Unit 2 Eligibility for English Learner Support Laws & Policies Flashcards
1
Q
What is ESSA stand for and the meaning of it?
A
Every Student Succeed Act(2015), it is the primary law governing school funding, operations and accountability.
2
Q
What requirements are included in Title III of ESSA?
A
Options to assess ELs in their native language, Consistent methods to determine whether students are eligible for English language instruction services, and Greater emphasis on parent and family communication
3
Q
What does IDEA stand for?
A
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services.
4
Q
What is Title III?
A
Title III is a provision of the Every Student Succeeds Act (2015) governing services and assessment for English Learners. Title III requires states to use standardized practices to identify students in need of English language instruction support, including assessment in reading, writing, listening, and speaking.
5
Q
It is appropriate to place ELs in classrooms with students of significantly different ages if their overall English proficiency levels are similar.
A
False
Correct! Placement of ELs should be tied to their age, grade level, and ability to access grade-level content; as a result, they should not be placed with significantly younger or older children who are learning different grade-level content.
6
Q
Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather than in the general classroom. T/F
A
False
Correct! Title III does not regulate how EL services must be provided, and students can receive support in a variety of ways: self-contained, pullout, push-in, or co-taught instruction.
7
Q
Title III requires schools to report on the number of ELs receiving services and their progress toward language ____________?
A
Proficiency.
Correct! States must provide data on their students’ progress toward English proficiency as well as content knowledge.
8
Q
Is Dual language is another name for two-way immersion programs? T/F
A
True
Correct! Dual language, or two-way immersion, is a type of program model in which students receive content instruction in two languages (such as English and Spanish). It is also sometimes called bilingual education. This model is helpful for ELs and is also sometimes used for native English speakers who are enrolled in special foreign language programs or schools.
9
Q
What Is Differentiated Instruction?
A
10
Q
Explicit instruction typically includes six core functions: review, presentation, guided practice, feedback, independent practice, and ongoing review. Which of the following is an important part of the “presentation” function?
A
Model and provide examples.
Correct! When presenting a new skill, it is important to model the skill and provide examples and non-examples to aid student understanding.
11
Q
Explicit instruction is based on principles of effective instruction. Which of the following classroom activities aligns with the principles of effective instruction?
A
Use skill-based small groups extensively.
Correct! Skill-based, teacher-supervised small groups allow students to remain engaged, learn from each other, and interact extensively with content, promoting learning.
12
Q
Which characteristic might indicate a potential exceptionality in an eighth-grade EL student who has recently arrived to the United States?
A
Correct! Difficulty reading in the native language as well as English can be an indicator of potential reading challenges. It is important to ensure the student had adequate literacy instruction in the first language.
13
Q
Which practice may reduce inappropriate over- or under-identification of ELs for special education services?
A
Correct! A student’s level of native language skill, including reading skills, can offer important clues about whether the student has a disability.
14
Q
True or False
Requiring bilingual testing for all ELs would eliminate over- and under-identification of ELs in special education.
A
False
Correct! English-only testing is one reason that students who are not yet proficient in English may be erroneously identified for special education services. However, other factors can cause inappropriate identification for ELs, including cultural bias, teacher misunderstanding of child development across cultures, and lack of teacher understanding of the second-language acquisition process. Bilingual testing would address linguistically inappropriate assessment practices but would not address these other factors.
15
Q
To accommodate students who lack confidence or language skills to participate verbally.
A
A teacher can offer students who may not be able to participate verbally can still contribute to the lesson in valuable nonverbal way.
16
Q
Students without strong reading skills may feel intimidated practicing close reading with a difficult text.
A
Allowing students to do “close reading” with a portrait can help them build the skills they need without having to worry about decoding or comprehending complex and difficult text.
17
Q
Students who are ELs or who have exceptionalities may need multiple opportunities to see and practice a skill.
