1. Which statement is accurate about parental and student rights relative to students receiving special education services?: For districts to assign edu- cational representatives, students must be certified unable to make educational decisions.
2. Among rights that students in special education gain at age 18, which of the following is included?: The right to request reevaluation and have it completed within 35 school days of consent
3. For students receiving special education services at the age of 18 years, which choice most correctly represents legal educational rights they have?-
: they generally have the right to:
-disagree with any school evaluation of them, -request independent educational evaluations,
-review their educational records, IEPs,
-receive FREE copies of their IEPs
-request mediation or due process hearings
- file citizen complaints for special education disputes.
Schools are legally required to provide their own evaluations at no charge, but not outside evaluations
4. Which choice best represents the rights of special education students when they reach the age of majority?: They have the right to be members of their own IEP teams and participate in meetings, and may participate if parents still hold rights.
-legal right to membership on their IEP teams
-participation in their IEP meetings.
-to be informed if an IEP team member cannot attend the meeting (agree with the school to excuse that member)
-and to invite others to join their IEP team
5. Of the following statements, which is true regarding special education stu- dent rights related to transition services in public schools?: Current federal law requires public schools receiving federal funding to set appropriate, measur- able IEP goals for transitions to post-secondary living by the student's sixteenth birthday
6. Which of these do experts advise teachers to do to be culturally responsive when interacting with linguistically diverse parents?: To show parents' educa- tional importance to children, teachers must treat these parents as important.
7. According to experienced educators, how should teachers communicate with parents who speak little or no English?: Teachers should exclude students if the information reflects unfavorably upon the students. (Students may omit or misrepresent to parents;)
use interpreters or ELL teachers as needed
8. Among multicultural factors for teachers to remember when interacting with students' parents, which is represented accurately?: Teachers should not assume that parents who dress humbly have lower socioeconomic levels.
9. A school promotes communication and collaboration with diverse parents through providing an online database with all student test scores and class grades across teachers, using Google Tools to share student calendars with parents, and a classroom website or blog that every teacher maintains. Among these technological tools, a classroom website or blog is most asso- ciated with which benefit to parents?: When teachers maintain classroom web- sites or blogs, this technology solution benefits parents (and students, teachers, and schools) by enabling more regular communication despite language barriers, schedule conflicts, transportation difficulties, etc
10. According to the U.S. Department of Education (ED), real teachers have found parental involvement with their children's education most influential in which ways?: It has equal influence on improving student learning and student behavior.
1. You can teach weaker skills by...: BUILDING on areas that are more proficient
2. Attention disorder strategies...: ACTIVE LISTENING
-repeat the speaker's message in your own words
-repeat the directions in your own words
3. Visual-processing disorder strategies...: ORAL RESPONSES
-Modify activities so that they rely on oral responses
4. Fine-motor delay strategies...: Provide larger materials to perform tasks
(difficulty with gripping or picking up small objects - fine motor skills)
5. A student is facing suspension, according to DUE PROCESS the student has the right to do what?: APPEAL the suspension to the local school board/RE- FUTE CHARGES to a judge (14th amendment)
6. What is the BEST way to accommodate parent communication needs? What accommodation should a parent expect?: INTERPRETERS for school meetings & parent-teacher conferences
Expect - handouts written in home language
7. How can a high school promote parent involvement in child's education?-
: Implement a system that informs parents about academic programs & get their input on classes
(High school parents are usually less involved, helps them have an awareness and invite convos about goals)
8. When teaching reading, you should...: -acknowledge DIVERSE backgrounds
-TRANSITION into the next instructional level
-provide COMMUNITY supports
9. Second Language Acquisition (Stage I: Pre-production): -SILENT PERIOD
-500 words in their receptive vocabulary
-repeat every thing you say (parroting)
-listen attentively and they may even be able to copy words from the board.
-They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension.
-Teachers should focus attention on listening comprehension activities and on
building a receptive vocabulary.
