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What does the term English learner (EL) mean?
What are some other terms used to refer to these students? CORRECT
ANSWER>>>> term used to identify students whose first language is not English
ELL, ESOL, ESL, LEP
Federal law requires that parents be notified their child has been identified as an English
learner within what time period? (p. 12, Essential Reading 1) CORRECT
ANSWER>>>> parents must be notified that their child has been identified as an English
learner within 30 days of the beginning of the school year, and within 2 weeks for students that enroll during any other time during the school year Describe one screening tool commonly used as the first step to identify English learners. What is it called? Who completes it? What are some of the questions it includes? (p. 12, Essential
Reading 1) CORRECT ANSWER>>>> HOME LANGUAGE SURVEY is completed by the
parents. Questions include What language did your child first understand or speak? What language do you or others use most often when speaking with your child? What language does your child use most often when speaking at home? What language does your child use most often when speaking with other family members? What language does your child use most often when speaking with friends?
After a student is identified as a potential EL, how are placement or screener tests used for
further evaluation? (p. 12, Essential Reading 2) CORRECT ANSWER>>>> ELP tests must
assess the proficiency of students in all four language domains (i.e., speaking, listening, reading, and writing). After the student completes the assessment, parents or guardians must receive in a timely manner information about the student's ELP level and program options, and an opportunity to opt out of the EL program or particular EL services in the program. What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as it relates to
the education for ELs. (p. 12, Essential Reading 2, Page 35) CORRECT
ANSWER>>>> PRIMARY PURPOSE IS FUNDING AND IDENTIFICATION OF EL LEARNERS
to determine whether students are eligible for English language instruction services If a student is identified as EL and is diagnosed with a disability but the parent declines disability-related services, what is the school still required to provide? (p. 14, Essential Reading
1, Page 2) CORRECT ANSWER>>>> Should parents decline disability-related services
under IDEA and Section 504, the SEA and LEA remain obligated to provide appropriate language assistance services to ELs. If a student is identified as EL and is diagnosed with a disability but the parent opts out of the EL programs and services, what is the school still required to provide? (p. 14, Essential Reading 1,
Page 2) CORRECT ANSWER>>>> If parents opt out of specific EL programs and
services, but have consented to the provision of disability related services, the LEA remains obligated to provide such services as required in the IEP or Section 504 plan, and to conduct ELP monitoring and/or provide language assistance as appropriate (FAPE) What are some ways we can overcome the overidentification and under-identification of ELs in
special education? (p. 14, Essential Video) CORRECT ANSWER>>>> Be culturally and
linguistically responsive. Consider native literacy and language. Need more supports and services to address their language needs. Other factors including cultural bias, teacher misunderstanding of child development across cultures, and lack of teacher understanding of the second-language acquisition process
i. Due process (or an impartial hearing) for resolving disputes between families and schools
- List the important components of Section 504 of the Rehabilitation Act. (p. 18, Essential
Reading 1) CORRECT ANSWER>>>> a. Legal rights for people with disabilities
b. A 504 plan for eligible K-12 students c. Accommodations (like audiobooks or extra time) for K-12 students d. Accommodations for college students e. A free appropriate public education (FAPE) in the least restrictive environment (LRE) for students f. Procedural safeguards that protect families' rights (like access to school records) g. Due process (or an impartial hearing) for resolving disputes between families and schools h. Freedom from discrimination at private schools (including colleges and universities) that get federal funding
- List the important components of the Americans with Disabilities Act (ADA). (p. 18, Essential
Reading 1) CORRECT ANSWER>>>> a. Legal rights for people with disabilities
b. Reasonable accommodations in workplaces (with 15 or more employees) c. Freedom from discrimination at private schools (including colleges and universities) that get federal funding d. Freedom from discrimination in workplaces (with 15 or more employees) e. Access to places that offer goods and services to the public, like restaurants and websites Explain the term "Least Restrictive Environment (LRE)". (p. 18, Essential Reading 2)
CORRECT ANSWER>>>> LRE requires that students with disabilities be educated with their
chronologically aged peers to the greatest extent possible, and that typically means in the general education classroom. Under LRE, students with disabilities who are in general
education classrooms are provided with supports and services that meet their needs as much as possible. Students with disabilities are to participate fully, both academically and socially. In addition, the general education teacher is expected to differentiate the methods used to provide services so all students benefit from instruction. Students with disabilities are to be educated in the general education classroom until all available methods to meet their needs in this environment are tried and deemed unsuccessful. Who is covered by the Americans with Disabilities Act (ADA). (p. 18, Essential Reading 3)
CORRECT ANSWER>>>> People of all ages who have a physical or mental disability that
substantially limits a major life activity. Who is covered by Section 504 of the Rehabilitation Act. (p. 18, Essential Reading 4)
CORRECT ANSWER>>>> 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 Who is covered by the Individuals with Disabilities Education Act (IDEA). (p. 18, Essential
Reading 5) CORRECT ANSWER>>>> 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.
