Essential Practices for Supporting Diverse Learners

Question 1

Title III

Answer 1

Changes r/t English learners

States required to use standardized practices to identify students in need of English language instruction support, including assessments in reading, writing, listening, and speaking

Question 2

IDEA

Answer 2

Individuals with disabilities education act requires schools to meets needs to students with disabilities

Provide appropriate free public education to children with disabilities
To qualify a student must have a disability and need special education for it
Teacher will work with team/school to develop an IEP
Parents have a say in their child’s education

Question 3

Section 504

Answer 3

Civil rights law prohibits disability discrimination at schools and federal funding. Removed barriers to learning.

Legal rights for students with disabilities
Accommodations made like extra time
Free public education in least restrictive environment
Procedural safeguards that protect families right
Freedom from discrimination at private schools that get federal funding

Question 4

ADA

Answer 4

Protect people from discrimination with disabilities by the government, schools, employers, and anyone who offers services and good to the public

Cover people with mental or physical disability

Reasonable accommodations so they can have equal access to different areas of life

Question 5

Home language survey

Answer 5

screen students who may be English learners

Question 6

Manifestation determination

Answer 6

IEP team looks at whether a Childs disability causes or contributes to their misbehavior

If so, more protections apply

Question 7

Least restrictive environment (LRE)

Answer 7

Guiding principle that helps determine placements of students with special needs. What will be serve the Childs needs.

General classroom with support: Child spends entire day in regular classroom and receives support like tutor or aide, assistive technology, accommodations, modifications, or any combo

Partial mainstream/inclusion classroom: child spends part of their day in regular classroom and receives small group instruction or is pulled out of class

Special education class: specialized instruction for kids with similar learning needs

Specialized programs outside of school district: private schools, residential programs, and hospital programs

Question 8

One teach one observe (co-teacher model)

Answer 8

one teacher has the lead role while the other observes

Co-teachers talk about what should be observed in the classroom and then teachers will analyze information together

Question 9

One teach one assist (co-teacher model)

Answer 9

One teacher keeps primary while other circulates and provides assistance to students

Question 10

parallel teaching (co-teacher model)

Answer 10

teachers are both covering the same info but they divide the class into two groups and teach simultaneously

Question 11

Team teaching (co-teacher model)

Answer 11

Both teachers are delivering the same instruction and at the same time. Tag team teaching. Most complex but satisfying way to coteach but the relies the most on teachers styles

Question 12

Station teaching (co-teacher model)

Answer 12

Teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other groups.

Question 13

Alternative teaching (co-teacher model)

Answer 13

One teacher takes responsibility for the large group while the other teacher takes responsibility for the small group with more specialized attention for students who need it

Question 14

PBIS

Answer 14

Positive behavior intervention support

Proactive approach to promote school safety and positive behavior

Focus is PBIS prevention not punishment

Schools do not ignore the problem as they still discipline but punishment isn’t the focus.

Focus is on teaching expectations, preventing problems, and using logical consequences

Question 15

Gifted studnets

Answer 15

Students that have particular characteristics in cognitive, creative, affective, and behavior

**read

Question 16

Twice exceptional

Answer 16

Student is formally identified as having a learning disability, emotional disorder, communication disorder, physical disability AND is formally identified as gifted in one or more areas including intellectual, academic, talent, creativity, artistic

Question 17

MTSS

Answer 17

Multi-tiered system of support helps teachers identify supports who require extra support or targeted intervention early and to determine where instruction is effective. This helps teachers to better determine the difference between students who need additional instruction or services through special education

Question 18

Tier 1

Answer 18

whole group support

Teachers provide support to entire class population

Question 19

Tier 3

Answer 19

Smaller group or individual

A few students that are still struggling

Individualized and personalized

Question 19

Tier 2

Answer 19

students who still need additional support

Same group, some students, targeted

Question 20

ZPD

Answer 20

Zone of proximal development

Abilities that a student can perform with assistance but can’t yet perform on their own

Question 21

UDL

Answer 21

Universal design for learning is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn

3 core principles: Multiple means of representation, Multiple means of engagement, multiple means of action and expression

Question 22

Multiple means of representation

Answer 22

What students will be learning
Material the teacher presents
Aligns with recognition network

Question 23

Multiple means of engagement

Answer 23

the why of learning
ways in which students can practice what they have learned
Aligns with the affective network

Question 24

multiple means of action and expression

Answer 24

The how of learning
Way in which stunted will demonstrate what they have learned
Assessment formal and informal
aligns with strategic network

Question 25

Differentiated instruction

Answer 25

Instruction strategy
Tailoring instruction to meet individual needs.

Whether teachers differentiate content, progress, products, or the learning environment, the use of ongoing assessments and flexible grouping makes this a successful approach to instruction

Question 26

Differentiated instruction - content

Answer 26

Wha the student needs to learn or how the students will get access to the information

Teacher presents the content in multiple ways that is good for the students

Question 27

Differentiated instruction - process

Answer 27

activities in which students engage in order to make sense or master the content

Teachers continue to have a role but the gradual release of responsibility for learning begin to be given to the students - they are practicing with the content while the teacher is checking for understanding

Question 28

Differentiated instruction - product

Answer 28

culminating project that ask the student to rehearse, apply and extend what her or she has learned in a unit

demonstrate what the have mastered

assessment
teacher monitored

Question 29

Differentiated instruction - environment

Answer 29

the way classroom works and feels

Question 30

explicit instruction

Answer 30

I do / we do / you do

Question 31

Systematic instruction

Answer 31

move from simple to complex skills
set clear, specific, challenging and measurable goals for students
Organize and sequence lesson logically to target broader goals
Support students in organizing new knowledge by proving scaffolds and structures

Question 32

Progress monitoring

Answer 32

Assessing students academic performance as they work to meet goals

Evaluated on a regular basis

Question 33

Curriculum compacting

Answer 33

instruction strategy that is specifically designed to make appropriate circular adjustments for students in any circular area and at any grade level.

1. Defining goals and outcomes of a unit or segment of instruction
2. Determining and documenting which students have already mastered most or all of a specified set of learning outcomes
3. providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of students time

for gifted studnets

Question 34

Acceleration

Answer 34

for gifted studnets

a strategy that allows a student to progress through school at a faster rate that usual and or younger age

Subject acceleration, grade skipping, early entry, telescoping, radical acceleration

Question 35

Task analysis

Answer 35

breaks complex skill into small more manageable chunks

Question 36

formative assessment

Answer 36

Given throughout a unit or instruction as we are teaching
Formal or informal
Checks for understanding
helps teachers form instruction decision
Rarely graded

“helps teachers form decisions about instruction”

Question 37

assessment accommodations

Answer 37

timing/scheduling - more time, time of day
setting - another room
presentation
response - paper and pencil, technology

Question 38

summative assessment

Answer 38

usually graded
given at the end of instruction or unit
Determines levels of mastery

“sums up what a student has mastered”

Question 39

General outcome measurement

Answer 39

effective means of evaluating and tracking student progress across the entire curriculum by administering frequent measures