General education teachers are responsible for understanding and monitoring goals/objectives and accommodations in the classroom.

• False

• True

A good example of feedback for ELA academic strengths would be that the student completes assignments on time.

• True

• False

General education teachers are responsible for providing feedback on goals and objectives -

• 4x per year at each grading period and 1x for the annual ARD

• 2x per year at each semester

• 4x times per year at each grading period

• 1x per year for the annual ARD

Educational decisions for student settings and services should primarily be based on:

• Student's area(s) of eligibility

• Evaluation/Assessment data

• Progress monitoring, reporting/current performance, and progress

• Teacher feedback

• Parent preference

General Education Teachers are responsible for collaboratively planning and implementing a student's Specially Designed Instruction

• True

• False

Which Teacher Feedback Statement would be the most helpful when asked to provide academic information in a student’s PLAAFP?

• 1. Julio does great work in my class and is making excellent progress!

• 1. Julio has yet to do any work all year. He should be in resource class so he can learn to complete work. 

• 1. Julio is able to correctly identify the operation and solve single-step word problems 86% of the time when given access to a calculator. When he does not use a calculator, he is only successful 63% of the time. 

• I don’t know where he is performing. He is always asleep in my class.

Where in the PLAAFP is teacher feedback included?

• The teacher feedback section

• Only in academic areas

• In the summary of current strengths

• Throughout the PLAAFP in academic assessment, strengths, needs, goal progress, functional performance, etc.

Which is the most appropriate way to provide feedback that will address a student's functional performance?

• Jade is lazy. She refuses to do anything in class and is always sleeping.

• Jade probably needs to sleep more at home. She's constantly sleeping in class and never works.

• Jade struggles to remain on task in class. Even when provided ample cues and prompts to get to work as well as positive reinforcers, she still puts her head down approximately 60% of the time when presented with a work demand.

• Jade is sweet, but lacks the ability to accomplish work in class. She should be moved to resource where the work is more her level.