-Will need repetition of English & benefit from a "buddy" who speaks their language.
10. Second Language Acquisition (Stage II: Early production): -Stage may last up to six months
-develop a receptive and active vocabulary of about 1000 words.
-Students speak in ONE/TWO WORD PHRASES. They can use short language chunks that have been memorized.
-Ask yes/no and either/or questions.
-Accept one or two word responses.
-Give students the opportunity to participate in some of the whole class activities.
-Use pictures and realia to support questions.
-graphic organizers, charts and graphs.
-Begin to foster writing in English through labeling and short sentences.
11. Second Language Acquisition (Stage III: Speech emergence): -vocabu- lary of about 3,000 words and can communicate with SIMPLE PHRASES/SEN- TENCES.
-They will ask simple questions
- initiate short conversations with classmates.
-understand easy stories read in class with the support of pictures.
-Sound out stories phonetically.
-Complete graphic organizers with word banks.
-Understand and answer questions about charts and graphs.
-Match vocabulary words to definitions.
-Participate in duet, pair and choral reading activities.
-Compose brief stories based on personal experience & write dialogue journals.
12. Second Language Acquisition (Stage IV: Intermediate fluency): -vocabu- lary of 6000 active words.
-MAKE INFERENCES + understand COMPLEX CONTENT
-errors as they try to master the complexity of English grammar and sentence structure.
-use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.
-They will ask questions to clarify what they are learning in class.
-able to work in grade level math and science classes with some teacher support.
-Comprehension of English literature and social studies content is increasing.
-At this stage, students will use strategies from their native language to learn content in English.
13. Second Language Acquisition (Stage V: Advanced Fluency): -Takes 4-10 years to achieve cognitive academic language proficiency in a second language.
-Will need continued support in content areas (social studies & writing).
-Transitioned out of ESL and other support programs.
14. Strategies for teaching ELLs (7): -BODY LANGUAGE: ELLs acquire lan- guage by hearing and understanding messages that are slightly above their current English language level. Teachers need to speak more slowly, use gestures and body language.
-VISUALS: Use visual representations of new vocabulary, graphs, maps, pho- tographs, drawings and charts. Create semantic and story maps, graphic organiz- ers to teach students how to organize information.
-SCAFFOLD: Teachers need to consider what ELL students brings to the class- room by linking instruction with their personal, cultural, and world experiences (mandated by law).
-Define LANGUAGE and CONTENT OBJECTIVES
-DIRECT VOCAB INSTRUCTION: Teachers should also provide practice in pro- nouncing new words. ELLs need much more exposure to new terms, words, idioms, and phrases.
-COOPERATIVE LEARNING: encourage them to use their home language as necessary. Use small groups and peer discussions.
-ALTERNATIVE ASSESSMENTS: Show what they learned using multiple modali- ties
15. Strategies for teaching children about racial, cultural, and linguistic di- versity: -EXCHANGE information with parents about race, language, and culture
-INVOLVE parents in the life of the school
-Use parent CONFERENCES to set mutual goals
-Use HOME LANGUAGE in the classroom: promotes children's cognitive develop- ment, self-esteem, & second language acquisition
16. Characteristics of gifted children & risks: CHARACTERISTICS
-read early with better comprehension, large vocab
-learn basic skills better, more quickly, and with less practice.
-understand abstract concepts, pick up and interpret nonverbal cues
-They can work independently and concentrate for longer periods, interests in- tensely focused.
-They often have seemingly boundless energy, which sometimes leads to a misdi- agnosis of hyperactivity.
-They usually respond and relate well to parents, teachers, and other adults. They may prefer the company of older children and adults to that of their peers.
-They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.
-They exhibit an intrinsic motivation to learn, find out, or explore and are often very persistent.
-Learning DISABILITIES may go UNNOTICED
-May find it harder to do work as it becomes more challenging, since they were not appropriately challenged in the past.