A
This approach allows students to see an activity modeled, practice it with support and feedback, and then complete it independently when they are ready to do so.
18
Q
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?
A
Correct! ESSA permits native language testing if it is necessary, and students can be exempted from the reading assessment during their first year in the country.
19
Q
Provisions of ESSA that will significantly impact testing of ELs?
A
Correct! Most EL students need five to seven years to be proficient in academic language. Assessing in their native language helps determine whether students need academic assistance, language assistance, or both. States can also choose the accountability measures that best align with language assistance programs and that best align to state-required standardized assessments. Most EL students need five to seven years to be proficient in academic language. When states are allowed to exclude the scores of EL students for the first year, it gives students one year to focus just on language proficiency, not standardized assessments.
20
Q
Which of these areas includes standards promoted by (WIDA) World-class Instructional Design and Assessment for describing how ELs should use language?
A
Correct! The WIDA standards address the language students need to be successfully using in social and instructional settings, including specialized academic language in multiple content areas.
21
Q
Standards-based instruction for ELs should use multiple
_____?_______ to foster student independence.
A
Strategies! Correct! Students of any age level can learn new strategies for productive learning and can grow in the process.
22
Q
What does IDEA stand for and what is it?
A
IDEA is…
A federal education law. Kids with
disabilities who qualify can get
special education and related
services from public schools.
IDEA covers…
Kids from birth through high
school (or age 21). But a child
must have a disability in one
of 13 categories in the law and
need special education to make
progress in school. Not all kids
who struggle in school will qualify
23
Q
What does IDEIA stand for and what is it?
A
24
Q
504 what is it?
A
504 is…
A federal civil rights law. It
protects students from disability
discrimination by public schools,
and by any college, trade school,
or private school that gets
federal funding.
Section 504 covers…
Students of all ages who have a
physical or mental disability that
substantially limits a major life
activity. That can include reading,
learning, and concentrating.
25
IEP what is it?
An Individualized Education Program (IEP) is a blueprint for
a child’s special education experience at school. The plan
describes what services and supports the child gets. IEPs
tend to have many common elements.
26
Americans with Disabilities Act (ADA) what is it?
A federal civil rights law.
It protects people from
disability discrimination by the
government, schools, employers,
and anyone who offers goods
and services to the public.
The ADA covers...
People of all ages who have a
physical or mental disability
that substantially limits a major
life activity.
27
FAPE what is it?
28
LRE what is it?
29
One of the provisions of Section 504 is the creation of a "504 plan," which outlines accommodations and modifications a student may need to access educational opportunities and participate fully in school activities.
Accommodations- Supports provided so that students with disabilities can access and complete curriculum requirements and tasks. Accommodations such as reading content aloud, allowing the use of a laptop, or providing extra time to ensure students can access the task but do not change workload or curriculum requirements, Modifications- Changes made to curriculum requirements or tasks to meet the needs of students with disabilities. Modifications often reduce workload or change the demands placed on students.
30
True or False
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
Correct! Placement in general education is preferable, but not for reasons of cost. Placement in general education ensures students have access to same-age peers, grade-level curriculum, and an environment free from stigma.
31
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! Correct! Private reading tutoring may or may not, by itself, be an appropriate way to address the student's disability. Under FAPE, though, the student's family cannot be required to pay for such tutoring.
32
Several laws address rights and access for individuals with exceptionalities. _____IDEA____________ addresses rights, protections, and education specifically for students in schools, while the ____ADA_____________ addresses rights and accessibility for all individuals.
Correct! IDEA addresses the rights and protections specifically guaranteed to children with disabilities in the education system, while the ADA applies more broadly to any American, of any age, who has a disability.
33
True or False
All the laws discussed in this module (IDEA, Section 504, and ADA) provide funding to schools for educating students with exceptionalities.
False! Correct! IDEA is the only law of these three to provide funding for school districts to offer special education services to students with disabilities.
34
The following is a foundational component of IDEA?