What are 4 common LRE scenarios? (p. 21, Essential Reading 1) CORRECT
ANSWER>>>> a. General education classroom with support
b. Partial mainstream/inclusion classroom c. Special education class d. Specialized program outside of the school district Describe the term "Manifestation Determination" as it relates to behaviors of students with
IEPs or 504 Plans. (p. 22, Essential Reading 1) CORRECT ANSWER>>>> A manifestation
What is the most common disability category under IDEA? (p. 27, Essential Reading 2)
CORRECT ANSWER>>>> Specific Learning Disability (SLD)
What are some signs that a student might have a specific learning disability? (p. 28, Essential
Reading 2) CORRECT ANSWER>>>> a. may have trouble learning the alphabet,
rhyming words, or connecting letters to their sounds; b. may make many mistakes when reading aloud, and repeat and pause often; c. may not understand what he or she reads; d. may have real trouble with spelling; e. may have very messy handwriting or hold a pencil awkwardly; f. may struggle to express ideas in writing; g. may learn language late and have a limited vocabulary; h. may have trouble remembering the sounds that letters make or hearing slight differences between words; i. may have trouble understanding jokes, comic strips, and sarcasm; j. may have trouble following directions; k. may mispronounce words or use a wrong word that sounds similar; l. may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation; m. may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener; n. may confuse math symbols and misread numbers; o. may not be able to retell a story in order (what happened first, second, third); or p. may not know where to begin a task or how to go on from there.
What are the 2 requirements that determine if a student is eligible for an IEP? (p. 30, Essential
Reading 2) CORRECT ANSWER>>>> a. A child has one or more of the 13 disabilities
listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. b. The disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school. What are the 2 requirements that determine if a student is eligible for a 504 Plan? (p. 30,
Essential Reading 2) CORRECT ANSWER>>>> a. A child has any disability. Section 504
covers a wide range of different struggles in school. b. The disability must interfere with the child's ability to learn in a general education classroom. c. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan. How might being labeled gifted and talented affect a student's social and emotional
development? (p. 31, Essential Video) CORRECT ANSWER>>>> a. No room for
mistakes, wasn't supposed to ask questions because they should know everything, try to act like things were effortless when they weren't, struggling wasn't an option, they didn't want people to find out they were "special" or "smart", perfectionism, self doubt tied to grades if they weren't performing at the top all the time. (adults) b. The Kids feel it unfair to labeled and it should be inclusive so that no one is left out or made to feel better or worse than anyone else, if you weren't labeled they would have asked more questions and felt valued for who they were without the pressure. Describe some of the cognitive, creative, affective, and behavioral traits that gifted students
may exhibit. (p. 31, Essential Reading 2) CORRECT ANSWER>>>> a. COGNITIVE: Keen
b. SUBJECTIVE - Teacher Observations & Ratings: Learning & Motivation Scales. Teachers may make observations and use rating scales or checklists for students who exhibit a certain trait or characteristic during instruction. Portfolios and Performances, Case studies may include data, observations, and growth demonstrated in various settings Describe some characteristics of an effective learning community, such as a differentiated
classroom? (p. 35, Essential Reading 1) CORRECT ANSWER>>>> a. Everyone feels
welcome and contributes to everyone else feeling welcome. b. Mutual respect is non-negotiable c. Students feel safe in the classroom d. There is a pervasive expectation of growth e. The teacher teaches for success f. Fairness is evident g. Teacher and students collaborate for mutual growth and success h. Scaffolding i. Teacher sets the tone and continuously coach students to be contributing members of a group. j. Flexible grouping (Whole class, individualized, teacher/student conferences, small groups) Describe some instructional arrangements that can used in a differentiated classroom? (p. 35,
Essential Reading 1) CORRECT ANSWER>>>> a. Whole Class - Pre-assessment,
content/skill intro, teaching/modeling, troubleshooting, planning, discussing, sharing, wrapup/closure b. Individual or Personalized - Reading/listening, sense making, practice/skill application, homework, skill/interest, product/performance tasks, Independent inquiry, Formative/summative assessments c. Teacher/Student Conferences - formative assessments, goal setting/planning, guidance/mentoring, troubleshooting
