The goal of progress monitoring and evaluation is to ensure ______.
A. practitioners are doing what they claim to be doing in terms of providing services to children in early childhood special education
B. necessary continuous feedback is provided to inform decision-making about all aspects of a child's early childhood special education services
C. families and professionals are conducting appropriate types of assessments for children in early childhood special education
D. current IEPs and IFSPs are appropriate, helpful, and relevant in ensuring a decrease in children's identified delays or disabilities
B. necessary continuous feedback is provided to inform decision-making about all aspects of a child's early childhood special education services
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A group of first grade students would enjoy the book, If You Give a Mouse a Cookie, but they are not ready to read it independently. To help the children enjoy and use the book effectively, their teacher should use the practice of:
a) round-robin reading b) running records c) shared reading d) popcorn reading
When does data analysis typically occur in a traditional qualitative research study?
a. Data analysis often begins during data collection in a recursive process, but it is not completed until after all data has been collected. b. Data analysis never begins until after all data have been collected. c. Data analysis begins before data collection begins. d. There is no typical practice regarding data analysis in qualitative research design.
Historically, gifted and talented students have been taught in
A. magnet schools. B. separate classrooms or schools. C. the general education classroom. D. charter schools.
Which of the following is correct concerning Paxton's research comparing anonymous-author style to visible-author style?
a. students in the anonymous-author group felt more involved in the learning process than those in the visible-author group b. students in the anonymous-author group wrote better essays than those in the visible-author group c. both of the above d. none of the above