Virginia Tiered Systems of Supports: Foundations of Student Success

Question 1 of 50

Module 1:

The intentional physical arrangement of the classroom includes:

Optimizing instruction.

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Promoting appropriate behavior by minimizing crowding & distraction.

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Creating a safe and supportive learning environment.

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All of the above

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Question 2 of 50

Module 1:

Teacher-led instruction is supported by arranging desks so students can see each other.

True

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False

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Question 3 of 50

Module 1:

Which of the following is NOT optimal for the physical arrangement of the classroom?

Clearly marked areas for student belongings, homework, or classroom supplies.

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Efficient student and teacher movement

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Crowding students together in a small space

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Multiple locations for submitting assignments.

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Question 4 of 50

Module 1:

Getting student feedback is important as you re-visit your classroom design after school begins.

True

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False

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Question 5 of 50

Module 1:

What is the best way to minimize crowding if you having limited options or space in your classroom?

Posters to remind students of the preferred traffic flow.

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Teaching specific routines or procedures to support the transition to/from group discussions.

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Having visual access to all areas of the classroom.

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All of the above

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Question 6 of 50

Module 2:

Procedures are steps for accomplishing tasks and routines are procedures used consistently.

True

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False

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Question 7 of 50

Module 2:

Procedures and routines should be all of the following EXCEPT:

Observable

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Conditional

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Easily understandable

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Always applicable

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Positively stated

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Question 8 of 50

Module 2:

The first key consideration suggests establishing ____________ arrival and dismissal routines.

Flexible

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Predictable

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Non-existent

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Question 9 of 50

Module 2:

It is not possible to develop too many procedures or routines.

True

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False

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Question 10 of 50

Module 2:

The key considerations for academic support procedures include:

Asking for help.

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Making up missed work.

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Activities for after work is completed.

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Both a & b

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All of the above

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Question 11 of 50

Module 3:

Classroom expectations are broadly stated and apply to all people and all settings and are commonly referred to as:

Core values

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Universal expectations

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General expectations

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Question 12 of 50

Module 3:

You should begin by identifying ______ daily classroom routines.

2-5

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4-6

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1-2

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Question 13 of 50

Module 3:

Maintaining and modifying your classroom expectations is critical to students’ success.

True

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False

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Question 14 of 50

Module 3:

Which of the following is NOT a feature of defining and teaching expectations?

Limits student creativity

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Promotes appropriate behavior.

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Provides foundation for error correction.

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Builds community through feedback

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Question 15 of 50

Module 3:

Examples of classroom expectations should be _______ stated.

Firmly

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Positively

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Negatively

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None of the above

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Question 16 of 50

Module 4:

Active supervision includes which three main components:

Moving, scanning, & interacting

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Moving, communicating, & interacting

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Sitting, scanning, & interacting

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Moving, scanning, & staying quiet

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Question 17 of 50

Module 4:

Active supervision helps to increase positive student behaviors, reduces problem behaviors, and allows for immediate observation of academic tasks.

True

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False

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Question 18 of 50

Module 4:

How often should active supervision be performed?

Periodically

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Only when there are problem behaviors

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All the time

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Question 19 of 50

Module 4:

Which of the following is NOT a component of scanning?

Regular visual observation of the classroom

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Avoiding eye contact with students.

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Positioning furniture to allow you to face the class and avoid blind spots.

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Question 20 of 50

Module 4:

You do not need to prioritize active supervision during new activities or routines.

True

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False

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Question 21 of 50

Module 5:

Opportunities to respond:

Gives students multiple opportunities to make sense of their learning.

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Indicates that the teacher believes in and cares about the student.

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Helps to create a positive classroom environment.

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All of the above

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Question 22 of 50

Module 5:

Opportunities to respond should be:

Provided at high rates.

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Varied

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Predictable

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Both a & b

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Question 23 of 50

Module 5:

Effective teachers should plan to talk no more than 40-50% of instructional time.

True

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False

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Question 24 of 50

Module 5:

You should deliver opportunities to respond at rates close to _____ per minute for new material and ______per minute for review material.

4-6, 8-12

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8-12, 4-6

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4-6, 10-15

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1-2, 8-12

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Question 25 of 50

Module 5:

What is the most common way to provide opportunities to respond?

