Please do NOT send the quiz to us or to IdahoSTARS. Take the quiz online at the end of the course. The system will self-grade the quiz and immediately give you your grade. You need to score 80% or better to pass the class.
Please answer all the questions on the quiz. Please note some questions have multiple answers, make sure you select all possible answers before submitting the test at the end of the module, otherwise, the question will be marked as incorrect. You will have 2 attempts to pass this test. You need an 80% of answers correct to consider the test passed and receive credit. If after a first attempt you notice you have less than 19 questions correct, we recommend you to go back to the course video and watch those sections that you may be having difficulty with. Good luck!
ECRL Part 1: Math Test
Quiz Summary
0 of 23 questions completed
Questions:
Information
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading…
You must sign in or sign up to start the quiz.
You must first complete the following:
Results
Results
0 of 23 questions answered correctly
Your time:
Time has elapsed
You have reached 0 of 0 point(s), (0)
Earned Point(s): 0 of 0, (0)
0 Essay(s) Pending (Possible Point(s): 0)
Categories
- Not categorized 0%
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- Current
- Review
- Answered
- Incorrect
-
Question 1 of 23
1. Question
3 point(s)CorrectIncorrect -
Question 2 of 23
2. Question
3 point(s)CorrectIncorrect -
Question 3 of 23
3. Question
5 point(s)-
This response will be reviewed and graded after submission.
Grading can be reviewed and adjusted.Grading can be reviewed and adjusted. -
-
Question 4 of 23
4. Question
3 point(s)CorrectIncorrect -
Question 5 of 23
5. Question
3 point(s)Phone number
(001) 234 56 78
Email
hello@dream-theme.com
Address
Highland St. Tonawanda, NY 14150
[contact-form-7 id=”4″ title=”Contact form 1″]
CorrectIncorrect -
Question 6 of 23
6. Question
2 point(s)CorrectIncorrect -
Question 7 of 23
7. Question
3 point(s)3324 Elder Street, Boise, ID 83705
CorrectIncorrect -
Question 8 of 23
8. Question
4 point(s)CorrectIncorrect -
Question 9 of 23
9. Question
4 point(s)Your generosity is what makes our programming possible. Please view our most recent Annual Reports to learn more about our impact.
Reports available for download:
- 2020 Annual Report
- 2019 Annual Report
- 2018 Annual Report
- 2017 Annual Report
- 2016 Annual Report
- 2015 Annual Report
- 2014 Annual Report
- 2013 Annual Report
- 2012 Annual Report
To view our form 990s, visit guidestar.org.
CorrectIncorrect -
Question 10 of 23
10. Question
4 point(s)Cras interdum lectus erat
Academic challenges
- Reading: dyslexia, comprehension, and more.
- Math: dyscalculia, problem solving, and understanding concepts.
- Writing: dysgraphia, spelling, handwriting, composition, and word choice.
- Study skills: time-management, organization, and more.
If you are facing one or more of these challenges, we’re here to help.
Let’s work together to understand your unique needs.
Get started with a comprehensive learning evaluation.
Our team works with educators like you to apply evidence-based practices in the classroom and meet the diverse needs of your students. Explore our offerings.
Online Classes
Improving your practice to meet the needs of your students has never been easier. Browse our online portal, LearnDash, for a catalog of online classes available for teachers and administrators.In-Person Training
Come learn with us. Our live classes will energize your teaching. Browse our offerings and register for a class.School-Based Training
Our teams can custom-tailor an on-site program designed to meet the unique needs of your teaching staff and school. See what we can offer your school or district.What impacts academic performance?
Self-regulation
Self-regulated learners are connected, self-aware, self-determined, strategic, and resilient. Self-regulation is critical to the learning process.
Information Processing
Language, reasoning ability, short- and long- term memory, and the ability to take in, process, and output information are important processes that can have significant impacts on learning.
Academic Skills
Foundational skills in reading, writing, and math support learning. We assess these academic skills to identify areas of strength and challenge.
Projects
Creating Self-Regulated Learners
We are developing screening and formative measures that assess a student’s daily self-regulation status and that measure changes in self-regulation over time. With these tools, teachers can become more aware of their students’ needs to create safe, positive, and responsive systems in their classroom.
