Essential Practices for Supporting Diverse Learners - D169

1. Title III: English learner instruction, Standardized testing rules ELs with excep-
tionalities
2. Which law requires states to develop programs that meet the
specialized needs that students who are ELs may bring to the classroom?:
Title III
3. English as a Second Language (ESL) or English Language Development
(ELD): Program of techniques, methodology, and special curriculum designed to teach
ELs explicitly about the English language, including the academic vocabulary needed to
access content instruction, and to develop their English language profi- ciency in all four
language domains (i.e., speaking, listening, reading, and writing).
4. Structured English Immersion (SEI): Program designed to impart English lan-
guage skills so that the ELs can transition and succeed in an English-only main- stream
classroom once proficient.
5. Title III requires schools to report on the number of ELs receiving services
and their progress toward and : language proficiency and
content knowledge
6. Which practice may reduce inappropriate over or under-identification of
ELs for special education services?: Consider the student's native literacy and
language

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7. ESSA permits native language testing if it is necessary, and students can
be exempted from the reading assessment during : 1st year in the
country
8. What is WIDA?: World-Class Instructional Design and Assessment
9. What 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
10. Individuals with Disabilities Act (IDEA): This education law requires public
schools to meet the unique needs of eligible K-12 students with disabilities. Schools do
this by providing services.
11. Section 504 of the Rehabilitation Act: This civil rights law prohibits disability
discrimination at schools that get federal funding. Schools meet these requirements by
removing barriers to learning.
12. Which law provides 504 plans for eligible K-12 studetns?: Section 504
13. Which law provides freedom from discrimination at work?: ADA
14. What is a LRE?: Least Restrictive Environment
15. What must an IEP include?: goals, testing accommodations, present levels of
performance, services, modifications, and placement information
16. When LRE comes up, what two words come up also?: mainstreaming and
inclusion

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17. What is a resource provided by Section 504?: Accommodations or modifica-
tions due to a disability
18. What is an 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.:
pullout instruction
19. What is SLD?: Specific Learning Disability
20. SLD affect a child's ability to : read, write, listen, speak, reason, or do
math.
21. Emotional Disturbance includes : anxiety, bipolar, OCD,
schizophrenia, depression
22. What category of disabilities does Dyslexia, dysgraphia, and
dyscalculia fall under?: Specific Learning Disability
23. What disability category has the highest percentage of children
served under IDEA?: Specific Learning Disability (SLD)
24. 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. He requires some acad-
emic 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 his assigned special education teacher.
He also receives speech-language therapy twice per week. This student's
time out of the general education environment is minimal. Which type of
educational placement would this student receive, given his needs and the
supports and services he receives?: Modified general education class

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25. Auditory Processing Disorder (APD): may have difficulty comprehending lec-
tures or understanding verbal directions.
26. dyslexia: difficulty reading and recalling or using words
27. Dysgraphia: A learning disability that involves difficulty in handwriting and
spelling
28. Dyscalculia: A learning disability that involves difficulty understanding or ex-
pressing number- and math-related ideas
29. Dyspraxia: difficulty with coordination—primarily physical but social skills can
also be affected—that originates in the brain
30. A student in your fourth-grade classroom has a very difficult time
writing. She is slow to formulate letters, and she often writes the letters in
an unusual way. Her ability to answer questions orally is outstanding. In
class, a teacher's assistant often acts as her scribe. Which type of learning
disability does this student display characteristics of?: Dysgraphia

