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.
Promoting appropriate behavior by minimizing crowding & distraction.
Creating a safe and supportive learning environment.
All of the above

Question 2 of 50

Module 1:

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

True
False

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.
Efficient student and teacher movement
Crowding students together in a small space
Multiple locations for submitting assignments.

Question 4 of 50

Module 1:

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

True
False

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.
Teaching specific routines or procedures to support the transition to/from group discussions.
Having visual access to all areas of the classroom.
All of the above

Question 6 of 50

Module 2:

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

True
False

Question 7 of 50

Module 2:

Procedures and routines should be all of the following EXCEPT:

Observable
Conditional
Easily understandable
Always applicable
Positively stated

Question 8 of 50

Module 2:

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

Flexible
Predictable
Non-existent

Question 9 of 50

Module 2:

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

True
False

Question 10 of 50

Module 2:

The key considerations for academic support procedures include:

Asking for help.
Making up missed work.
Activities for after work is completed.
Both a & b
All of the above

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
Universal expectations
General expectations

Question 12 of 50

Module 3:

You should begin by identifying ______ daily classroom routines.

2-5
4-6
1-2

Question 13 of 50

Module 3:

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

True
False

Question 14 of 50

Module 3:

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

Limits student creativity
Promotes appropriate behavior.
Provides foundation for error correction.
Builds community through feedback

Question 15 of 50

Module 3:

Examples of classroom expectations should be _______ stated.

Firmly
Positively
Negatively
None of the above

Question 16 of 50

Module 4:

Active supervision includes which three main components:

Moving, scanning, & interacting
Moving, communicating, & interacting
Sitting, scanning, & interacting
Moving, scanning, & staying quiet

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
False

Question 18 of 50

Module 4:

How often should active supervision be performed?

Periodically
Only when there are problem behaviors
All the time

Question 19 of 50

Module 4:

Which of the following is NOT a component of scanning?

Regular visual observation of the classroom
Avoiding eye contact with students.
Positioning furniture to allow you to face the class and avoid blind spots.

Question 20 of 50

Module 4:

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

True
False

Question 21 of 50

Module 5:

Opportunities to respond:

Gives students multiple opportunities to make sense of their learning.
Indicates that the teacher believes in and cares about the student.
Helps to create a positive classroom environment.
All of the above

Question 22 of 50

Module 5:

Opportunities to respond should be:

Provided at high rates.
Varied
Predictable
Both a & b

Question 23 of 50

Module 5:

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

True
False

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
8-12, 4-6
4-6, 10-15
1-2, 8-12

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.
Call on an individual student or small group to answer a question.
Asking one student to summarize another student’s answer.

Question 26 of 50

Module 6:

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

True
False

Question 27 of 50

Module 6:

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

Clarity of instructional objectives
Information on individual and group progress toward objectives
Position of student seating
Feedback and instructional decisions

Question 28 of 50

Module 6:

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

True
False

Question 29 of 50

Module 6:

Formative assessment:

Is facilitated by using high rates of varied opportunities to respond.
Builds community through feedback.
Provides information to guide scaffolding.
Both a & c
All of the above

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
False

Question 31 of 50

Module 7:

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

Establish transition procedures.
Partnering
Chunking
Prompting and cueing.

Question 32 of 50

Module 7:

Chunking is a strategy that involves:

Sitting students together in groups.
Teaching all the material at one time
Breaking down complex ideas into smaller more manageable parts.

Question 33 of 50

Module 7:

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

True
False

Question 34 of 50

Module 7:

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

Low, increasing
High, reducing

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.
Plan opportunities to respond and use formative assessment.
Systematically fade supports as students demonstrate consistent high rates of success.
Both a & c
All of the above

Question 36 of 50

Module 8:

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

General and infrequent
Specific and sincere
Predictable and non-specific

Question 37 of 50

Module 8:

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

True
False

Question 38 of 50

Module 8:

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

1:5
3:4
3:1
5:1

Question 39 of 50

Module 8:

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

True
False

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
Public vs private
Verbal vs written.
None of the above

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
False

Question 42 of 50

Module 9:

Building community through feedback is also known as:

Group contingency
Community feedback
Group implementation

Question 43 of 50

Module 9:

What are the types of group contingencies?

Inter-dependent group contingency
Independent or individual group contingency
Both a & b
None of the above

Question 44 of 50

Module 9:

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

True
False

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
Independent

Question 46 of 50

Module 10:

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

Critical
Informative
Non-specific

Question 47 of 50

Module 10:

Which of the following are key considerations of error correction?

Specific
Contingent and timely
Non-judgmental and respectful
All of the above

Question 48 of 50

Module 10:

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

Firm
Brief
Predictable
Elaborate

Question 49 of 50

Module 10:

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

True
False

Question 50 of 50

Module 10:

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

True
False

Virginia Tiered Systems of Supports: Foundations of Student Success

Module 1: Arranging the Physical Environment

Module 2: Procedures and Routines

Module 3: Defining Classroom Expectations

Module 4: Active Supervision

Module 5: Opportunities to Respond

Module 6: Formative Assessment

Module 7: Scaffolding

Module 8: Acknowledgement with Behavior-Specific Praise

Module 9: Building Community through Feedback/Group Contingencies

Module 10: Error Correction

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