IEP! Correct! An IEP is the foundational special education planning document, and IDEA describes what should be addressed in each student's IEP.
35
True or False
At a minimum, an IEP must contain goals, testing accommodations, and family supports.
False. Correct! An IEP does contain goals and accommodations, but need not include family supports and must also include present levels of performance, services and modifications, and placement information.
36
True or False
IDEA guarantees free and appropriate education to students who have learning disabilities or autism, but not ADHD.
False. Correct! IDEA guarantees a FAPE to all students who have educational disabilities. Even students with ADHD or behavioral disabilities, who may struggle in traditional school settings, are guaranteed a free and appropriate education at no cost. Students with ADHD are often found eligible under the category of "other health impairment" or, less frequently, "emotional and behavioral disabilities."
37
True or False
An IEP and a 504 plan are authorized and administered under two different laws.
True. Correct! An IEP is created for students who qualify for special education services under IDEA, and a 504 plan is created for students who qualify for services under Section 504 of the Rehabilitation Act.
38
True or False
An IEP cannot be written for a student who has a learning disability, but a 504 plan can be created for that student.
False
Correct! Both plans can be created for any student with any disability as long as the disability impacts the student's education according to the requirements of the law.
39
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.
IDEA/504 Which plan can help the student? 504. Correct! Section 504 guarantees accommodations and supports for students with disabilities such as medical conditions, even when the student may not need the full continuum of special education services.
40
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/504 which plan can help the student? IDEA. Correct! This student's needs meet the criteria for having an educational disability, and the supports needed would meet the criteria for special education services.
41
A teacher has three years teaching experience in Texas and is moving to Colorado. In Texas, the teacher enjoyed a diverse classroom with English learners and students with exceptionalities, and worked hard to meet their needs, and followed the modifications and accommodations in their IEPs and 504 plans.
The teacher is concerned that it will be hard to learn about all the legal requirements in a new school and is worried about learning new laws, policies, and guidelines that will need to be followed in Colorado to meet students' needs. How would you respond to the teacher’s concern?
Remind the teacher that IDEA and Title III are federal laws requiring schools to provide a fair and equitable education for all states.
Correct! The IDEA and Title III of the Every Student Succeeds Act (ESSA) are federal laws and apply in every U.S. state and territory. Every student, no matter the student's language or cognitive or physical ability, has a right to an education.
42
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.
Correct! Students with restricted interests are very interested in learning about or doing one thing. If a teacher gives a student time to learn what he or she wants to learn and then connects the classroom learning to that topic, the teacher is fulfilling the LRE requirements and helping the student be successful in the classroom.
43
True or False
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. Correct! The available data indicate the student is successful in inclusion classes with an aide, and a move to a self-contained classroom would place the student in a more restrictive setting without evidence that it is necessary.
44
True or False
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.
Correct! A teacher may not unilaterally place a student in a restrictive setting. Rather, the decision about placement in the LRE must be made based on the student's demonstrated ability to be successful in a general education setting or the student's demonstrated need for additional supports that can be provided only in a more restrictive setting. As an alternative to changing a student's placement, teams should always consider whether a student needs more support to be successful in the general education setting.
45
What does the term "manifest determination" mean?
It is a part of a student disciplinary process for children with disabilities who gets into trouble in school. It is about stopping the school from punishing children for having disability related behaviors.
46
True or False
IDEA regulations on discipline apply primarily to students with emotional and behavioral disorders.
False.
Correct! Federal regulations on discipline apply regardless of the student's category of disability. Students with autism spectrum disorders, learning disabilities, ADHD, intellectual disabilities, and any other qualifying disability are all protected under IDEA's discipline regulations, as are those with behavioral disorders.
47
True or False
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.
Correct! If the student has violated a zero-tolerance policy, the school must first read the IEP to determine whether the behavior is a result of the student's disability through a manifestation determination. If the behavior is a result of the student's disability, then the student cannot be disciplined in the same way as a student without a disability.