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31. nonverbal learning disorder: Difficulty following a classroom demonstration,
causing confusion and difficulty with understanding conclusions and replication
32. dyslexia: Difficulty reading text independently, despite comprehending infor-
mation read to them, which could impact their ability to access and engage in
meaningful classroom discussions and activities
33. Language Processing Disorders: Difficulty participating in classroom discus-
sions and activities, but often has many related and relevant thoughts on the topic at hand
34. Funding for school districts is only available for students who qualify for
to help with the additional costs of educating students with special
needs.: IDEA
35. IDEA only covers students aged years during the years they
are eligible for public school services.: 3-12
36. covers students who have a physical or mental impair-
ment that impacts one or more major life activities but do not necessarily
have an educational need as covered by IDEA.: Section 504
37. The team that writes IEPs or 504 plans must include a .-
: special education teacher
38. twice-exceptional students: gifted students with disabilities
39. What kind of assessments are often in the form of a questionnaire and
could have more than one correct answer. These types of assessments are
often completed to obtain a variety of perspectives on the potentially gifted
and talented student and to make note of any differences between
behavior and functioning at home and in school.: Subjective
40. What tests are often used as one measurement in determining whether
a student qualifies as gifted and talented. These tests are administered by
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a qualified professional.: Ability tests, or IQ tests
41. What tests are often standardized assessments that measure
knowledge and skills at a particular grade level.: Achievement tests
42. What testing is when an assessment standardized for a particular grade
level is provided to a student in a different grade. For the gifted and
talented, this can be used to determine their skill growth over time in
relation to their peers.: off-level testing
43. 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
44. What instruction strategy provides an opportunity for advanced
students to extend their learning, while students at other levels can
consolidate their knowledge or build skills.: Tiering

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45. What instruction strategy provides opportunities for students to support
one another and to get individual instruction from peers.: Mixed-ability
grouping
46. What is the goal of MTSS?: to intervene early so students can catch up with their
peers
47. What is the framework that many schools use to provide targeted
support to struggling students. Focuses on whole child.: MTSS
48. Tier 1: The whole class
49. Tier 2: Small group
50. Tier 3: Intensive, Individualized Support
51. What are the key elements of an MTSS framework?: Universal screening,
progress monitoring, data-based decision-making, school-wide support, and family
involvement
52. What is PBIS?: positive behavior intervention support
53. How does student participation in PBIS-related activities support educa-
tional outcomes?: Student participation in PBIS-related activities, such as transi- tion
mapping, allow students to take ownership over their education and have a voice in
addressing their needs from their perspective.
54. What Language Acquisition Stage: Minimal comprehension. Does not
ver- balize. Uses nonverbal means of communication (nods, draws, points).:
Pre- production
55. What Language Acquisition Stage: Limited comprehension. Produces
one- or two-word responses. Uses key or familiar phrases and mostly
present tense verbs.: Early Production
56. What Language Acquisition Stage: Decent comprehension. Produces

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sim- ple sentences with grammatical and pronunciation errors. Does not
often understand jokes.: Speech Emergence
57. What Language Acquisition Stage: Excellent comprehension with
limited grammar and pronunciation errors.: Intermediate Fluency
58. What Language Acquisition Stage: Near native comprehension and
com- munication.: Advanced Fluency
59. Which skills are most important to embed in instruction aimed at
fostering language growth?: Speaking and Listening
60. What is an individual's adjustment to a new culture, while also
retaining important cultural beliefs, customs, and the native language?:
Acculturation
61. What is a particular preference or point of view that is personal, rather
than scientific?: Bias
62. What refers to the attitudes or stereotypes that affect our
understanding, actions, and decisions in an unconscious manner?: implicit
bias

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63. How can a teacher intentionally lessen implicit biases?: Make connections
with people from cultures other than your own. Model how to talk about culture and
diversity in a positive way.
64. What is the methodology where two teachers use their expertise
through equal responsibility with regards to students in a classroom?: co-
teaching
65. What kind of co-teaching allows the teacher to specifically target the
terminology or concepts that might be challenging?: Alternate co-teaching
66. PBIS is an example of which type of school-wide support framework?:
Mul- titiered systems of supports
67. What is the most common educational disability under IDEA and is char-
acterized by difficulty reading, writing, listening, speaking, and reasoning?:
- Specific Learning Disability (SLD)
68. Flexible instruction and mixed-ability grouping are foundations of
which type of instruction?: Differentiated
69. What is UDL mean?: universal design for learning
70. What is an instructional framework for challenging, supporting, and
engag- ing learners?: Universal Design for Learning (UDL)
71. What are three core principles of UDL?: multiple means of representation,
engagement, and action and expression
72. What means that the brain can grow and develop?: Plasticity
73. What requires that learning experiences be designed to meet the needs
of all diverse learners—even when those needs are different?: Variability
74. What are 3 important elements to consider in the UDL-based lesson-
plan- ning process?: goals, barriers to learning, student traits
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75. What means tailoring instruction to meet individual needs?: Differentiation
76. What are 4 elements of a lesson can teachers differentiate to meet
the needs of their students?: content, process, product, environment
77. TRUE OR FALSE: Explicit instruction includes teacher feedback in
some form.: True
78. IDEA: Individuals with Disabilities Education Act
79. ESSA: Every Student Succeeds Act
80. What is another name for two-way immersion programs?: Dual Language
81. Americans with Disabilities Act (ADA): This civil rights law prohibits disability
discrimination by schools, employers, and anyone who offers goods and services to the
public.
82. Which law provides special education?: IDEA
83. What law governs who can see documents and files related to students?-
: FERPA
84. What is an IEP?: an individualized education program

