  2. basket
  3. napkin
  4. tiger Correct answer.

Explanation

"Ti-" in tiger is an open syllable because it ends in a vowel, so the vowel typically represents its long sound. The first syllables of rabbit, napkin, and basket are closed by a consonant and therefore usually carry a short vowel sound.

Question 41Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A student has a chronic health condition that causes limited strength, vitality, and alertness. Under IDEA, which disability category most directly applies?

  1. Other health impairment Correct answer.
  2. Specific learning disability
  3. Orthopedic impairment
  4. Emotional disturbance

Explanation

Other health impairment covers limited strength, vitality, or alertness caused by chronic or acute health problems such as asthma, diabetes, or attention difficulties. Eligibility depends on the effect of the condition on educational performance, not on a medical label alone.

Question 42Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

Which statement best describes the IDEA requirement of least restrictive environment?

  1. Placed in a separate school whenever parents agree.
  2. Placed according to the severity of the disability label.
  3. Placed in a general education classroom at all times.
  4. Educated with nondisabled peers to the maximum extent appropriate. Correct answer.

Explanation

Least restrictive environment requires that students with disabilities be educated alongside peers without disabilities to the maximum extent appropriate, with removal only when supports in the general setting are insufficient. Placement is an individualized decision made along a full continuum of services.

Question 43Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A test that compares a student's score with the scores of a representative group of same-age peers is best described as:

  1. Criterion-referenced
  2. Curriculum-based
  3. Norm-referenced Correct answer.
  4. Portfolio-based

Explanation

Norm-referenced tests are standardized on a representative sample so that an individual score can be interpreted relative to that comparison group. The resulting scores are typically reported as standard scores, percentile ranks, or stanines.

Question 44Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

Augmentative and alternative communication (AAC) refers to:

  1. Any method that supplements or replaces spoken communication Correct answer.
  2. Only high-tech speech-generating devices
  3. A therapy approach that eliminates nonverbal cues
  4. A reading program for students with dyslexia

Explanation

AAC encompasses unaided systems such as gestures, sign, and facial expression as well as low-tech boards and high-tech speech-generating devices. The purpose is to give the individual a reliable way to communicate, not to replace all other forms of expression.

Question 45Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

Under IDEA, measurable postsecondary goals and transition services must be included in the IEP no later than which age?

  1. 21
  2. 16 Correct answer.
  3. 18
  4. 14

Explanation

Federal law requires that transition planning, including measurable postsecondary goals based on age-appropriate assessments, be in effect by age 16. Some states begin earlier, but the federal floor is 16.

Question 46Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

Two teachers jointly plan a lesson and take turns leading instruction for the entire class. This co-teaching model is called:

  1. Station teaching
  2. Team teaching Correct answer.
  3. Parallel teaching
  4. One teach, one observe

Explanation

In team teaching, both educators share planning and delivery and alternate or share the lead during whole-group instruction. The model relies on genuine co-planning rather than a division of students.

Question 47Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A school counselor generally must break confidentiality when a student:

  1. Discloses a plan to seriously harm a classmate Correct answer.
  2. Reports conflict with a parent over curfew
  3. Asks about scholarship deadlines
  4. Requests help choosing courses

Explanation

School counselors disclose confidential information when necessary to protect the student or others from serious and foreseeable harm. A credible plan to harm another person falls squarely within that exception.

Question 48Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A teacher gives a student a token each time the student raises a hand instead of calling out, and tokens can be exchanged for free time. This is an example of:

  1. Response cost
  2. Positive reinforcement Correct answer.
  3. Negative punishment
  4. Extinction

Explanation

Positive reinforcement adds a desirable consequence (a token) contingent on a behavior in order to increase that behavior. The hand-raising is strengthened because it produces access to a reinforcer.

Question 49Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A student has not responded to core instruction and now receives small-group, targeted intervention three times per week with progress monitored every two weeks. This student is receiving which tier of support?

  1. Tier 3
  2. Tier 1
  3. Tier 2 Correct answer.
  4. Tier 4

Explanation

Tier 2 consists of targeted, small-group intervention delivered in addition to core instruction for students who are not progressing adequately. Frequent progress monitoring is used to decide whether the student responds or needs more intensive support.

Question 50Special Education and Student Support Services (e.g., Mild-Moderate Disabilities, Severe-Profound/Multiple Disabilities, School Counselor, School Psychologist, Speech-Language Pathology Assistant)

A student with a physical impairment that substantially limits a major life activity needs extra time on tests but does not need specialized instruction. The most appropriate support is provided under:

  1. Section 504 of the Rehabilitation Act Correct answer.
  2. The Americans with Disabilities Act only
  3. IDEA, Part C
  4. IDEA, Part B

Explanation

Section 504 requires schools to provide accommodations to students with a disability that substantially limits a major life activity, even when the student does not need special education. IDEA requires a disability category plus a need for specially designed instruction.