Idaho Early Literacy Project
The Idaho Early Literacy Project seeks to improve early literacy outcomes for children in preschool through third grade. Working in seven districts in Idaho, we are providing professional development and training to teachers to build their capacity to implement evidence-based reading instruction in the classroom.
Early ID Screener
Project Early ID is focused on creating a set of early detection tools to reliably identify children at-risk for learning and attention challenges. Our current focus is on developing an online, non-language based phonological processing screening tool.
Early Childhood
Our early learning tools provide fun, engaging and developmentally appropriate ways to engage young children in learning.
K-12
Our tools are designed to support the needs of students who learn differently.Administrators
Our resources can help you change practice and improve student outcomes.Meet the team.
View detailsLead Educational Specialist
View detailsEducational Specialist
View detailsCounselor & Intake Coordinator
View detailsTraining Specialist
View detailsLead Educational Specialist
View detailsAdvancement Assistant
View detailsEducational Specialist
View detailsEducational Specialist
View detailsPost Doctoral Fellow and Evaluator
View detailsTraining Specialist
View detailsGraduate Research Assistant
View detailsTraining Specialist
View detailsSystems Administrator
View detailsLead Educational Specialist
View detailsEducational Specialist
View detailsTraining Specialist
View detailsEducational Specialist
View detailsLicensed Professional Counselor
View detailsEducational Specialist
View detailsLead Evaluator
View detailsLead Educational Specialist
View detailsEducational Specialist
View detailsTraining Specialist
View detailsOperations Director
View detailsServices Director
View detailsProfessional Development Director
View detailsAdvancement Director
View detailsExecutive Director
Read about our successes.
“Best. Day. Ever,” my daughter proclaimed after her first week of third grade, quickly followed by “I got to show everyone how to do a math problem on the board and I was the only one who knew how to do it.”
LPLC built a special bond that’s helped Delphine succeed. Every lesson is customized to Delphine’s learning style, interest, and even her mood on a given day. The student-teacher relationship makes LPLC stand out for our family. And the results speak for themselves.– Laura (Mom) & Delphine (Daughter), LPLC Family
“I chose to do a presentation on dyslexia for my science fair project. I explained how dyslexia is a result of brain differences, and included a picture of myself, then talked about the symptoms of dyslexia I experience, and those I don’t. I can now confidently advocate for the supports I need to be successful” –Jackson, Student
My reading skills are below grade level, but I got a copy of The 39 Clues and I really wanted to read it. I asked Debbie, my teacher at LPLC, if we could set a goal for me to read this book. It’s hard, but because Debbie is helping me become a better reader, I’m already halfway through it!” –Cameron, Student
“Lee Pesky Learning Center has helped me feel confident in reading in front of my class. I’m not afraid to ask questions and I feel success in school.”
– Ollie, Student
“I was scared, discouraged, and mad at the world. I could not account for the differences between my perceived capabilities and the work I was actually producing. It was intensely frustrating. LPLC provided me with a remarkable gift: it gave me the tools to become the person I am today. The person I always knew I was.”
– Will, LPLC Alumni & Board Member
“Going to extra instruction wasn’t exactly easy, and I remember feeling exhausted after my intervention time, but I also remember feeling more successful because of the supports I got at Lee Pesky Learning Center, and that really helped me keep going. I am proud that I can achieve at high levels even though it takes a lot of extra work.”
– Julianne, LPLC Alumni & Staff Member
Our unique partnership
Lee Pesky Learning Center’s research agenda is supported by our unique partnership with the College of Education at Boise State University. By partnering with leading researchers, providing opportunities for graduate students, and creating internship opportunities for teacher candidates, we are working together to create pathways to learning.
Get more detailsFinancial Assistance
Ability to pay should never be an obstacle to learning. Financial assistance is available, determined by client need and available funding.Learn moreDistance Learning
If your location prevents you from physically coming to our center, we can still help you. Through our advanced technology and online classes, we can provide academic intervention and coaching, regardless of where you live.Take a lookResources
We are here to help you succeed. Our extensive library of materials is at your fingertips: publications, articles, apps, classes, and more, so you can gain the knowledge, understanding, and awareness you need to successfully address your challenges.Recognizing Effective Special Education Teachers
Overview
Delivering effective, specialized instruction to students with learning disabilities is challenging – special education teachers need training to provide instruction that meets the unique needs of the students they serve. For over 30 years, there has been a national shortage of special education teachers. Many positions are filled by people eager to make a difference, but lacking the necessary training.