-Feel ISOLATED and misunderstood
-ADHD and Spelling/Handwriting disabilities
17. RTI Table of Critical Elements & components
-Parent involvement.: RTI Tier 1 - WHOLE CLASS, screening 3 ti monitor at risk students for 5 weeks.
RTI Tier 2 - SMALL GROUP (3-5), teacher directed in/out of classr minutes of supplemental interventions
3-5 times a week, progress monitoring at least bi-weekly, stay in Tier 2 from 9-30 weeks.
RTI Tier 3 - INDIVIDUAL30-60 mins at least 4 days per week, monitor Progress at least once a week, remain for a minimum of 15-20 weeks.
18. General-ed instruction should...: -Be DIFFERENTIATED
-Aligned to state STANDARDS
-Have formative ASSESSMENT
-Be of high QUALITY & RESEARCH based
-Be effective & appropriate (they like these words)
19. Progress Monitoring should be...: At least 5 weeks of weekly monitoring by grade level teams
20. What is included in parents notification of re-screening?: -DURATION/NA- TURE of data that will be used to monitor student progress
-STRATEGIES to increase the student's rate of learning
-parent RIGHTS to refer the student for special education services
21. Grouping diverse students: HETEROGENEOUS GROUPING
-Helps students recognize strengths and talents, as well as areas they have in common.
-Students develop an acceptance of differences.
22. What can you do before a formal special-ed referral?: -TARGETED INTER- VENTIONS to address learning needs
-GATHER DATA of student performance using various types of assessments
-positively affects the success of children in school
-prevents inappropriate referrals to special education
23. Comparing the numbers of cards requires numeracy concepts that Lily has not yet mastered. Since she does not grasp the concept of one-to-one correspondence, Lily will be unable to count the cards independently with a degree of accuracy.
What should Lily's teacher do next?: Scaffold and provide targeted support in one-to-one correspondence
24. The school denied the parents' initial request to amend the report and a formal hearing upheld the school's decision.
At this point, the parents have the legal right to do what?: Place a statement in their child's records, stating their disagreement with the school's report
1) request that a school CORRECT RECORDS that they believe to be inaccurate or misleading.
2) right to a FORMAL HEARING.
3) right to place a STATEMENT in the record saying their view on the information
25. HANDS-ON ACTIVITIES promote interactions between students and their parents as...: -students internalize knowledge & skills
-parents ask questions to extend their children's thinking
26. IEP goals for transitions to post-secondary living must be made when &
include what?: -By the student's 16th birthday
-State age-appropriate transition GOALS & SERVICES
27. How is a consultant teacher implemented in an IEP?: Consultant and gen- eral-ed teacher work cooperatively to adjust/modify instruction to address specific needs
28. What task would be the most appropriate and effective method for INFOR- MALLY ASSESSING student learning in a lesson on distinguishing between fact and opinion?: Individual students use different colors to highlight facts and opinions in a passage on a familiar topic
(Informal assessments are usually performance tasks, so that the teacher can see every individual student's understanding)
29. You can best promote comprehension of academic language by using what strategy during a lesson on linear equations?: WRITE the vocabulary associated with the lesson concepts on the board while EXPLAINING it (verbally) to students
(vocab is in context, it is visually & verbally shown)
30. What lesson planning tasks should a general-ed and ESL teacher focus on FIRST to help ensure a productive collaboration?: Identify strategies and materials for INTEGRATING LANGUAGE OBJECTIVES into instruction
31. What language acquisition factors can contribute to below-average con- tent area literacy skills?: -Poor literacy development in home language
-infrequent usage/maintenance of home language
32. An effective strategy for promoting student engagement is by...: incorpo- rating student INTERESTS into the activity/lesson
33. Second language acquisition students usually display stronger skills rather than skills.: STRONGER ORAL language (listening & speak- ing) skills rather than literacy (reading & writing) skills.
34. When including a research component into a lesson what strategy would best support ELL students?: Complete research component with a part- ner/small group
(Student interactions promote vocab & comprehension of primary sources, as they ask ?s to clarify meaning)