Mr. Mills wrote the following objectives for his lesson about erosion. 1. Students will understand what erosion is. 2. Students will understand what causes erosion. How might Mr. Mills clarify the objectives using Bloom’s taxonomy to write lower level and higher level objectives?

The key components of a RTI model include

a. an intervening hierarchy, standard protocol, collaborative problem solving, and progress monitoring. b. visual perception, auditory perception, tactile perception, and sensory integration. c. assessment, orientation, tutoring, and progress evaluation. d. metacognition, social learning, cognitive restructuring, and social skills training.

Josh has begun to exhibit deficiencies in language, interpersonal skills, affective behavior, and intellectual functioning

Most of his symptoms were evident before he was three, and his parents report an increased amount of selfstimulating behavior. It is likely that Josh has been diagnosed as having a. Down Syndrome. b. intellectual disabilities. c. Autism. d. TBI.

If while on a field trip at a location away from the school a student continues behaving inappropriately, the student should be

(a) told to wait in a holding area until the group is ready to return to the school (b) told to immediately return to the school by whatever means the student can find (c) maintained in a holding area with one other student and until time to return to the school (d) maintained in a holding area that is supervised by an adult chaperone and until time to return to school

If a teacher's reaction to student errors promotes a student response that is meaningful it is within the class of errors called

A) erroneous thought B) failure C) functional errors D) reciprocal errors