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85. What is the only law of these three to provide funding for school
districts to offer special education services to students with disabilities?:
IDEA
86. What is a foundational component of IDEA?: IEP
87. What is the difference between an IEP and 504 plan?: IEP is governed by
special education law. 504 plan is governed by civil rights law.
88. Which tier from MTSS framework? Whole class instruction using
evi- dence-based, general education strategies.: Tier 1
89. Which tier from MTSS framework? The most intensive level of support
provided (in addition to tier 1 instruction). This intervention is geared
toward skill growth and acquisition much more narrowly focused.: Tier 3
90. Which tier from MTSS framework? Small group intervention provided
to students in addition to tier 1 support, targeting areas of need.: Tier 2
91. TRUE OR FALSE Students receiving special education services do not
participate in tiered supports in schools that implement a school-wide MTSS
framework.: False
92. TRUE OR FALSE If a special education student's schedule does not
allow time to access his or her related services, by default it is appropriate
to place the student in a general education classroom co-taught with a
special education teacher.: False
93. TRUE OR FALSE: Students with medical diagnoses automatically
qualify for special education services under one of the 13 categories of
disability listed in IDEA.: False
94. Title III addresses English learners (ELs), including what other status
of students?: Migrant children and youth
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95. What is one function of the Home Language Survey for English language
(EL) students?: Determines the potential need for a language assistance program
96. An EL student was placed in a special education program. It was deter-
mined later that this student was incorrectly placed in the program. What
may be the reason for this?: The student was identified as having a learning disorder
before being assessed as a second language learner.
97. A special education team has determined that a student with a learning
disability learns best in a regular classroom for most of the day and in a
special education classroom for two hours a day. Which component of the
Individuals with Disabilities Education Act (IDEA) is being addressed?: LRE
98. What is true about the nature of decisions regarding Individualized
Educa- tion Program (IEP) goals?: Decisions can change to reflect the student's
progress relative to English learner (EL) program goals.
99. Who must give input in the Individuals with Disabilities Education
Act (IDEA) placement process?: Parents

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100. Which of the thirteen IDEA categories includes dyslexia?: Specific Learn-
ing Disabilities
101. A student performs well on mathematics tasks but often struggles with
reading assignments. Which inference can be made?: The student may have a
learning disability.
102. What is one difference between an Individualized Education Program
(IEP) and a 504 plan?: An IEP is governed by the Department of Education and a
504 plan is governed by the U.S. Office of Civil Rights
103. A teacher observes disruptive behavior among a number of
students in a classroom. Which change can the teacher make to attempt
to prevent disruptive behavior?: Reduce long delays between activities to hold
students' attention
104. Which curriculum adjustment will help students who are bored in
class?-
: Adjust assignments to include student interests
105. A teacher wants to create a test-taking routine for students.Which step
should the teacher take to create a routine for taking tests?: Remind students
to read the directions before each test begins.
106. A student is learning to speak English. She knows the meaning of
about 1,000 words and can speak some words. What is this stage of second
language acquisition?: Early Production
107. A student's native language is English and the student is in the
Prepro- duction stage of learning to speak Spanish. What is an activity this
student can complete?: Practice pronouncing words
108. A student is learning to speak English as a second language. This

