MCA Mild/Moderate Special Education (050) Practice Tests & Test Prep by Exam Edge - FAQ

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Why should I use Exam Edge to prepare for the MCA Mild/Moderate Cross Categorical Special Education Exam?

FAQ's for Exam Edge MCA Mild/Moderate Cross Categorical Special Education practice tests

We have ten great reasons why Exam Edge is the #1 source on the internet when it comes to preparing for MCA Mild/Moderate Cross Categorical Special Education test:

Comprehensive content: Exam Edge's MCA Mild/Moderate Cross Categorical Special Education practice tests are created specifically to prepare you for the real exam. All our MCA Mild/Moderate Special Education practice test questions parallel the topics covered on the real test. The topics themselves are covered in the same proportions as the real test too, based on outlines provided by the Missouri Content Assessments in their MCA Mild/Moderate SPED test guidelines.

Realistic practice: Our MCA Mild/Moderate SPED practice exams are designed to help familiarize you with the real test. With the same time limits as the real exam, our practice tests enable you to practice your pacing and time management ahead of test day.

Detailed explanations: As you complete your practice tests, we show you which questions you answered correctly and which ones you answered incorrectly, in addition to providing you with detailed step-by-step explanations for every single MCA Mild/Moderate Cross Categorical Special Education practice exam question.

Performance insights: After you complete a practice test, we provide you with your raw score (how many you answered correctly) and our estimate of the MCA Mild/Moderate Special Education score you would have received if you had taken the real test.

Ease of access: Because all our practice tests are web-based, there is no software to install. You can take MCA Mild/Moderate SPED practice exams on any device with access to the internet, at any time.

Flexible use: If you must pause while taking one of our practice tests, you can continue right where you left off. When you continue the test, you will start exactly where you were, and with the same amount of time you had remaining.

Thousands of unique questions: We offer 15 different online practice exams with 1,500 unique questions to help you prepare for your MCA Mild/Moderate Cross Categorical Special Education !

Low cost: The cost of ordering 5 practice tests is less than the cost of taking the real MCA Mild/Moderate SPED test. In other words, it would be less expensive to order 5 practice tests than to retake the real MCA Mild/Moderate Cross Categorical Special Education exam!

Our trusted reputation: As a fully accredited member of the Better Business Bureau, we uphold the highest level of business standards. You can rest assured that we maintain all of the BBB Standards for Trust.

Additional support: If you need additional help, we offer specialized tutoring. Our tutors are trained to help prepare you for success on the MCA Mild/Moderate Cross Categorical Special Education exam.

What score do I need to pass the MCA Mild/Moderate Special Education Exam?

To pass the MCA Mild/Moderate Cross Categorical Special Education test you need a score of 220.

The range of possible scores is 100 to 300.

How do I know the practice tests are reflective of the actual MCA Mild/Moderate Cross Categorical Special Education ?

At Exam Edge, we are proud to invest time and effort to make sure that our practice tests are as realistic as possible. Our practice tests help you prepare by replicating key qualities of the real test, including:

The topics covered
The level of difficulty
The maximum time-limit
The look and feel of navigating the exam

We have a team of professional writers that create our MCA Mild/Moderate Cross Categorical Special Education practice test questions based on the official test breakdown provided by the Missouri Content Assessments. We continually update our practice exams to keep them in sync with the most current version of the actual certification exam, so you can be certain that your preparations are both relevant and comprehensive.

Do you offer practice tests for other Missouri Content Assessments subjects?

How do I register for the real Missouri Content Assessments?

For up-to-date information about registration for the Missouri Content Assessments, refer to the Missouri Content Assessments website.

MCA Mild/Moderate Cross Categorical Special Education - FAQ Sample Questions

Under the No Child Left Behind Act, in which of the following situations would this school fail to make Adequate Yearly Progress (AYP)?

I. Students in grade 8 (312 students) only fail to make AYP.
II. Only students with disabilities (112 students) fail to make AYP; all regular education students make AYP.
III. ELL (English Language Learners, 43 students) fail to make AYP; all other students make AYP.