d. Small Group (2,3,4 ) - sense making, teaching/modeling skills, shared reading, planning/task execution, group inquiry List some strategies teachers can use in differentiated classrooms. (p. 35, Essential Reading 2)
CORRECT ANSWER>>>> the strategies described were pre-assessment and formative
assessment, interest centers and learning centers, small-group instruction, interest-based resources, alternating similar-readiness and mixed-readiness working groups, tiered lessons, student choice, student discussion and problem-solving groups, options for varied modes of expression, front-loading vocabulary, differentiated home-work, reading materials at varied levels of complexity, peer reading partners (reading buddies), and peer reviews
Describe MTSS. (p. 36) CORRECT ANSWER>>>> Multitiered Systems of Supports -
frameworks designed to support students' behavioral, social, and emotional needs. Tier 1, Tier 2, Tier 3 interventions. Explain the 3 tiers of support within an MTSS framework. (p. 37, Essential Reading 2)
CORRECT ANSWER>>>> a. TIER 1 Every student has access to Universal supports (whole
group) b. TIER 2 Some students also receive Targeted supports (small group) c.TIER 3 Few students also receive Intensive supports (individualized) Describe some instructional interventions to support inclusive education (p. 38, Essential
Reading 1) CORRECT ANSWER>>>> a. Academic Inclusion - Understanding by Design,
Universal Design for Learning, Differentiated Instruction. b. Social/Emotional Inclusion - system of peer supports, Circle of Friends, Addressing perceptions of disability, Self-determination skills. c. Physical Inclusion - equitable access to all facilities, services, and activities
List the 4 components of effective feedback CORRECT ANSWER>>>> a. Goal directed
b. constructive c. immediate d. Respectful and positive Describe the 5 challenges ELs may face in a school setting. (p. 42, Essential Reading 1)
CORRECT ANSWER>>>> a. Little or no formal schooling
b. High levels of mobility in moving between schools (especially in the case of students from migrant farmworker families) c. Lack of access to effective, consistent language instruction, as in the case of students who have experienced bilingual education during one year and then English immersion in another d. Limited practice developing and using academic language e. Personal responsibilities that occupy hours during or outside of school, such as caring for siblings, working one or more jobs, and translating for families What are the two most common disability categories in which ELs with disabilities are often
classified? (p. 42, Essential Reading 2) CORRECT ANSWER>>>> SLD and
Speech/Language Impairment
Define the term "Zone of Proximal Development"? (p. 43, Essential Video 1) CORRECT
ANSWER>>>> The difference between what a student can do without help and what a
student can do with help. Describe some of the stress-related culture shocks that newcomers may experience. (p. 45,
Essential Reading 1) CORRECT ANSWER>>>> a. Cultural fatigue. ELLs feel that they do
not want to participate, observe, or enjoy particular school events, such as an open house or school fair b. Language shock. ELLs realize how limited they are in their English language abilities and that learning the language is not an easy task c. Role shock. ELLs might experience stress when they begin to see that their position in their school and social life has drastically changed. For example, they might have been accustomed to assuming leadership responsibilities, getting good grades, and having multiple friendships in their home country—conditions they have to work harder at in their new context given their newcomer status and lack of linguistic skills and cultural knowledge d. Education shock. ELLs experience this form of shock when they begin to adjust to life in an academic environment that is so very different from their own Describe some strategies a teacher can use to welcome newcomers in the classroom. (p. 47,
Essential Reading 1) CORRECT ANSWER>>>> a. Learn how to pronounce students'
names correctly b. Build relationships with students (one on one support) c. Identify students' strengths and interests d. Ensure that students have information about activities and clubs e. Invite students' cultures into the classroom f. Learn more about the resources available in students' home languages (interpreter services) g. Ensure your students see themselves reflected in the classroom What does the term "implicit bias" mean, and what are some types of biases that students may
encounter on a regular basis? (p. 47, Essential Reading 4) CORRECT ANSWER>>>> a.