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student can speak simple sentences but still relies heavily on context clues.
What is this stage of second language acquisition?: Speech Emergence
109. In the U.S., which ethnic group do the majority of second
language learners represent?: Hispanic and Latino
110. What is a characteristic of English learners?: They progress through devel-
opmental stages of second language acquisition.
111. What is a characteristic of English learners? Pt 2: English learners learn
best in collaborative and cooperative classes where they can practice using Ameri- can
Standard English.
112. What is a characteristic of students who are learning a second
language?-
: Students who practice the second language in academic settings learn academic language
faster.
113. Who is responsible for creating assessments in a co-teaching
class- room?: Both co-teachers

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114. Which task must both co-teachers undertake in co-teaching every day?-
: Planning instruction
115. A teacher allows students to choose between taking an exam and com-
pleting a project. Why is this an example of a teacher using the action and
expression aspect of Universal Design for Learning (UDL) in the
classroom?-
: The action gives students more than one way to interact with the material.
116. A teacher uses preassessments to determine where each student's in-
struction should begin and then matches students with appropriate
activities. Which differentiation method is the teacher using?: Content
117. A student's Individualized Education Program (IEP) says that she
should sit near the teacher, in the first or second row of desks. Which type
of differ- entiation is addressed in the IEP?: Environment
118. A teacher uses reading materials at different readability
levels.Which method of differentiation is the teacher using?: Content
119. A student with a movement impairment is given extra time and
adaptive technology to answer a question. Which differentiation strategy
has been applied?: Multiple means of action and expression
120. Which statement describes what modifications and accommodations
change in education?: Modifications change what a student learns, and accom-
modations change how a student learns.
121. Which student is exhibiting a talent?: A student practices every day and is the
best musician in the school.
122. Why is it difficult to assess giftedness and talent?: Students can be gifted
and talented in many areas and ways.
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123. A student seems to get easily confused when completing complex
tasks or answering multi-part questions. What can the teacher do to provide
a differentiated assessment?: Design tiered activities
124. A teacher wants to use an alternative assessment with students be-
lieved to be gifted and talented. Which option would allow these students
to showcase their best work and provide insights into their progress
over time?: Portfolios
125. Which question should students be able to answer using any
feedback they receive?: What specifically should I do next time based on this
feedback?
126. How can data be used to change teaching practice for students who
underperformed on a formative exam?: By temporarily decreasing task demands to
build their content mastery
127. What is a fundamental cultural purpose of language outside of
commu- nication?: Identity

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128. A student sees a teacher holding a large pile of papers and bags about
to open the door. The student opens the door to help the teacher. Which
element of culture most influences the student's behavior?: Norms
129. What is equity pedagogy?: Using different teaching styles to meet the diverse
needs of students
130. Which attitude toward mistakes helps students develop self-efficacy?: -
Mistakes are opportunities for a student to learn.
131. A teacher has a classroom of students who mostly share the same
mainstream culture. The teacher has a different background and culture
than many of the students in the class.Should the teacher consider using
culturally responsive teaching in the classroom?: Yes, because all students can
benefit from these teaching strategies.
132. A teacher allows students to complete work together during study time,
but he also keeps a quiet part of the room where students can do their work
individually if they prefer. Is the teacher using culturally responsive
teaching methods?: Yes, because the teacher is allowing students to choose a style of
learning that best aligns with their individual style.
133. Which example shows a student mastering Cognitive Academic Lan-
guage Proficiency (CALP)?: Understanding a story that uses figurative language
134. Maximum language acquisition happens when learners read or hear
lan- guage that is a bit beyond their current level of understanding. Which
hypoth- esis of Krashen's Theory of Second Language Acquisition (SLA)
includes this belief?: Input
135. A teacher has a word wall with terms posted and asks students to write
sentences using two words from the wall. Which strategy is the teacher

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using in the classroom?: Reinforcing language
136. An English learner (EL) student spends half the school day receiving
instruction in the student's native language and the other half of the day
get- ting instruction in English. Which type of EL program is the student
enrolled in?: Dual Immersion
137. An English learner (EL) program teacher has students leave the general
education classroom to teach English in a small group in another room.
Which type of program does this scenario describe?: Pull Out
138. A teacher gives English learner (EL) students story maps, a Venn
diagram, and a cause-and-effect sheet to use when expressing
comprehension of colonization. Which term identifies these resources?:
Graphic organizers
139. After finishing a unit about a famous explorer, a teacher asks
English learner (EL) students to make a poster about a famous explorer.
Which in-

