EAS practice test, NYSTCE Educating All Students (EAS) (201) Study Guide Test Prep 2025

EAS practice test, NYSTCE Educating All Students (EAS) (201) Study Guide Test Prep 2025 1. Transfer of rights from parents to students with disabilities: - Federal law requires all IEP's include a statement at least one year before the student turns 18 specifying which rights will transfer over from the parents to the student - Rights transfer from parents to student at 18 - Only exceptions are guardianship and certification 2. Educational rights of students with disabilities once they are 18 year olds: - These rights include: what disability a student has - how it affects their abilities for independent living and learning - the right to an IEP development meeting held within 30 calendar days of eligibility determination for special education services - to advance notice of the place, date, and time of the IEP meeting - to be informed if an IEP team member cannot or need not to come to the IEP meeting - to be apart of their own IEP team and meetings - right to have needed accommodations provided in IEP meeting - right to know how their school will measure their progress towards yearly IEP goals - to receive progress reports periodically - right to receive related services (transportation, medical, speech-language pathology, PT, OT, and counseling - right to request reevaluation of IEP meeting if their needs are not being served (35 school days is when its due) - right to disagree with any educational records and receive copies of their current IEP's at no charge - right to file citizen complaints - right to request due process hearings - right to request mediation concerning special education disputes 3. Transition services provided by schools: - designed to help students w/ disabilities to prepare for post secondary activities - vocational education -development training - higher education - adult education - continuing education - independent living - adult services - community participation - Students IEP must include appropriate, ,measurable goals for life after after secondary school by the time the student is 16 4. Responsibilities for IEP team members in addressing safety issues: - Gen ed teachers, para's, and other school staff that interact with that student should be informed of any safety concerns, possible issues, or required supervision - preventive training is also necessary for all special and gen ed teachers, adminis- trators, bus drivers, lunchroom supervisors, substitute teachers, para's, and other support staff 5. Responsibility and liability in the event of student injury: - educators should NOT assume that parental waivers, permission slips, or releases will relieve teachers of liability for student injury -parents can NOT waive children's claim for damages - teachers are always obligated to provide appropriate supervision - Experts advise heavily for teachers to thoroughly record keep (anecdotal records or witness signatures) - teachers should notify supervisors, administrators, and parents of any situations that could enable liability claims 6. Child neglect and abuse: - child neglect and abuse definition: recent failure to act, or action, resulting in imminent danger of death, serious physical or emotional or other harm, sexual abuse, or exploitation, of a child younger than 18 years by a parent, teacher babysitter, or caregiver responsible for the child's welfare - sexual abuse definition: using, enticing, persuading, employing, inducing, or coercing any child to engage or help anybody engage in sexually explicit conduct or simulation thereof to produce any visual depiction of it - OR incest, rape, molestation, statutory rape, prostitution or or any other sexual exploitation of children - emotional abuse definition: sustained, repeated behavioral patterns demonstra- bly impairing a child's sense of self-worth or emotional development, including withholding guidance, support or love/confinement/rejection/ threats/ or constant criticism - neglect definition: failing to provide for a Childs basic needs, including necessary shelter, food, medical care, or appropriate supervision/ neglecting educational needs/ neglecting emotional needs/ or excessive corporal punishment 7. Reporting suspected child abuse or neglect: - Teachers should first tell their administrators what they suspect and that they are legally required to report - document as many facts as possible - ASK open ended questions (?Tell me how you got those bruises?") 8. Educational Rights of Parents: - parents have the right to request school evaluation of their children as they feel a child's needs special education services due to disability or if current services do not meet the child's needs - right to request more appropriate placement if their child does not need special education services but is placed in special education classes - if a public school fails to meet state academic achievement standards parents have the right of school choice to request transfer to a better school or free academic tutoring if available - parents and students have rights of confidentiality of student education records - parents have the right to review and inspect their children's education records - School districts must allow parents the opportunity to challenge inaccurate or misleading records and to file their own documents within the records contesting any information they are in 9. Parental Rights: - parents have the right to comprehensible school information - Federal legislation requires every state to develop programs for communicating with parents who speak foreign languages - parents who speak foreign languages have the right to request an interpreter or translator to attend parent teacher conferences, IEP meetings, and other school functions - parents can ensure linguistically appropriate instruction - parents have the right to review any school disciplinary action against her children, including suspension and expulsion If they school suspend a student the parent has the right to an informal hearing HOWEVER If his school expels a student and the parent has the right to a formal hearing accompanied by an attorney if they choose - parents receive annual school district and building achievement data in formats and languages they understand - Federal law protects parents and children from government discrimination, school discrimination, and student harassment based on race, ethnicity, national origin, immigration status, disability, or gender - parents are not required to provide immigrant children Social Security numbers, alien registration numbers, green cards, passports, visas, or other proof of immi- gration status or citizenship to register in public schools - parents need to provide child immunization and medical records, a birth certificate or other child age and name documentation to enroll children in school and proof of the child's residence within the school district 10. Compliance with federal regulations governing parental rights and teacher qualifications: - notifying parents of its written procedures for filing griev- ances, including stating that the school or district does not discriminate based on race, national origin, color, disability, gender, or age in its activities and programs - parents have the right to file discrimination complaints, including discrimination based on disabilities and peer harassment or bullying - informing parents of their rights to ask whether a teacher met state certification and other requirements for the subject and grade level he or she is teaching 11. Response to repeated parent questions at an open house: - The teacher proposing to talk after the presentation to schedule a mutually convenient time to parent teacher can meet for discussion - teacher can hand out her or his contact information and schedule to all parents attending and let parents contact her or him individually as needed or announced that he or she will follow up regarding the meeting time and location 12. Response to parents questioning curriculums and instructional meth- ods: - Avoid reacting defensively even if they feel the parent is questioning their teaching skills - advise teachers to remember you are the professional listen before speaking and count to 10 - obtain copies of the state standards, grade level objectives, textbook teachers ad- ditions, and state and district website addresses where parents can find additional information before all parent meetings - consider inviting the parent to observe you teaching a class because after watching you work in the actual classroom setting he or she may be able to understand your instructional process better 13. Response to disruptive student behavior: - punishing disruptive or unpre- dictable student behavior should be avoided - threatening to call their parents should be the last resort - instead say you were going to call in a week and you only want to say good things to their parents - physical proximity to the student, incorporating the word please in directions, and positively acknowledge student compliance and saying thank you are common components in addressing disruptive behavior - Students follow directions more willingly when asked not told - The " Ben Franklin effect" Liking people from who we do things for 14. Working in culturally responsive ways with parents: - make eye contact with parents, not only interpreter 15. Effective Communication with linguistically and culturally diverse par- ents: - some people are unfamiliar with English-language idiomatic expressions - teachers should develop plans with parents for communicating with the school - student can act as interpreter unless the topic of conversation requires the student not to be there - be aware of cultural differences regarding showing respect and personal space - some facial expressions are universal (smiling) - teachers need to be self-aware of the ways in which they interact 16. New Teacher's experiences with recruiting parental support: - parental involvement in education at home and in classroom - parents can support teacher disciplines - can't convince all parents to become active supporters of children's learning 17. Reaching out to parents on behalf of students and their education: - inviting parents to visit classrooms to observe and help out with instructional activities - write newsletters to parents to inform them about classroom activities - - calling (phone/conference) parents to inform them of good news -make home visits - send papers explaining progress of children 18. Collaboration with parents to meet student needs: - asks parents for sug- gestions to serve their children better - weekly newsletters, parent classroom visits - get parent support - creates stronger learning environment 19. Title VI of the Civil Rights Act of 1964: - prohibits educational activities or programs receiving federal financial assistance from discrimination on the basis of race, color, or national origin. - includes schools not notifying parents of school activities in languages they understand - discrimination can consist of actions or failures to act - failing to provide interpreters is the same as denying them services or the opportunity to participate in education programs and activities 20. Translations and interpreter services for parents with LEP: - 56% of all schools had students enrolled whose parents had limited english language skills - 85% provided interpreters for conferences and meetings - 66% provided translations of school notices, newsletters, and other printed documents - 28% printed their school signs in various other languages - recent issues with interpreters and translations involve budget cuts 21. Title VI - compliance vs. noncompliance examples: 1) identification of LEP parents 2) availability of printed or written translations and interpreters or translators 3) provision of qualified, trained interpreters or translators 4) notifying parents about language assistance 5) notifying staff of language assistance availability 6) effectiveness self-monitoring 22. Civil Rights Law Enforcement regarding school information delivery: - schools receiving federal funds must take reasonable steps to assure LEP people meaningful access to school activities 23. Factors to determine whether schools are taking these reasonable steps- : 1) proportion or number of LEP individuals to be served or encountered 2) the frequency of program contact by LEP people 3) importance and nature of service, program or activity 4) expenses and available resources 24. Roles and potential contributions of parents: - positive feedback about teacher's performance and influence - parent volunteers in classroom; many teachers find this help invaluable - parents can support teacher discipline - parents are responsible for homework completion 25. Title 1 policy regarding parental involvement: - requires that schools collab- orate with parents in developing a school-parent compact - must address significance of teacher-parent communication through at least elementary school conferences 26. Laws and Guidance for LEAs (local educational agencies): - states that every LEA receiving federal funds must collaborate w parents - must develop a written parental involvement policy describing how school will implement ED requirements - schools must involve parents in planning, reviewing, and improving school parental involvement policy and in jointly developing school-wide programs - must provide school with timely info about curriculum, assessment, and proficien- cy level expectations - must submit feedback to LEAs, share academic achievements, and build parental involvement - requires LEA's understand shit (all the shit) 27. Accessibility, parental info and resource centers, and policy and practice review: - makes sure that parents with LEP are involved and know everything. Equity 28. Collaboration with parents to promote children's education: - contact parents early, parent meeting early on - positive feedback - weekly reports, newsletters, all that good stuff - home visits when possible