48
Which resource is provided by Section 504?
Correct! Section 504 guarantees students equal access and participation, and accommodations are often part of providing such access.
49
What is one type of English language instruction program or model for ELs?
Correct! Pullout instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.
50
Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima's native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability.
If Fatima is found to have an educational disability, which law(s) would apply?
Both IDEA and Title III
51
As an EL, which accommodation should Fatima receive, whether she is found to have an educational disability or not?
Modified testing requirements due to her EL status.
Correct! ELs are not initially required to take all the state proficiency tests that native speakers of English are required to take, and their scores may not count in the same way that the scores of native English speakers count.
52
Which right would be guaranteed to Fatima under federal law if she is found to have a disability?
FAPE.
Correct! FAPE is one of the foundational pillars of IDEA and applies to all students eligible for special education services.
53
True or False
Both IDEA and Title III would require the school to work proactively to communicate with Fatima's family and involve them in her educational planning.
True.
Correct! Both laws emphasize the importance of families in planning and monitoring a student's progress. In fact, if she is found eligible for special education services, Fatima's Individualized Education Program (IEP) cannot be developed without her family's consent.
54
True or False
If Fatima is found to have an educational disability, federal law will prohibit placing her in self-contained, or segregated, classes.
False. Correct! IDEA requires students be placed in the least restrictive environment (LRE) but does not specify what kind of classroom is least restrictive, or most appropriate, for any particular student, whether that student is an EL or not. Title III does not require specific placements for ELs either.
55
You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifestation determination hearing first?
Because It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case.
Correct! Expulsion is not appropriate if the behavior in question is a manifestation of the student's disability; this would amount to punishing the student for his or her disability.
56
The disability category with the highest percentage of children served under IDEA is ___________.
(SLD)
57
What is UDL?
Universal Design of Learning (UDL) is Learning opportunities for all students. UDL is an instructional framework to use to reduce barriers and increase access via challenging, supporting, and engaging learners to learn.
58
How do UDL recognizes variability in reaching the student to learn? What are the three principles of UDL?
Engagement (the why of learning, which aligns with affective networks): interest, effort and persistence, and self regulation
Representation (the what of learning, which aligns with recognition networks): perception, language and symbols, and comprehension
Action & Expression (the how of learning, which aligns with strategic networks): physical action, expression and communication, and executive function
59
Juan has a visual impairment so his teacher makes sure that he has access to all text in large print and access to a tablet so he can adjust the size of the text or listen to text read aloud.
This the what of learning. Representation
Correct! This teacher is representing curriculum material in a format that meets Juan's needs.
60
Li's class includes learners with ADHD, learning disabilities, and behavioral disorders, so Li makes sure to use multiple types of activities so students can respond in the way that suits their learning style.
This the how of learning. Action & Expression.
Correct! The scenario describes the ways that Li has varied activities so that students can express their knowledge in a way that works for them.
61
Oliver has a mobility impairment and does not walk or use his hands without assistance, so his PE teacher creates a modified version of softball in which he and his classmates can participate together.
This is the how of learning. Action & Expression.
Correct! The teacher has varied the activity so that Oliver can participate along with his classmates.
62
Sara has a behavioral disability and struggles to stay interested in school, so her teacher incorporates information about ballet, her favorite after-school activity, into a math lesson.
This is the why of learning. Engagement.
Correct! The teacher has varied the lesson in order to find a way to engage Sara (and any other learners who enjoy ballet).
63
Mei has a learning disability and cannot read text fluently. The special educator works with her general education teachers to make reading material available in alternative formats such as audio files or videos. These formats work so well that the teachers make them available to the rest of the class as well.
This the what of learning. Representation
Correct! In this scenario, information is presented, or represented, in visual, auditory, and multimedia formats.
64
What is the HDO Act?