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structional practice is the teacher using to support language development?-
: Scaffolding
140. A class is given a reading assignment with some words that English
learners (ELs) are not likely to know. What is the best way the teacher can
help them understand the new words?: Point to pictures that depict the words
141. A teacher is asking English learners (ELs) to relate to a vocabulary
word by sharing their personal experiences, thoughts, and ideas with it.
Which scaffolding strategy best describes what the teacher is using?: Tap
into prior knowledge
142. Students want to convey the meaning of a vocabulary word with a
hands-on demonstration. Which demonstration is the best example of
that?-
: Acting with pantomime in a group
143. A teacher asks prescreened and authorized community members to be-
come mentors to students in the classroom. Is the teacher using an
effective method for building community and school partnerships?: Yes,
because involv- ing members of the community will increase knowledge about and
investment in the school.
144. A teacher wants more parents to attend parent-teacher meetings. Which
strategy should the teacher use to encourage participation?: Acknowledge the
hard work it takes to attend and encourage future participation
145. A student will be receiving an Individualized Education Program (IEP)
for the upcoming school year. Which person or group should be part of
the planning team to make it successful?: The student's parents
146. Which IEP meeting stakeholder will give insight into a student's
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class- room performance?: A general education teacher
147. Two teachers are part of a Sheltered Instruction model. One teacher
tends to shout instructions at the students as well as the co-teacher. Why is
it important for this teacher to use an appropriate tone with the students and
co-teacher?: People are more encouraged by and respond better to communication that is
open, positive, and pleasant.
148. What is one type of English language instruction program or model
for ELs?: Pullout instruction
149. Which right would be guaranteed to Fatima under federal law if she
is found to have a disability?: Free and appropriate public education (FAPE)
150. True or False Students with medical diagnoses automatically qualify
for special education services under one of the 13 categories of disability
listed in IDEA.: False

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151. PBIS is an example of which type of school-wide support framework?: -
PBIS is a behavioral school-wide, tiered support and example of MTSS (multitiered
systems of supports).
152. Which type of co-teaching model divides a classroom into two groups
to provide instructional content simultaneously?: Parallel teaching divides a
classroom into two groups where both instructors teach the content simultaneously.
153. Which of the following are appropriate measures used to test for
gifted- ness?: 1. Achievement tests
2. Ability tests
3. Behavior observations
154. True or FalseIn planning your lesson, you will need to apply either
univer- sal design for learning (UDL) or differentiated instruction; you
should not use both in the same lesson.: False
155. Progress Monitoring: involves reviewing data to determine what type and
intensity of support is needed.
156. In teaching about story plots, Ms. Phan models how to complete a
graphic organizer using a short story she reads aloud. Then she asks
students to complete the same graphic organizer with a partner for another
short story they read together.: Explicit Instruction
157. After students do a problem together as a class in Ms. Garcia's class,
they work in small groups to complete the problem and present their work.
They do a final problem on their own as an exit ticket.: Explicit Instruction
158. Ms. Turay is teaching an inclusive math class, including students with
and without disabilities. She reminds students of the goal at the beginning
of the lesson, reviews the goal at each point of transition, and plans a

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logical sequence of activities that align to the overall lesson and unit goals.
Through- out the lesson, she explains to her students how each activity
relates to their overall goal.: Systematic Instruction
159. Systematic Instruction: should follow a logical sequence to help students
meet the goal.
160. Progress Monitoring characteristic: The use of ongoing assessment and
decision-making based on assessment
161. Systematic instruction should follow: a logical sequence to help students
meet the goal.
162. Cooperative learning groups are a foundational principle of: Equity Peda-
gogy. as research shows students from varied linguistic backgrounds benefit from
cooperative learning over competitive methods. For example, students of different races
will bring unique perspectives to the group.

