ESSENTIAL PRACTICES FOR SUPPORTING
DIVERSE LEARNERS CERTIFICATION
EVALUATION 2026 EXAM SCRIPT FULLY
SOLVED QUESTIONS
◉Explain the 3 tiers of support within an MTSS framework. (p. 37,
Essential Reading 2). 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). 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 some strategies that can help students stay on task. Answer:
Visual cues, timers, checklists, smooth transitions, clear directions,
redirection, ask what works for them
◉List some positive behavioral interventions to help reduce
challenging behaviors. (p. 39, Essential Reading 1). Answer: a. Clear
Routines and expectations
b. Stop, Relax, and Think
c. Pre-Arranged signals
d. Proximity control
e. Planned response method
f. Discipline Privately
g. Find opportunities for the child to help others
h. Positive phrasing
i. State the behavior you want to see
j. Behavior shaping
k. Tangible, token, and activity reinforcers
◉Explain the difference between PBIS and traditional discipline.
Answer: a. PBIS are positive behavior intervention strategies that
teach students about behavior expectations and strategies to
prevent negative behavior to improve school safety and promote
positive behavior
,b. Traditional discipline relies and focuses on punishment without
learning skills they need to improve their behavior.
◉List the 4 components of effective feedback. 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). 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).
Answer: SLD and Speech/Language Impairment
, ◉Define the term "Zone of Proximal Development"? (p. 43, Essential
Video 1). 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). 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). Answer: a.
Learn how to pronounce students' names correctly
DIVERSE LEARNERS CERTIFICATION
EVALUATION 2026 EXAM SCRIPT FULLY
SOLVED QUESTIONS
◉Explain the 3 tiers of support within an MTSS framework. (p. 37,
Essential Reading 2). 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). 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 some strategies that can help students stay on task. Answer:
Visual cues, timers, checklists, smooth transitions, clear directions,
redirection, ask what works for them
◉List some positive behavioral interventions to help reduce
challenging behaviors. (p. 39, Essential Reading 1). Answer: a. Clear
Routines and expectations
b. Stop, Relax, and Think
c. Pre-Arranged signals
d. Proximity control
e. Planned response method
f. Discipline Privately
g. Find opportunities for the child to help others
h. Positive phrasing
i. State the behavior you want to see
j. Behavior shaping
k. Tangible, token, and activity reinforcers
◉Explain the difference between PBIS and traditional discipline.
Answer: a. PBIS are positive behavior intervention strategies that
teach students about behavior expectations and strategies to
prevent negative behavior to improve school safety and promote
positive behavior
,b. Traditional discipline relies and focuses on punishment without
learning skills they need to improve their behavior.
◉List the 4 components of effective feedback. 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). 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).
Answer: SLD and Speech/Language Impairment
, ◉Define the term "Zone of Proximal Development"? (p. 43, Essential
Video 1). 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). 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). Answer: a.
Learn how to pronounce students' names correctly