Call on a large group of students to answer a question.

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Call on an individual student or small group to answer a question.

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Asking one student to summarize another student’s answer.

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Question 26 of 50

Module 6:

Formative assessment is the collection of information in real time that allows you to adjust your instruction.

True

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False

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Question 27 of 50

Module 6:

Which of the following is NOT a key consideration of formative assessment?

Clarity of instructional objectives

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Information on individual and group progress toward objectives

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Position of student seating

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Feedback and instructional decisions

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Question 28 of 50

Module 6:

One the key instructional decisions a teacher needs to make is pacing.

True

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False

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Question 29 of 50

Module 6:

Formative assessment:

Is facilitated by using high rates of varied opportunities to respond.

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Builds community through feedback.

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Provides information to guide scaffolding.

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Both a & c

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All of the above

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Question 30 of 50

Module 6:

Formative assessment is associated with significant learning gains especially for lower-achieving students or those with learning disabilities.

True

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False

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Question 31 of 50

Module 7:

Which of the following is NOT a key consideration for scaffolding?

Establish transition procedures.

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Partnering

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Chunking

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Prompting and cueing.

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Question 32 of 50

Module 7:

Chunking is a strategy that involves:

Sitting students together in groups.

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Teaching all the material at one time

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Breaking down complex ideas into smaller more manageable parts.

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Question 33 of 50

Module 7:

Prompts and cues can be provided through rubrics or checklists included within assignments, posters, or learning aids.

True

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False

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Question 34 of 50

Module 7:

Scaffolding involves providing _____ levels of support then systematically ______support as students respond with greater accuracy.

Low, increasing

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High, reducing

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Question 35 of 50

Module 7:

What are the steps for implementing your use of scaffolding?

Build scaffolding strategies into lessons when presenting new content or complex tasks.

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Plan opportunities to respond and use formative assessment.

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Systematically fade supports as students demonstrate consistent high rates of success.

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Both a & c

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All of the above

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Question 36 of 50

Module 8:

To be effective, acknowledgement with behavior-specific praise must be ____ and _____.

General and infrequent

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Specific and sincere

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Predictable and non-specific

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Question 37 of 50

Module 8:

Effective acknowledgement should be delivered as soon after the behavior or academic skill is observed.

True

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False

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Question 38 of 50

Module 8:

Your ratio of positive to corrective statements should be at least:

1:5

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3:4

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3:1

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5:1

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Question 39 of 50

Module 8:

Effective acknowledgement does not need to be contingent or directly connected to observed behaviors or academic skills.

True

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False

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Question 40 of 50

Module 8:

Which is NOT a consideration for how you will deliver your acknowledgement with behavior-specific praise?

Group vs individual

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Public vs private

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Verbal vs written.

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None of the above

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Question 41 of 50

Module 9:

Building Community through feedback is the dependent relationship between a given task or specified behavior and the ability of a whole group to access a specific reward.

True

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False

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Question 42 of 50

Module 9:

Building community through feedback is also known as:

Group contingency

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Community feedback

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Group implementation

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Question 43 of 50

Module 9:

What are the types of group contingencies?

Inter-dependent group contingency

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Independent or individual group contingency

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Both a & b

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None of the above

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Question 44 of 50

Module 9:

Tokens or reinforcers should never be paired with specific acknowledgement statements.

True

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False

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Question 45 of 50

Module 9:

All students earning tokens toward a common reward is a feature of which type of group contingency?

Inter-dependent

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Independent

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Question 46 of 50

Module 10:

Error correction is a(n) ______statement following an undesired behavior or incorrect response.

Critical

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Informative

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Non-specific

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Question 47 of 50

Module 10:

Which of the following are key considerations of error correction?

Specific

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Contingent and timely

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Non-judgmental and respectful

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All of the above

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Question 48 of 50

Module 10:

The idea is to get back to appropriate behavior and learning quickly so keep your error corrections ______.

Firm

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Brief

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Predictable

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Elaborate

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Question 49 of 50

Module 10:

Error correction can be delivered publicly but should be delivered respectfully and in private whenever possible.

True

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False

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Question 50 of 50

Module 10:

You should consider scripting error corrections that are specific and informative.

True

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False

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Quiz Summary

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