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163. Which of the following scenarios describes an example of culturally
responsive instructional strategy?: A third-grade teacher on a Native American
reservation creates weekly story time with an elder in the Native American com- munity.
The stories are centered around Native American culture, and students are encouraged to
tell their own stories as well.
164. True or False? Cultural identity is linked to emotional and
cognitive development and has an impact on educational success.:
True
165. Krashen's natural order hypothesis: There is a natural order with respect to
which elements of language are learned at what time.
166. Cummins's work on basic communication skills and academic
language proficiency.: Basic interpersonal communication skills, or BICS, are
acquired be- fore cognitive academic language proficiency (CALP).BICS, or basic
interpersonal communication skills, typically involve real-world situations, context, and
visual aids or body language to aid understanding.
167. Krashen's acquisition-learning hypothesis.: Language acquisition is differ-
ent from language learning, with learning being a more formal and rule-governed process.
168. Krashen's affective filter hypothesis.: Students' emotional or affective state
can impact their availability for language learning.
169. Which of the following is a best practice for supporting ELs'
language development?: Use language learning objectives as well as content
objectives.
170. Which of the following might be an appropriate language-related
activity for ELs to support a lesson on how key words help with
understanding the main idea?: Identify important vocabulary words in a reading

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selection and describe their relationship to the meaning.
171. Your collaborating English language instruction teacher would like
to provide push-in support to your students during your class. What is
one characteristic of push-in support?: Push-in support allows English
language instruction support to be integrated with content learning and instruction.
172. If the general education teacher is unable to attend a student's IEP
meet- ing, he or she must .: have documentation signed by
the parents
173. Which resource is provided by Section 504?: Accommodations or modifica-
tions due to a disability
174. 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
interven- tions and support provided in both English and Fatima's native
language of

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Farsi, and the team is now considering whether to recommend that Fatima
be evaluated to see whether she has an educational disability.: Both IDEA and
Title III
175. 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
176. True or False
Both IDEA and Title III would require the school to work proactively to
commu- nicate with Fatima's family and involve them in her educational
planning.: True
177. True or FalseIf Fatima is found to have an educational disability,
federal law will prohibit placing her in self-contained, or segregated,
classes.: False
178. 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
manifesta- tion 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.
179. A general education teacher and an EL teacher are co-teaching an
English language arts class in a diverse urban classroom. This particular
class is taught in English. During this lesson on note taking, the general
educator provides the lecture while the EL teacher walks the room
answering questions and modeling when needed. Which model of co-

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teaching are these two teach- ers using?: One teach, one assist
180. Two general educators teach an interdisciplinary class combining
history and art. The art teacher is teaching the general lecture on this
particular day while the history teacher collects data on her counterpart's
lecture clarity and student behavior. Which model of co-teaching are these
two teachers using?: One teach, one observe
181. A general educator and special educator are co-teaching in a first-grade
classroom. Each morning, they begin the day by breaking the students into
small groups of mixed ability. The teachers each sit at different tables, while
other spaces are created for independent work. Students rotate around the
room to each location with their small group. Each teacher focuses on a
review concept from the previous day. Which model of co-teaching are these
two teachers using?: Station teaching
182. True or False.
The majority of English learners in the United States are NOT immigrants.:
True

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183. Which of the following statements reflect common characteristics of
gifted and talented students?: 1. Students who are gifted and talented display
above average leadership skills.
2. Students who are gifted and talented students have high levels of language
development and verbal ability.
3. Students who are gifted and talented possess a heightened sense of self-aware- ness.
184. What is a whole-class strategy or instructional approach that ensures
your students clearly understand the steps to complete a skill and then
can apply that learning in practicing a skill?: Explicit Instruction
185. True or False
Students with disabilities should be provided alternative assessments
in order to receive accommodations in your lesson.: False
186. You are a classroom teacher seeking to ensure your students stay on
task and engaged, and you need to design a classroom assessment after
teaching an important concept. is one way to design
classroom assessments that ensure each student is engaged and
challenged.: Universal design for learning (UDL)
187. Your students who are gifted and talented are working on an
accelerated curriculum. Which of the following activities is most appropriate
for these stu- dents?: Continue working on an advanced project aligned with higher
grade-level standards, but participate in opening and closing circles to share what they
have learned.
188. At the end of the lesson, you collect an exit ticket and notice that only
40 percent of your students have met the objective. What is an appropriate
way to begin the next day's lesson?: Begin with a brief reteaching of the content in

