Unit 2 Flashcards
Title III of the Every Student Succeeds Act (ESSA)
- Instruction for students needing English Language Support
- Standardized testing rules
- Students with exceptionalities needing english language support
IDEA
- Students with exceptionalities
- Accomodations and modifications
- Individualized education program
What does both Title III and IDEA do as federal laws?
- Guaranteed education
- Evaluation methods
- Appropriate setting
What does EL mean?
English learner
What year did Congress enact the ESSA for funding, operations, and accountability?
2015
Placement of ELLs must be:
Age-appropriate
Which requirements are included in Title III of ESSA?
- Consistent methods to determine whether students are eligible for English language instruction services
- Options to assess ELs in their native language
- Greater emphasis on parent and family communication
It is appropriate to place ELs in classrooms with students of significantly different ages if their overall English proficiency levels are similar.
False
School districts typically administer a home language survey to families in order to identify any students who may use other languages and should be tested to see whether they are eligible for English language instruction services. Which question might typically appear on a home language survey?
What is the language most often spoken by the student?
Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather than in the general classroom.
False
Title III requires schools to report on the number of ELs receiving services and their progress toward language:
Proficiency
It is important for teachers to evaluate students for:
Educational disabilities
Which characteristic might indicate a potential exceptionality in an eighth-grade EL student who has recently arrived to the United States?
Student learned to read in his native country but has difficulty comprehending text in both his native language and English.
Education plans (IEPs or 504 plans) for ELs with disabilities should address students’ native language proficiency as well as their English proficiency and academic skills.
True
Which practice may reduce inappropriate over- or under-identification of ELs for special education services?
Consider native literacy and language.
Requiring bilingual testing for all ELs would eliminate over- and under-identification of ELs in special education.
False
Students lack confidence or language skills to participate verbally.
Provide nonverbal options for participation
Students without strong reading skills may feel intimidated practicing close reading with a difficult text.
Allow students to do “close reading” activities with a portrait or picture
Students who are ELs or who have exceptionalities may need multiple opportunities to see and practice a skill.
Use an “I do, we do, you do” approach to model a skill
Person-first language
A person with disabilities
Identify first language
A disabled person
You are the teacher of an EL who has been placed in English language instruction. The EL is new to the United States, and, when the state-mandated tests are given, the student will have been enrolled in school for only three months. Under ESSA, which option would be most appropriate?
The student takes the required state-mandated test in math, administered in her native language, but does not take the reading assessment this year.
Native language testing:
Will have a significant impact
Required monthly parent conferences:
Will not have a significant impact
State choice of accountability measures
Will have a significant impact
Option to allow translators to assist students with standardized assessments for the first three years
Will not have a significant impact
Option to exclude ELs’ scores from school rating and accountability calculations in the first year
Will have a significant impact
WIDA (World-class Instructional Design and Assessment)
A consortium of 40 states that developed standards and assessments for english learners
Which of these areas includes standards promoted by WIDA for describing how ELs should use language?
Social and instructional language along with academic language in mathematics, science, and social studies
Standards-based instruction for ELs should use multiple _____________ to foster student independence
Strategies
FAPE
Free and appropriate public education
LRE
Least restrictive environment
Disabilities Education Improvement Act (IDEIA)
Was to clarify provisions for non-English-speaking students. Further clarifications were made by Congress to specify additional wording to develop stronger IEPs.
Several laws address rights and access for individuals with exceptionalities. ______________ addresses rights, protections, and education specifically for students in schools, while the Americans with Disabilities Act.
The individuals with disabilities education act
A school system agrees that a student with a reading exceptionality needs specialized reading instruction due to her exceptionality and suggests her parents hire a reading tutor to address her reading needs. Which important student right has been violated?
FAPE
Services and instruction for students with disabilities must be provided in the LRE. A general education classroom is not always the LRE for every student; this decision is made by teams based on the needs and profile of each particular student. However, teams should carefully consider the benefits of general education placement for all students with disabilities.
Placement in the general education setting is preferable for students with exceptionalities because it lowers costs.
False
All the laws discussed in this module (IDEA, Section 504, and ADA) provide funding to schools for educating students with exceptionalities.
False
Which of the following is a foundational component of IDEA?
Individualized education programs
The IDEA describes in detail how schools must:
Plan, implement, and monitor services, supports, and accommodations for children with varied abilities and challenges.
At a minimum, an IEP must contain goals, testing accommodations, and family supports.
False
IDEA guarantees free and appropriate education to students who have learning disabilities or autism, but not ADHD.
False
Which type of data could be included in an effective progress monitoring plan in an IEP for a student with a reading disability?
Measures of reading fluency based on correct words per minute
Mrs. Yang is a first-year teacher and has been invited for a lunchtime IEP meeting. She receives a call from the parent of the student telling her he works full time and can only attend meetings after 4:00 p.m.
What should Mrs. Yang do?
Tell the special education team and help communicate with the parent to reschedule the meeting.
An IEP cannot be written for a student who has a learning disability, but a 504 plan can be created for that student.
False
An IEP and a 504 plan are authorized and administered under two different laws.
True
You are working with a student who has not been identified as having a disability but struggles in school due to a parent’s chronic illness, impacting the student’s schedule and ability to complete work. You meet with the parent, who asks whether you can give their child “some kind of plan to help them do better in school.”
Neither law
You work with a student who has a medical condition and needs accommodations such as extra time on tests and extra breaks throughout the day. The student’s parent has requested a meeting to specify how these accommodations will be implemented.
Section 504
You have a student in your class who has been identified as having a learning disability. The student needs assistive technology, a one-on-one aide, and specialized instruction in reading. Your team is meeting tomorrow to create a plan for supporting the student.
IDEA
Malik is a fifth-grade student with autism spectrum disorder who has a focused interest in dinosaurs and prehistoric life. While he is able to communicate with his peers, conversations often turn to dinosaurs. His teacher sometimes struggles to get him to focus and learn when the topic of study does not relate to dinosaurs. The IEP team determines he will be most successful full time in the general education classroom. What would be an effective way for his teacher to ensure he is successful in the mainstream classroom in all curriculum areas?
Provide time for the student to learn independently.
A student with a behavioral disability is placed in inclusion classes with a special education aide. With these supports, the student maintains a B+ average and has zero office referrals. At the student’s IEP meeting, a team member recommends moving the student to a self-contained classroom with only special education students for the following year.
This recommendation is inconsistent with IDEA’s requirements for LRE.
True
A teacher can place a student with disabilities in a self-contained classroom with only special education students if the student is not able to follow classroom rules in a general education classroom.
False
Which student behavior might be cause for a manifestation determination hearing?
Repeated fighting with peers
You have a student who has an IEP for a behavioral disability and is first suspended, then expelled for repeated incidents of disrespect, disruption, and aggression. According to federal requirements, what should happen next?
Before finalizing the expulsion, the school will hold a hearing to decide whether the behavior is a manifestation of the student’s disability.
IDEA regulations on discipline apply primarily to students with emotional and behavioral disorders.
False
Student A, who has an IEP, is not following the classroom rule of always raising her hand and waiting to be called on to answer a question. What is the first thing the teacher should do?
Read the IEP to determine whether the behavior is related to a disability.
If a student with an IEP violates a zero-tolerance policy, (e.g. weapon possession, drug use, etc.), all procedures must be followed regardless of the student having an IEP.
False
