Three of the following strategies are likely to help students at risk stay in school. Which one is not likely to do so?
a. Discourage them from participating in extracurricular activities so they can focus on getting their grades up.
b. Communicate your expectation that they can do well and that you'll help them achieve instructional objectives.
c. Have students participate in school decision making.
d. Identify them as early as possible and provide long-term academic support.
A
You might also like to view...
The internal consistency of a test can be measured using
a. split-half procedure. c. inter-item correlations b. item-total correlations. d. All of these are true.
Jumping up and down on a mattress is basically an example of
a. a rebound and airborne activity b. a dynamic balance activity c. a tension reducing activity d. a locomotion activity
Why is it important to give young children a warning that a transition is about to happen:
A. It gives the children time to clean up their centers B. It gives the children a signal that a change will be happening C. It gives the children time to finish their activity D. All of the above
Mrs. Lucas is preparing for an annual review of Mia's IEP. The team has recommended that Mia receive services in the resource room rather than a self-contained classroom. Mia's current teacher has informed Mrs. Lucas that her parents expect Mia to receive lots of individual attention in class. Mrs. Lucas is expecting Mia's parents to be angry about the decision and she has prepared herself to
stand firm and defend the team's decision. Which barrier to effective communication is being displayed by Mrs. Lucas? A) She is keeping professional distance. B) She is treating Mia's parents like adversaries. C) She is treating Mia's parents like they need counseling. D) She is treating Mia's parents like vulnerable clients rather than equal partners.