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question, and then allow students time for individual practice in areas where they most
need it.
189. Universal Design for Learning (UDL): The use of student choice builds
engagement and offers multiple avenues for action and expression; you have incor- porated
supports as needed and allowed students to choose what to use.
190. Explicit Instruction: This sequence incorporates the "I do, we do, you do"
approach
191. Some of Mr. Kim's students are receiving targeted supports and
instruc- tion in a reading intervention group. Each week, they complete a
short reading fluency assessment to assess their mastery of the concepts
taught in their in- tervention class. Mr. Kim uses the data to plan for next
week's instruction and determine whether students need continued
intervention.: Progress Monitoring

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192. True or False
Task analysis is an important element of systematic instruction and can
help teachers sequence instruction.: True
193. You are a teacher and notice that, during guided practice of a three-step
process, one of your students is completing the second step incorrectly.
What is appropriate feedback to provide the student?: "You began this
correctly, but take another look at what you did next."
194. Implementing equity pedagogy primarily aims to decrease
.: gaps between students
195. Implementing equity pedagogy aim to decrese gaps by -
: fostering a sense of culture, cultural identity, and inclusiveness in the classroom through
varied instructional strategies targeting the varied needs of diverse students.
196. Which of the following is characteristic of a student in the early pro-
duction or speech emergence stage of language acquisition?: Written work
may have words and phrases; student is not yet producing paragraphs or lengthy
sentences.
197. One way to provide vocabulary support to all your ELs is to
.: use visuals and real-life models
198. The principal notices that several required IEP meetings are not on the
school calendar, and classroom teachers are not aware of the meetings.
Whom should the principal communicate with to ensure IEP meetings are
properly scheduled?: Special education director
199. A scheduled IEP meeting takes longer than expected, and the parent
of the student must head back to work. What should the IEP team do next?:
- Schedule another meeting.
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200. At an IEP meeting, the parent states he or she is a single parent and does
not have access to a computer at home. The parent also says that internet
and cell service are not reliable in his or her neighborhood and requests all
communication be via phone call instead of email or text messages. How
should the IEP team respond?: Discuss a best time to contact the parent by phone so
he or she is able to talk and commit to communicating through phone calls.
201. Your principal is leading an in-service on best practices and roadblocks
to communicating with parents. She highlights research regarding why
some teachers have difficulty collaborating with parents. Which of the
following statements is supported by research?: Teachers and parents from
different racial and socioeconomic groups often have trouble relating to one another.
202. When offering suggestions and feedback to parents and colleagues,
avoid phrases, such as "A better idea would be" . . ." or
"Let's do this instead . . ." as these types of phrases are evaluative.:
judgmental

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203. Which requirements are included in Title III of ESSA?: 1. Consistent meth-
ods to determine whether students are eligible for English language instruction services
2. Options to assess ELs in their native language
3. Greater emphasis on parent and family communication
204. True or False? It is appropriate to place ELs in classrooms with
students of significantly different ages if their overall English proficiency
levels are similar.: False
205. 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?
206. True or False? Title III requires that all ELs receive instruction in self-
con- tained, EL-only classrooms rather than in the general classroom.: False
207. Title III requires schools to report on the number of ELs receiving
services and their progress toward language:: English proficiency
208. True or False. Dual language is another name for two-way
immersion programs.: True
209. Which characteristic might indicate a potential exceptionality in an
eighth-grade EL student who has recently arrived to the United States?: Stu-
dent learned to read in his native country but has difficulty comprehending text in both his
native language and English.
210. True or False? Education plans (IEPs or 504 plans) for ELs with
disabil- ities should address students' native language proficiency as well

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as their English proficiency and academic skills.: True
211. True or False? Requiring bilingual testing for all ELs would eliminate
over- and under-identification of ELs in special education.: False
212. 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, she 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.
213. Which provisions of ESSA will significantly impact testing of ELs?:
1. Native language testing
2. State choice of accountability measures
3. Option to exclude ELs' scores from school rating and accountability calculations in the
first year

