Question 1

The ______________________ is the written record of the needs of each student and the procedures to provide services.

Accepted Answer

A) Individualized Education Plan (IEP) 
B) The Education for All Handicapped Children Act (1975) 
C) Eligibility Plan 
D) Accountability System 
E) Positive Behavioral Intervention Support (PBIS) 
A) Individualized Education Plan (IEP) 
B) The Education for All Handicapped Children Act (1975) 
C) Eligibility Plan 
D) Accountability System 
E) Positive Behavioral Intervention Support (PBIS)

Question 2

_________________________ reflects the school personnel's approach to providing a quality grade-level curriculum.

Accepted Answer

A) Tier 1 
B) Tier 2 
C) Tier 3 
D) Response to Intervention 
E) Special Education 
A) Tier 1 
B) Tier 2 
C) Tier 3 
D) Response to Intervention 
E) Special Education

Question 3

In PBIS, primary prevention encompasses approximately 80% of the students in school-classroom-wide systems

Accepted Answer

A) True 
 B)False

Question 4

Eligibility for special education can occur when a student's response to ________________________________ still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels.

Accepted Answer

A) Tier 1 of RtI 
B) extensive tutoring 
C) parental support 
D) parental support. 
E) both the core instruction and supplemental interventions 
A) Tier 1 of RtI 
B) extensive tutoring 
C) parental support 
D) parental support. 
E) both the core instruction and supplemental interventions

Question 5

Teachers and school counselors use outcome data for all of the following reasons EXCEPT ______________________________.

Accepted Answer

A) to determine the effectiveness of both general and remedial instruction and interventions 
B) to early identify students with academic and behavioral problems 
C) to prevent unnecessary or over identification of students for special education 
D) to gather constructive criticism on their own performance and make adjustments 
E) to decide which students need special programs, including special education 
A) to determine the effectiveness of both general and remedial instruction and interventions 
B) to early identify students with academic and behavioral problems 
C) to prevent unnecessary or over identification of students for special education 
D) to gather constructive criticism on their own performance and make adjustments 
E) to decide which students need special programs, including special education

Question 6

Response to Intervention (RtI)is the practice of providing _____________________ with evidence-based core instruction and interventions to meet the instructional needs of all students.

Accepted Answer

A) educational resources 
B) high-quality instruction 
C) individual counseling 
D) IEP's 
E) staff development 
A) educational resources 
B) high-quality instruction 
C) individual counseling 
D) IEP's 
E) staff development

Question 7

Explain Response to Intervention (RtI)and discuss the implications for school counselors. Salient Points to Consider
a. What is RtI?
b. Explain the differences among the tiers.
c. Consider the school counselor's role as instructional support.
d. How does school counselor advocacy support RTI?

Accepted Answer

Response to Intervention (RtI) is a mult

Question 8

________________ is part of the RtI system and involves intensive, individualized student support.

Accepted Answer

The answer of ________________ is part of the RtI system...

Question 9

________________________ is intensive support and ensures that every student who needs it receives it in addition to the core instruction.

Accepted Answer

A) Tier 1 
B) Tier 2 
C) Tier 3 
D) Response to Intervention 
E) Special Education 
A) Tier 1 
B) Tier 2 
C) Tier 3 
D) Response to Intervention 
E) Special Education

Question 10

As a ___________________ approach, RtI targets instruction with the appropriate levels of time and support.

Accepted Answer

The answer of As a ___________________ approach, RtI targets instruction...

The ______________________ is the written record of the needs of each student and the procedures to provide services.

_________________________ reflects the school personnel's approach to providing a quality grade-level curriculum.

In PBIS, primary prevention encompasses approximately 80% of the students in school-classroom-wide systems

Eligibility for special education can occur when a student's response to ________________________________ still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels.

Teachers and school counselors use outcome data for all of the following reasons EXCEPT ______________________________.

Response to Intervention (RtI)is the practice of providing _____________________ with evidence-based core instruction and interventions to meet the instructional needs of all students.

Explain Response to Intervention (RtI)and discuss the implications for school counselors. Salient Points to Consider a. What is RtI? b. Explain the differences among the tiers. c. Consider the school counselor's role as instructional support. d. How does school counselor advocacy support RTI?

________________ is part of the RtI system and involves intensive, individualized student support.

________________________ is intensive support and ensures that every student who needs it receives it in addition to the core instruction.

As a ___________________ approach, RtI targets instruction with the appropriate levels of time and support.

Working in Todays Schools

Counseling Theory in Schools

Counseling Practice in Schools

School Counselors As Leaders

School Counselors As Advocates

Legal and Ethical Issues for School Counselors

Implementing the Asca National Model

Accountability and Data-Driven Decision Making

Diversity Matters

Creating a Safe, Supportive, and Respective School Culture and Environment

School Counselors As Consultants

School Counselors As Coordinators, Collaborators, and Managers of Resources

All Students College and Career Ready

Transitioning Into the Field of School Counseling

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Exam 10: Working With Special Needs Students

The ______________________ is the written record of the needs of each student and the procedures to provide services.

_________________________ reflects the school personnel's approach to providing a quality grade-level curriculum.

In PBIS, primary prevention encompasses approximately 80% of the students in school-classroom-wide systems

Eligibility for special education can occur when a student's response to ________________________________ still does not result in achieving grade-level objectives such as academic benchmarks or expected peer performance levels.

Teachers and school counselors use outcome data for all of the following reasons EXCEPT ______________________________.

Response to Intervention (RtI)is the practice of providing _____________________ with evidence-based core instruction and interventions to meet the instructional needs of all students.

Explain Response to Intervention (RtI)and discuss the implications for school counselors. Salient Points to Consider a. What is RtI? b. Explain the differences among the tiers. c. Consider the school counselor's role as instructional support. d. How does school counselor advocacy support RTI?

________________ is part of the RtI system and involves intensive, individualized student support.

________________________ is intensive support and ensures that every student who needs it receives it in addition to the core instruction.

As a ___________________ approach, RtI targets instruction with the appropriate levels of time and support.

Working in Todays Schools

Counseling Theory in Schools

Counseling Practice in Schools

School Counselors As Leaders

School Counselors As Advocates

Legal and Ethical Issues for School Counselors

Implementing the Asca National Model

Accountability and Data-Driven Decision Making

Diversity Matters

Creating a Safe, Supportive, and Respective School Culture and Environment

School Counselors As Consultants

School Counselors As Coordinators, Collaborators, and Managers of Resources

All Students College and Career Ready

Transitioning Into the Field of School Counseling

Filters