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Descriptive Statements:
- Apply knowledge of evidence-based instructional strategies, methods, and activities to develop and promote students' attention, organization, memory and retrieval, and perceptual and metacognitive skills to engage effectively with core academic content.
- Apply knowledge of effective academic accommodations, modifications, or adaptations to allow students to effectively access content in the general education curriculum, and methods for promoting students' active participation and academic success.
- Apply knowledge of evidence-based strategies for selecting and implementing evidence-based instructional methodology and approaches to differentiate lessons appropriate to the abilities and needs of the individual student, including multisensory instructional approaches, shaping, and scaffolding.
- Apply knowledge of evidence-based practices and activities for providing systematic and explicit reading and literacy instruction to all students with disabilities.
- Apply knowledge of evidence-based practices and activities for providing mathematics instruction to all students with disabilities.
- Apply knowledge of evidence-based practices and activities for providing oral and written language instruction to all students with disabilities.
- Apply knowledge of evidence-based practices and activities for providing science and social studies instruction to all students with disabilities.
- Apply knowledge of methods and activities to teach learning strategies, study skills, and other cognitive strategies that support academic and content-area learning.
- Apply knowledge of strategies for facilitating students' maintenance and generalization of skills across content areas and other environments.
- Demonstrate knowledge of the continuum of services available for prevocational and vocational training, job placement, independent living, and postsecondary education opportunities.
- Apply knowledge of strategies and activities for teaching daily living skills and procedures for evaluating students' progress and attainment of daily living skills.
Sample Item:
A special education teacher works with a sixth-grade student to support their reading comprehension of a complex science text. The teacher models a chunking strategy in which the student learns how to group the text into smaller units to read and paraphrase. This strategy most directly supports student learning to:
- increase their reading rate of grade-level material.
- develop ideas for written response.
- understand technical vocabulary.
- comprehend and retain new information.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. The chunking strategy is an effective research- and evidence-based strategy which involves the reader grouping sentences into short, meaningful sections or phrases. Studies indicate that reading smaller, meaningful chunks of information promotes fluency and benefits comprehension by helping to integrate information into the reader's short-term memory. In addition, prior to and after reading text chunks, students are often taught to incorporate metacognitive comprehension strategies such as setting a purpose for their reading and asking questions about the text they have read.
Descriptive Statements:
- Demonstrate knowledge of the key concepts, principles, and legal responsibilities regarding student behavior, classroom management, and behavior intervention and supports (e.g., conflict resolution, crisis prevention and de-escalation strategies, manifestation determination).
- Apply knowledge of the principles of positive behavioral interventions and supports, including multi-tiered systems of supports to address a student's assessed behaviors of concern.
- Apply knowledge of strategies and activities for promoting students' self-determination skills (e.g., self-concept, self-advocacy, self-regulation, problem-solving).
- Apply knowledge of evidence-based behavior intervention strategies and methods to explicitly teach social skills.
- Apply knowledge of evidence-based behavior intervention strategies and activities to explicitly teach replacement behaviors and coping strategies.
- Apply knowledge of how to use the data from a Functional Behavioral Assessment (FBA) to develop a behavior intervention plan (BIP) and Individualized Education Program (IEP) goals to address a student's needs.
- Demonstrate knowledge of the key principles of behavior reinforcement theories that support behavior intervention strategies (e.g., differential reinforcement, noncontingent reinforcement, positive/negative reinforcement, goal setting).
- Demonstrate knowledge of ways to integrate social skills instruction into the curriculum throughout the school environment.
- Demonstrate knowledge of principles for using the least intrusive behavior-support strategies consistent with the assessed needs of the student.
Sample Item:
Use the sentence stems below to answer the question that follows.
I agree with you because ____________________blank.
I have a different response because ____________________blank.
The strategy I used is different because ____________________blank.
Can you explain how ____________________blank?
A special education teacher uses sentence stems, such as those shown, to support students' ability to engage in small-group mathematics discussions. The sentence stems support students' ability to effectively engage in mathematical discourse by scaffolding which of the following social skills?
- interpreting nonverbal communication
- attending to the comments of others
- asking for assistance to complete their tasks
- sharing their agreement or disagreement
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Engaging in mathematical discourse is an effective instructional strategy to promote mathematical thinking and problem-solving. The use of sentence stems provides scaffolds to promote students' skill development in expressive language, content area vocabulary, active listening, and social skills. The sentence stem examples in this scenario support students' abilities to effectively express agreement or disagreement in a discussion to deepen their understanding of the task.
Descriptive Statements:
- Demonstrate knowledge of the relationship between oral language development and literacy, and methods for promoting students' use of language and communication (e.g., verbal, nonverbal, written, pictorial, symbolic, gestural).
- Apply knowledge of methods and evidence-based strategies to teach oral language vocabulary and promote speaking and listening skills.
- Apply knowledge of instructional methods, resources, and activities for promoting expressive and receptive language skills (e.g., expressing wants and needs, asking and responding to questions, giving and receiving feedback).
- Apply knowledge of strategies and methods to promote pragmatic language skills and ways to integrate opportunities for students to practice pragmatic language skills to promote social skills.
- Apply knowledge of effective methods and strategies that address a broad range of individual communication modalities, methods, and needs (e.g., gestures, eye gaze, text-to-speech, picture communication systems, signed communication).
- Apply knowledge of various strategies, techniques, and methods for supporting and promoting students' verbal and nonverbal language and communication skills, including the use of augmentative and alternative communication (AAC) technology and devices and visual supports.
Sample Item:
A special education teacher teaches students a math strategy to support the development of their problem-solving skills. When presenting the strategy to a student with a language-based learning disability, the teacher gives extended processing time, repeats key vocabulary, and provides visuals to her instruction. These instructional accommodations serve primarily to:
- modify vocabulary to the student's independent language level.
- promote the student's receptive language comprehension.
- support the student's expressive language ability.
- assist the student's development of language repair strategies.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Students with language-based learning disabilities demonstrate a variety of learning strengths and challenges across the curriculum. Problem-solving is a multi-step cognitive process which is highly dependent on receptive language processing, vocabulary, and comprehension skills. In this scenario, in addition to explicit instruction in vocabulary and problem-solving skills, the student would benefit from the listed accommodations to support their development of vocabulary and language skills, including accessing working memory, sequencing, and language processing.
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