Test Objective 16 – UIC College of Education Content Test Prep

Question #1

Which of the following steps should a program evaluation team take first as it begins the process of conducting a comprehensive evaluation of an early childhood program?

A. reviewing the program's current philosophy, goals, and objectivesB. comparing the current year's level of success to that of the previous few yearsC. creating a list of current teaching staff sorted by years of classroom experienceD. assessing the performance of teachers, administrators, and staff for the current year

You answered

Program evaluations are essential to ensure that early childhood programs are providing the best quality services to children and their families. When conducting a comprehensive evaluation of an early childhood program, the team should begin by reviewing the program’s current philosophy, goals, and objectives.

This step must be done first to make sure that the program’s current content and services are aligned with then stated mission and vision of the program. This review will also help the program evaluation team determine if the current philosophy, goals, and objectives are still working for the program or if they need to be revised to meet current needs.

Question #2

A young child with developmental delays has an Individualized Family Service Plan (IFSP). The child will soon turn three, at which point he will enter a general education preschool program. Which of the following is a key responsibility of the general education preschool teacher in this situation?

A. working closely with the child's family and service providers to promote a smooth transitionB. obtaining permission to review the child's complete medical history in preparation for the child's entryC. informing the families of other children in the program of the child's upcoming enrollmentD. submitting a formal request for a paraprofessional to provide support in the child's preschool Classroom

You answered

This question requires the examinee to recognize the responsibilities of early childhood educators.

Transitions are especially sensitive moments for young children. The general education preschool teacher can facilitate a smooth transition by collaborating with the family and service providers in multiple ways (e.g., by learning about the child’s routines, communication modes, and favorite toys and foods; becoming familiar with the services the child has been receiving; arranging to meet the child beforehand).

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TIP: Check out this resource for a comparison of the key components of and IFSP versus an IEP: IFSP vs IEP Comparison

Question #3

In which of the following scenarios is an early childhood teacher acting primarily in his or her role as an advocate for children and families in the program?

A. A preschool teacher collaborates with an agency in the community to organize a series of health and wellness events.B. A first-grade teacher participates in a workshop about incorporating the arts into the early childhood curriculum.C. A second-grade teacher regularly reads professional journals to stay informed about developments in the field.D. A third-grade teacher maintains a folder for every student to track individuals' development in each of the major domains.

You answered

To advocate for children, a teacher works with other educational professionals and/or representatives of community organizations to accomplish goals that are aimed at improving children’s educational experiences and their lives in general. By collaborating with an agency in the community to organize special health and wellness events, the teacher is advocating for children and their families to create a series of events that will likely have a long-term positive effect on the health of the children and their families. In this situation, the teacher seeks out the resources necessary to provide an experience for children and families that they would not have had otherwise.

Question #4

Which two groups of children are served by Part C of the Individuals with Disabilities Education Act?

A. prenatal and infants B. infants and toddlers C. toddlers and preschoolers D. preschoolers and transitional kindergarteners

You answered

According to the U.S. Department of Education website and overview of the Individuals with Disabilities Education Act (IDEA), Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C.

Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

For more information on IDEA please go to:

https://sites.ed.gov/idea/about-idea/

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TIPS: For more information on IDEA please go to:

https://sites.ed.gov/idea/about-idea/

OR

Click here to review a tip sheet on Terms Focused on Federal Regulations in Education

Question #5

During the first few weeks of school, a prekindergarten teacher wonders whether a child in the class may have developmental delays. Which of the following actions by the teacher in response to this concern would require permission from the child’s parents beforehand?

A. Modifying classroom activities and instruction to address the child’s learning needsB. Asking the school psychologist to collect diagnostic information on the childC. Administering to the child’s class a screening assessment that covers multiple domainsD. Asking a special education teacher to conduct an informal observation of the child.

You answered

Parent permission is necessary in order for a school psychologist or counselor to collect or conduct a diagnostic observation or assessment.