65
What are four interrelated components of the UDL curriculum require further explanation.
1. Goals 2. Methods 3. Materials 4. Assessments
66
**Which resource is provided by Section 504?
**Accommodations or modifications due to a disability**
****
Correct! Section 504 guarantees students equal access and participation, and accommodations are often part of providing such access.
| Accommodations or modification due to a disibility is the correrrect ans
67
What is one type of English language instruction program or model for ELs?
Pullout instruction.
Correct! Pullout instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.
68
Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima's native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability.
If Fatima is found to have an educational disability, which law(s) would apply?
Both IDEA and Title III
Correct! Fatima will continue to be eligible for EL services under Title III, and she will also be protected under IDEA and eligible for special education services.
69
As an EL, which accommodation should Fatima receive, whether she is found to have an educational disability or not?
Modified testing requirements due to her EL status
Correct! ELs are not initially required to take all the state proficiency tests that native speakers of English are required to take, and their scores may not count in the same way that the scores of native English speakers count.
70
Which right would be guaranteed to Fatima under federal law if she is found to have a disability?
Free and appropriate public education (FAPE)
Correct! FAPE is one of the foundational pillars of IDEA and applies to all students eligible for special education services.
71
True or False
Both IDEA and Title III would require the school to work proactively to communicate with Fatima's family and involve them in her educational planning.
True
Correct! Both laws emphasize the importance of families in planning and monitoring a student's progress. In fact, if she is found eligible for special education services, Fatima's Individualized Education Program (IEP) cannot be developed without her family's consent.
72
73
True or False
If Fatima is found to have an educational disability, federal law will prohibit placing her in self-contained, or segregated, classes.
False
Correct! IDEA requires students be placed in the least restrictive environment (LRE) but does not specify what kind of classroom is least restrictive, or most appropriate, for any particular student, whether that student is an EL or not. Title III does not require specific placements for ELs either.
74
You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifestation determination hearing first?
It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case.
Correct! Expulsion is not appropriate if the behavior in question is a manifestation of the student's disability; this would amount to punishing the student for his or her disability.
75
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. What law does this fall under?
IDEA
76
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. What law does this fall under.
504
77
A teacher has three years teaching experience in Texas and is moving to Colorado. In Texas, the teacher enjoyed a diverse classroom with English learners and students with exceptionalities, and worked hard to meet their needs, and followed the modifications and accommodations in their IEPs and 504 plans.
The teacher is concerned that it will be hard to learn about all the legal requirements in a new school and is worried about learning new laws, policies, and guidelines that will need to be followed in Colorado to meet students' needs. How would you respond to the teacher’s concern?
Remind the teacher that IDEA and Title III are federal laws requiring schools to provide a fair and equitable education for all states.
Correct! The IDEA and Title III of the Every Student Succeeds Act (ESSA) are federal laws and apply in every U.S. state and territory. Every student, no matter the student's language or cognitive or physical ability, has a right to an education.
78
You are a member of an IEP team for a student with a learning disability. The team has determined that the LRE for this student is placement in a general education classroom for part of the day with additional pull-out instruction in a resource room for part of the day. Drawing on information from the reading, describe some supports that might be appropriately integrated into the student's instruction so that he can be successful.
Students in general education often receive supports such as assistive technology, assistance from a tutor or aide, access to accommodations such as additional time, and modifications such as reduced workload or alternative assignments.
79
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.
Correct! Students with restricted interests are very interested in learning about or doing one thing. If a teacher gives a student time to learn what he or she wants to learn and then connects the classroom learning to that topic, the teacher is fulfilling the LRE requirements and helping the student be successful in the classroom.
80
True or False
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
Correct! The available data indicate the student is successful in inclusion classes with an aide, and a move to a self-contained classroom would place the student in a more restrictive setting without evidence that it is necessary.