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214. Which of these areas includes standards promoted by WIDA for describ-
ing how ELs should use language?: Social and instructional language along with
academic language in mathematics, science, and social studies
215. Standards-based instruction for ELs should use multiple to foster
student independence.: Strategies
216. Several laws address rights and access for individuals with disabilities.
addresses rights, protections, and education
specifical- ly for students in schools, while the addresses rights
and accessibility for all individuals.: The Individuals with Disabilities Education
Act/Americans with Disabilities Act
217. A school system agrees that a student with a reading disability needs
specialized reading instruction due to her disability and suggests her
parents hire a reading tutor to address her reading needs. Which important
student right has been violated?: FAPE
218. 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 disabilities because it lowers costs.: False
219. True or False? All the laws discussed in this module (IDEA, Section
504, and ADA) provide funding to schools for educating students with
disabilities.-
: False

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220. True or False. At a minimum, an IEP must contain goals, testing
accom- modations, and family supports.: False
221. True or False? IDEA guarantees free and appropriate education to
stu- dents who have learning disabilities or autism, but not ADHD.: False
222. 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
223. 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?: Call the special education team and help communicate with the parent to
reschedule the meeting.
224. 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

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225. True or False? An IEP and a 504 plan are authorized and
administered under two different laws.: True
226. Charlotte has three years' teaching experience in Texas and is moving
to Colorado. In Texas, she enjoyed a diverse classroom with English
learners and students with exceptionalities, and she worked hard to meet
their needs and followed the modifications and accommodations in their
IEPs and 504 plans.She is concerned that it will be hard to learn about all
the legal require- ments in her new school, and she is worried she will have
to learn about new laws, policies, and guidelines that she will need to follow
in Colorado to meet her students' needs. How would you respond to
Charlotte's concern?: Remind Charlotte that IDEA and Title III are federal laws
requiring schools to provide a fair and equitable education for all states.
227. 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
communi- cate with his peers, conversations often turn to dinosaurs. His
teacher some- times 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.
228. True or False? A teacher can place a student with disabilities in a self-
con- tained classroom with only special education students if the student is
not able to follow classroom rules in a general education classroom.: False
229. Which student behavior might be cause for a manifestation

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determination hearing?: Which student behavior might be cause for a manifestation
determination hearing?
230. 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.
231. True or False? IDEA regulations on discipline apply primarily to
students with emotional and behavioral disorders.: False
232. 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?: The student has an IEP, and
reading the IEP will help the teacher see whether that behavior is addressed and how the
behavior should be handled.

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233. 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.: False
234. The IDEA also identifies 13 specific categories of disabilities that
may affect how a student performs in school.: 1. Autism spectrum disorder
2. Intellectual disability
3. Hearing impairment
4. Deafness
5. Speech or language impairment
6. Visual impairment (including blindness)
7. Emotional disturbance (including anxiety and depression)
8. Orthopedic impairment
9. Traumatic brain injury
10. Other health impairment (including ADHD)
11. Specific learning disability (dyslexia, dysgraphia, auditory processing)
12. Deaf-blindness
13. Multiple disabilities
235. The disability category with the highest percentage of children
served under IDEA is .: specific learning disability (SLD)
236. A common learning challenge associated with a learning disability that
makes it difficult to complete math tasks, such as addition, subtraction,
and division is:: Dyscalculia
237. True or False? The team that writes IEPs or 504 plans must include
a special education teacher.: True
238. What should teachers focus on while using visual cues, timers, and

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checklists in order to avoid negating the benefits by triggering anxiety
and too much stress?: Body Language
239. What is the most common language spoken by ELs in the United
States?-
: Spanish
240. Sara's family has lived in Germany due to her parents' jobs. They
have relocated to the United States, and Sara is placed in seventh grade.
Sara will need to not just learn the academics in her seventh-grade
classes but
learn English and the culture of the school and the United States. What is
the process called that Sara is involved in?: Acculturation
241. What is the difference between a bias and an implicit bias?: A bias is a
conscious preference for a person or group of people, and an implicit bias is an
unconscious stereotyping or preference for a person or group of people
242. Education is presumed to be the vehicle through which we transmit
.: Culture

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