As partners to the RESET project at Boise State University, we are helping to develop observation and feedback tools for special education teachers to improve their ability to deliver high quality, evidence-based instruction to their students.
The RESET project is led by Dr. Evelyn Johnson and a team of researchers at Boise State University, with collaboration from Lee Pesky Learning Center. Teachers at LPLC provided instructional video to demonstrate best practice.
Downloads
- One page document name (PDF 1.5 mb)
- Second document name (PDF 665k)
Links
- One page document name (PDF 1.5 mb)
CorrectIncorrect -
Question 11 of 23
11. Question
5 point(s)Board of Directors
Chair of Board
(Minneapolis, Minnesota)Vice Chair
(Boise, Idaho)Secretary
(Boise, Idaho)Treasurer
(Boise, Idaho)Board Member
(Seattle, WA)Board Member
(Boise, Idaho)Board Member
(Boise, Idaho)Board Member
(McCall, Idaho)Board Member
(Boise, Idaho)Board Member & Co-Founder
(Ketchum, Idaho)Board Member & Co-Founder
(Ketchum, Idaho)Board Member
(Boise, Idaho)Board Member
(Boise, Idaho)Board Member
(Boise, Idaho)Board Member
(Boise, Idaho)Staff
Executive Director
Advancement Director
Professional Development Director
Services Director
Operations Director
Training Specialist
Educational Specialist
Lead Educational Specialist
Lead Evaluator
Educational Specialist
Licensed Professional Counselor
Educational Specialist
Training Specialist
Educational Specialist
Lead Educational Specialist
Systems Administrator
Training Specialist
Graduate Research Assistant
Training Specialist
Post Doctoral Fellow and Evaluator
Educational Specialist
Educational Specialist
Advancement Assistant
Lead Educational Specialist
Training Specialist
Counselor & Intake Coordinator
Educational Specialist
Lead Educational Specialist
-
This response will be reviewed and graded after submission.
Grading can be reviewed and adjusted.Grading can be reviewed and adjusted. -
-
Question 12 of 23
12. Question
10 point(s)CorrectIncorrect -
Question 13 of 23
13. Question
10 point(s)CorrectIncorrect -
Question 14 of 23
14. Question
10 point(s)CorrectIncorrect -
Question 15 of 23
15. Question
10 point(s)CorrectIncorrect -
Question 16 of 23
16. Question
10 point(s)CorrectIncorrect -
Question 17 of 23
17. Question
10 point(s)CorrectIncorrect -
Question 18 of 23
18. Question
10 point(s)-
According to the information in the National Reading Panel folder, the ultimate goal of reading instruction is .
CorrectIncorrect -
-
Question 19 of 23
19. Question
10 point(s)In the previous example, what error did the tester make?
CorrectIncorrect -
Question 20 of 23
20. Question
10 point(s)In the previous question, what do you think your student needs to work on?
CorrectIncorrect -
Question 21 of 23
21. Question
10 point(s)This reflection question goes with Module 1, and specifically with the section on the Common Core State Standards.
Here, post your thoughts about the information you watched, one that considers the CCSS to be relevant and demanding, and the other by Louisa Moats that presents her concerns about struggling readers.
What do you think?
In your response- work to relate your discussion to the information we’ve covered in Module 1 so far, including your understanding of the models of reading and the science behind the Big 5.
CorrectIncorrect -
Question 22 of 23
22. Question
10 point(s)According to Dr. Juel’s research, children who are behind in reading at the end of first grade only have a:
-
To learn to decode and read printed English, children must be aware that spoken words are composed of individual sound parts. This is called .
CorrectIncorrect -
-
Question 23 of 23
23. Question
10 point(s)This study also revealed that children in the lowest social economic group hear:
CorrectIncorrect