81
True or False
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
Correct! A teacher may not unilaterally place a student in a restrictive setting. Rather, the decision about placement in the LRE must be made based on the student's demonstrated ability to be successful in a general education setting or the student's demonstrated need for additional supports that can be provided only in a more restrictive setting. As an alternative to changing a student's placement, teams should always consider whether a student needs more support to be successful in the general education setting.
82
What type of student behavior might be cause for a manifestation determination hearing?
Repeated fighting with peers
Correct! Repeated fights might lead to repeated suspensions, which could cause the student to miss more than 10 days of school. Or it could lead to eventual expulsion, triggering a manifestation determination hearing.
83
The disability category with the highest percentage of children served under IDEA is ___________.
specific learning disability (SLD)
Correct! SLD covers several types of challenges, including but not limited to dyslexia, dysgraphia, and dyscalculia. Approximately 34 percent of special education students qualify for SLD.
84
True or False
A student's medical diagnosis determines whether the student qualifies for special education and related services in a public education setting
False
Correct! Having a medical diagnosis does not automatically qualify a student for special education and related services. A student's diagnosis is one piece of information a special education team requires, as part of a full evaluation, to determine whether the student qualifies as having a disability under IDEA. The evaluation process will aid in determining the characteristics of the student's disability (if present) and the impact it has on accessing his or her education.
85
True or False
A student's educational disability category determines the types of supports and services the student is allowed to receive.
False
Correct! A student's supports and services are based on his or her unique needs, not the educational disability category specifically. Special education qualification testing will provide a more in-depth understanding about a student's areas of strength and need. Once areas of need are determined, supports and services can be determined. For example, not all students identified with autism will require occupational therapy services.
86
Eva is a sixth-grade student who has a difficult time comprehending what she reads in class. She finds herself reading and rereading the same pages, trying to find meaning in the text. Additionally, Eva experiences difficulty following directions, often missing important steps. She finds herself falling behind in class and feeling as though she cannot keep up with her peers.
SLD= specific learning disability
87
Mateo is a kindergarten student with a lot of energy. His favorite activities are sensory-based. He enjoys playing alone in the sand at recess. Mateo repeatedly grabs a handful of sand and watches it sift through his fingers. When he is excited, he spins in circles. Mateo has a difficult time transitioning to new activities and becomes agitated when his routine is changed.
Autism
88
Talia is a tenth-grade student. After hitting their head on the side of a pool during a swim meet, they began experiencing difficulty in school with focus, follow-through, and organization. They frequently misplaced their school materials and missed the deadline for several assignments. Additionally, Talia has experienced difficulty sitting in rooms with overhead lighting, causing them to wear sunglasses inside.
Traumatic brain injury
89
A high school special education student diagnosed with autism received special education services and related support for social pragmatic (social skills) therapy from a speech-language pathologist. The student requires some academic support, primarily in written expression and task management, which happens within the general education environment in a co-taught English class with an English teacher and an assigned special education teacher. The student also receives speech-language therapy twice per week. This student's time out of the general education environment is minimal. What type of educational placement would this student receive, given the needs and the supports and services received?
Modified general education class
Correct! This student's needs are minimal with regards to academic support. He is not taken out of his general education environment for special education instruction, but instead his special education teacher co-teaches with an English teacher to address his academic needs. However, this student requires speech-language supports to develop adequate social thinking skills, meaning he is pulled from the general education environment. This happens less than 20 percent of the time, meaning he needs a modified general education class, with the majority of his education happening in the general education environment.
90
Difficulty following a classroom demonstration, causing confusion and difficulty with understanding conclusions and replication
Nonverbal learning disorder
Correct! Nonverbal learning disorder is characterized by difficulty with physical or spatial learning or comprehension, which includes physical social cues. Classroom demonstrations for replication would be challenging for a student with this disability.
91
Difficulty participating in classroom discussions and activities, but often has many related and relevant thoughts on the topic at hand
Language processing disorder
Correct! This LD is characterized by difficulty processing language in both written and spoken form, meaning this student may have difficulty participating during activities and discussions.