refers to attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious way, making them difficult to control. b. Gender and sexual orientation, disability, income, religious affiliation, and language are also areas of constant attack for some students
c. allows for shared ideas that lead to enrichment and differentiation d. It creates fun and effective learning opportunities for students List some of the disadvantages of co-teaching environments for all students. (p. 52, Essential
Reading 2) CORRECT ANSWER>>>> a. Students in the generalized curriculum may fall
behind in some situations. b. Co-teaching can alter student expectations in the classroom c. Both teachers are forced to carry and support all of the workload. d. Distractions and classroom noise
What is Universal Design for Learning (UDL)? (p. 58, Essential Video 1) CORRECT
ANSWER>>>> An approach to curriculum that minimizes barriers and maximizes learning for
all students. Learning opportunities for all Describe the 3 areas of variability in learning (engagement, representation, action &
expression) that teachers must address in UDL? (p. 58, Essential Reading 1) CORRECT
ANSWER>>>> a. Engagement (the why of learning, which aligns with affective networks):
interest, effort and persistence, and self regulation b. Representation (the what of learning, which aligns with recognition networks): perception, language and symbols, and comprehension c. Action & Expression (the how of learning, which aligns with strategic networks): physical action, expression and communication, and executive function List some suggestions for providing multiple means of engagement. (p. 58, Essential Video 2)
CORRECT ANSWER>>>> a. Offer both group and individual work
b. Design engagement online and face to face c. Allow them to choose topics
d. Integrate podcasts/video/video conferencing options for lectures List some suggestions for providing multiple means of representation. (p. 58, Essential Video 2)
CORRECT ANSWER>>>> a. Offer text, visual, and aural information
b. Provide rubrics, instructions and examples c. Record class sessions d. Make it easy for students to adjust font sizes and background colors through technology. e. Provide options for engaging with texts, such as text-to-speech, audiobooks, or partner reading List some suggestions for providing multiple means of action and expression. (p. 58, Essential
Video 2) CORRECT ANSWER>>>> a. Offer students multiple ways to present
b. Provide opportunities for feedback and revision c. Increase low stakes assignments d. Provide calendars and checklists to help students track the subtasks for meeting a learning goal How does UDL support the learning of all students, including students with disabilities and
students who are gifted? (p. 59, Essential Video 1) CORRECT ANSWER>>>> Teachers
can effectively instruct a diverse group of learners. They do this by building in flexibility in the ways learners can access information and in the ways students can demonstrate their knowledge Describe the 3 initial steps for applying UDL in a classroom. (p. 59, Essential Reading 2)
CORRECT ANSWER>>>> a. define appropriate goals that allow for multiple means of
attainment b. assess diverse learner needs
Describe the 6 core teaching functions of explicit instruction. (p. 62, Essential Reading 1)
CORRECT ANSWER>>>> 1. Review
a. Review homework and relevant previous learning. b. Review prerequisite skills and knowledge.
- Presentation a. State lesson goals. b. Present new material in small steps. c. Model procedures. d. Provide examples and non-examples. e. Use clear language. f. Avoid digressions.
- Guided practice a. Require high frequency of responses. b. Ensure high rates of success. c. Provide timely feedback, clues, and prompts. d. Have students continue practice until they are fluent. 4. Corrections and feedback a. Reteach when necessary.
- Independent practice a. Monitor initial practice attempts. b. Have students continue practice until skills are automatic.
- Weekly and monthly reviews
Describe some aspects of inappropriate instruction for gifted learners. (p. 65, Essential Reading
1) CORRECT ANSWER>>>> a. Asking them to do things they already know how to do
b. Asking to do "more of the same stuff faster." c. When it cuts them loose from peers and the teacher for long periods of time. d. When it is structured around "filling time." e. When the spend substantial time in the role of tutor or "junior teacher." f. When it is rooted in novel, "enriching" or piecemeal learning experiences.
List 6 strategies for challenging gifted learners. (p. 65, Essential Reading 2) CORRECT
ANSWER>>>> a. Offer the Most Difficult First
b. Pre-Test for Volunteers c. Prepare to Take It Up d. Speak to Student Interests e. Enable Gifted Students to Work Together f. Plan for Tiered Learning Explain how curriculum compacting can benefit gifted students. (p. 66, Essential Reading 1)
CORRECT ANSWER>>>> helps maximize their learning time by eliminating content they
know or understand and helps them leap forward into experiences that include desirable content goals for them in increasing complexity, challenge, problem solving, and real-world applications of the course objectives
List some types of acceleration for gifted students. (p. 66, Essential Reading 4) CORRECT
ANSWER>>>> a. Early Admission to K or 1st grade
b. Grade-Skipping
