Collaborative of Schools and With Families MCQs
Collaborative of Schools and With Families MCQs
Welcome to our comprehensive guide on fostering collaboration between schools and families. Explore the importance of building a strong partnership between educators and families to support student success and holistic development. Discover strategies for effective communication, family engagement, and collaborative decision-making. Learn how to create a welcoming and inclusive school environment that values the input and involvement of families. By working together, schools and families can create a supportive network that nurtures student growth, fosters positive relationships, and maximizes learning opportunities. Our resources provide valuable insights and practical tips to help you establish and strengthen the collaborative relationship between schools and families, leading to improved educational outcomes for students. Let's embrace the power of collaboration and create a shared commitment to the well-being and success of every student.
1: _____ is a method of listening that involves ways to listen and respond to communication partners more effectively
A. Progress monitoring
B. Universal screening
C. Active listening
D. Clinical teaching cycle
2: Sequenced instruction, reteaching if necessary, and informal assessment procedures, including assessment of academic and conversational language proficiency is known as .
A. Progress monitoring
B. Universal screening
C. Active listening
D. Clinical teaching cycle
3: Professionals are not working in partnerships to provide educational services are known as Collaboration
A. True
B. False
4: A partnership between the general education and special education teachers, tapping the expertise of both to provide appropriate services to students with disabilities are known as ____________consultation
A. Collaborative
B. Network
C. Cloud
D. Video
5: A agreement of interests or ideas are known as Conflict
A. True
B. False
6: Family systems approach is an approach in which families’ needs and support are defined according to resources,______, and the life cycle
A. Interactions
B. Functions
C. Both a and b
D. None of these
7: Information given to another through sending and receiving wordless cues are known as verbal communication
A. True
B. False
8: Teacher assistants who work in a supportive role under the supervision of licensed professionals are known as ______
A. Paraprofessionals
B. Paraeducator
C. Behavior Interventionist.
D. Classroom specialist
9: Teachers observing their peers providing interventions to learners, such as English learners, who need supplemental instruction is known as Peer or expert consultation .
A. True
B. False
10: The manner with which students can interact with one another and the teacher is known as ?
A. Teacher assistance team process
B. Student response systems
C. Culture
D. None of these
11: ________ is a collaborative approach in which the team discusses a student’s problem, identifies possible interventions, and assists the teacher as needed in implementing strategies.
A. Teacher assistance team process
B. Culture
C. Student response systems
D. None of these
12: A classroom in which the general and special education teachers collaborate, plan, and jointly teach a group of students both with and without disabilities is an example of ______.
A. Co-teaching
B. Collaboration-consultation
C. Resource room
D. Related services
13: A paraprofessional meets weekly with the classroom teacher to discuss students’ needs and to share concerns. This is an example of building ______.
A. Student response systems
B. Instructional routines
C. Classroom management
D. Communication skills
14: A special education teacher provides expert advice to a general education teacher who has students with disabilities in her class. This is an example of ______.
A. Alternative teaching
B. Related services
C. Co-teaching
D. Collaborative consultation
15: ______ is an active listening skill that involves listening to a speaker and then repeating back in one’s own words the message the speaker conveyed.
A. Acknowledging
B. Paraphrasing
C. Clarifying
D. Summarizing
16: The ______ recognizes that the supports that families need are specific to their resources, family interactions, and different life stages.
A. Family systems approach
B. Expert consultation model
C. Continuum of services
D. Teacher assistance team process
17: A general education teacher, special education teacher, and speech/language pathologist are working together to identify specific challenges a student is having in the classroom and then will jointly implement and evaluate new instructional strategies. This is an example of ______.
A. Teaming
B. Parallel teaching
C. Shared problem solving
D. Active listening
18: Small groups of students rotate through three different centers during math. One center is led by the special education teacher, one by the general education teacher, and one center is for independent work. What co-teaching model is this?
A. Parallel teaching
B. Alternative teaching
C. Teaming
D. Station teaching
19: ______ involves a general education teacher and special education teacher leading whole class instruction together.
A. Parallel teaching
B. Alternative teaching
C. Teaming
D. Station teaching
20: The clinical teaching cycle is a strategy that can be used to support English language learners. This strategy consists of ______.
A. Providing alternative general education programs
B. Team discussion of a problem, identification of interventions, and implementing interventions
C. Observing peers and providing supplemental instruction
D. Sequenced instruction, reteaching as necessary, informal assessments, and adapting instruction
21: Who is typically responsible for supervising and evaluating paraprofessionals?
A. Teachers
B. Principals
C. Counselors
D. Related service providers
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Collaborative of Schools and With Families MCQs