92
A student in a fifth-grade classroom struggles to follow directions in class, complete assignments on time or in an appropriate manner, and identify important concepts and related details in reading. A teacher reported the student is performing significantly below peers across content subjects.
IEP plan
Correct! This student's access to the curriculum is limited. Pending special education testing, this student would likely require supports and services to address underlying challenges impeding access to learning.
93
Boredom, perfectionism, and sensitivity are three common challenges facing gifted and talented students. Describe how each common challenge may present in terms of behavior in the classroom setting:
Boredom—students who are gifted and talented may question the relevancy of curriculum and show disinterest when they do not feel challenged by activities that meet their level of need. This may result in failing to complete assignments and feeling as though they know enough about the topic.
Perfectionism—students may feel they have no room for error due to their gifted and talented nature, causing them to engage in perfectionism or feelings of failure when they are challenged.
Sensitivity—students may experience outbursts or withdrawal, prefer to work alone, and be highly affected by the attitudes and perceptions of others.
94
Which type of assessment evaluates a student's holistic understanding of learning through a specific outcome or project, instead of assessing the process of learning at each stage?
Product-based assessment
Correct! This type of learning allows students to synthesize what they learn into a product for assessment. A teacher determines whether appropriate knowledge and skills were gained and executed appropriately by assessing the tangible end result instead of each phase of learning.
95
96
What are the key elements of an MTSS framework?
Universal screening, progress monitoring, data-based decision-making, school-wide support, and family involvement
Correct! Obtaining a baseline through universal screening, measuring progress through consistent progress monitoring, using data to inform decisions about instruction/intervention, and leveraging school support and family involvement are all critical to the success of a school-wide MTSS framework implementation to encourage appropriate interventions or acceleration.
97
A school district is implementing a social emotional regulation program to support students’ independent self-regulation and communication skills.
Correct! This program is implemented across a district and intended to support all students, which is indicative of tier 1 support.
98
A student struggling with drug and alcohol abuse is often absent from or tardy to class. The student has decent grades but appears to be depressed and struggling with emotional connection. As a support for this student, they are assigned to check in daily with an admired music teacher to ensure the student has a positive interaction each day at office hours.
Correct! This student is receiving a tier 2 support. She is at risk due to frequent absences and tardiness, as well as engagement with drugs and alcohol. However, her intervention supports are relatively minimal—albeit consistent—at this time. Building positive relationships on a consistent basis with a trusted adult is an appropriate tier 2 support.
99
A student is unable to manage emotions in school. The student has a difficult time making transitions and often becomes physically aggressive when unexpected schedule changes occur. This student struggles to maintain friendships and often spends time in a secluded area of the school for safety reasons.
Correct! This student requires significant specialized and individualized services through tier 3 supports. His behavior challenges prevent the student from successfully accessing the curriculum and often keep him outside of the classroom.
100
“Nice work on your photosynthesis presentation. In order to engage your audience, come up with two activities they can complete to better understand the process you explained.” What type of feedback is this?
Goal directed
Correct! This feedback is goal-oriented, because it provides positive reinforcement while also providing or suggesting ways in which the student can improve his or her skill set in a particular area. This can often be a relief for students and help them work toward the next step in their process or project.
101
It is important for you to complete your homework each night so we can figure out what you understand and where you might need more support. Let’s work together to set a homework completion plan.”
Immediate
Correct! This example exhibits the importance of providing immediate feedback while a student is learning a potentially new skill. The teacher set the expectation and offered to support the student to be successful.
102
You’re working really hard on this essay. Take a look at your intro paragraph and first point. How can you make a strong transition between these paragraphs so your audience is prepared?”
Constructive
Correct! This feedback was intended to support a student’s skill in a particular area. The teacher did not provide the answer to the student, but instead recognized what the student was doing well and provided constructive feedback to ensure he or she revisited the task to improve knowledge and skill.