Correct Answer:

i, ii, and iii
the no child left behind act (nclb), enacted in 2001, aimed to ensure that all students receive a high-quality education and achieve proficiency in core academic subjects. one of the key components of nclb was the requirement for schools to make adequate yearly progress (ayp) in improving student achievement. ayp determinations were based on standardized testing performance and other relevant criteria, with the goal of ensuring that all students, including those in specific subgroups, were making sufficient academic progress. under nclb, schools were evaluated not only on the overall performance of their student body but also on the performance of specific subgroups. these subgroups included major ethnic/racial groups, economically disadvantaged students, students with disabilities, and english language learners (ells). for a school to achieve ayp, each of these subgroups must meet predetermined academic targets set by the state.

given the scenarios presented in the question: i. if only students in grade 8 fail to make ayp, the school would not meet its ayp goals. this is because grade-level performance is a significant metric in determining ayp. failure of an entire grade level, especially with a large number of students like 312, indicates that the school is not meeting educational standards for that grade. ii. if only students with disabilities fail to make ayp while all regular education students meet the standards, the school still fails to make ayp. students with disabilities constitute a significant subgroup, and their failure to meet set targets affects the school's overall ayp status. the fact that there are 112 students in this subgroup underscores its significance. iii. similarly, if ell students, numbering 43, fail to make ayp while all other students succeed, the school would again fail to make ayp. ells are another critical subgroup, and their academic performance is crucial for the school's compliance with nclb requirements.

the key point in understanding ayp under nclb is that failure in any significant subgroup, regardless of the performance of other groups or overall student body, results in the school not achieving ayp. this approach emphasizes the importance of providing adequate educational support to all student groups, particularly those that might be at a disadvantage or have specific educational needs.

therefore, in all three scenarios (i, ii, and iii), the school fails to make adequate yearly progress because at least one significant subgroup did not meet the required academic standards. each subgroup, by the definitions and thresholds likely set by the state (which can vary but generally include any group with a minimum number of students ranging from 3 to 40), influences the ayp determination significantly. hence, the correct answer to the question would be that the school fails to make ayp in scenarios i, ii, and iii.

A 6th grade language arts teacher assigns partners and then gives each pair an index card with a saying on it. Sayings include "It's raining cats and dogs," "He broke my heart," and "Drop Grandma a line." The teacher asks each pair to illustrate the saying on their card as if it was literal statement. Then she directs partners to talk about the real meaning behind the phrase when used in everyday speech. The type of expression this teacher is introducing is ___________.

Correct Answer:

idioms
the type of expression this teacher is introducing is **idioms**.

idioms are expressions or phrases that convey a figurative, non-literal meaning which is different from the literal meanings of the words themselves. in the context of the classroom activity described, the teacher has chosen idioms such as "it's raining cats and dogs," "he broke my heart," and "drop grandma a line." each of these phrases has a figurative meaning: "it's raining cats and dogs" means it is raining very heavily, "he broke my heart" means he caused great emotional pain, and "drop grandma a line" means send grandma a message, usually through writing.

the activity involves students illustrating the sayings as if they were literal, which means drawing scenes where cats and dogs are falling from the sky, a heart being physically broken, or a line being dropped to grandma. this literal interpretation is meant to engage students' creativity and highlight the contrast between the literal and figurative meanings. after illustrating, discussing the real, figurative meanings helps students understand how idioms function in everyday language.

idioms are particularly challenging for those who are new to the language or who tend to interpret language literally, such as young children, english learners, or individuals with certain learning disabilities. this is because idioms cannot be understood by simply knowing the meanings of the individual words. teaching idioms in a visual and discussion-based context, as this teacher is doing, helps students grasp and remember the non-literal meanings more effectively.

it is important to differentiate idioms from other figures of speech such as metaphors and similes, which also make comparisons but are typically more straightforward. a metaphor directly states that one thing is another ("time is a thief"), and a simile uses "like" or "as" to compare two different things ("busy as a bee"). in contrast, idioms often involve more complex cultural or historical contexts that give rise to their figurative meanings.

thus, by engaging students with idioms through illustration and discussion, the teacher is not only enhancing their understanding of language but also their ability to engage with the cultural nuances that language encompasses.

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Why should I use Exam Edge to prepare for the MCA Mild/Moderate Cross Categorical Special Education Exam?

FAQ's for Exam Edge MCA Mild/Moderate Cross Categorical Special Education practice tests

What score do I need to pass the MCA Mild/Moderate Special Education Exam?

How do I know the practice tests are reflective of the actual MCA Mild/Moderate Cross Categorical Special Education ?

Do you offer practice tests for other Missouri Content Assessments subjects?

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