103
“This is a difficult task, but I know you can power through like you did yesterday! Tackling one math problem at a time using our notes will help us figure out the answers.”
Correct! This feedback recognizes the difficulty the student might be having while simultaneously encouraging the student to keep trying in a respectful and positive way. This helps students stay motivated on difficult tasks.
104
Talia began school in Burlington, Vermont, a more rural area of the country. She was born in the United States to parents who came to the United States from Nepal and only speak Nepali. Talia has only spoken Nepali at home, and this is her first time being in an environment with predominantly English language speakers.
What challenges might Talia initially face in the classroom?
Little formal schooling if student is K–2
Parents accustomed to different school culture
Limited English proficiency to communicate with teachers and peers
Limited practice developing and using English or academic language
105
ELs with disabilities are more likely to be classified as having which educational disability?
Specific learning disability (SLD)
Correct! SLD is the most likely educational disability among ELs with disabilities; 49.7 percent of ELs with a disability are classified as having an SLD. By comparison, approximately 37.5 percent of non-ELs with disabilities are classified as having an SLD.
106
Minimal comprehension. Does not verbalize. Uses nonverbal means of communication (nods, draws, points).
ex. The teacher reads words aloud and asks Jack to point to the corresponding picture on a chart.
ex. The teacher provides Sophia with a tablet and allows her to listen to the text as the words are highlighted on the page and the story animated as it progresses.
Preproduction
Correct! Nonverbal communication in the form of nods, drawing, and pointing is the earliest form of communication because the student has minimal comprehension of English.
ex. Correct! Students in the pre-production phase of second language primarily engage in nonverbal communication, as their verbal and written skills are still emerging. The use of pictures with students in the pre-production phase is critical to build comprehension of words and concepts.
ex. Correct! This student is still learning verbal and written communication skills at this stage of second language acquisition. Providing exposure to text through multi kinesthetic means (in this case, audio and visual) will help the student to hear how language is used, as well as to connect words to meaning with the help of the animations.
107
Limited comprehension. Produces one- or two-word responses. Uses key or familiar phrases and mostly present tense verbs.
Early Production
Correct! Limited and familiar production/responses, such as yes and no or labeling items in the student's environment, is characteristic of this stage.
108
Decent comprehension. Produces simple sentences with grammatical and pronunciation errors. Does not often understand jokes.
ex. The teacher pairs Maria with a peer who will write down Maria's ideas as she explains them.
ex. Li receives a fill-in-the-blank version of a history assignment with the necessary vocabulary listed on the page.
Speech Emergency
Correct! The student is beginning to produce simple sentences and continues to work on comprehension of higher level information, such as jokes.
ex. Correct! This EL student has basic spoken English skills but is still learning the rules of written English. This way, the student can verbally participate but is paired with a student who can more accurately depict the EL student's thoughts in writing.
ex. Correct! This activity is appropriate for students in the speech emergent stage because they are using verbal sentences/communication in their second language. Cloze tasks, such as fill in the blank, offer the students the opportunity to use vocabulary words they are learning without the more complex task of using written language in a grammatically correct way, which is still a more complex task for them at this time.
109
Excellent comprehension with limited grammar and pronunciation errors.
ex. Marla is told to circle words she does not know as she reads while writing predictions of the word meanings on a sticky note.
Intermediated Fluency
Correct! This student is approaching near native skills, demonstrating excellent comprehension and very few grammatical errors when speaking.
ex. Correct! This student is using grammatically correct verbal and written communication. This task would be within her zone of proximal development, meaning it would challenge her but be a task she could complete, appropriate for her current vocabulary level. This activity would also support vocabulary growth through exposure for a student at this stage.
110
Near native comprehension and communication.
Advanced Fluency
Correct! This student is near native and able to express complex emotions and ideas in a comprehensive, understandable, and grammatically correct way.
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