ESSENTIAL PRACTICES FOR SUPPORTING
DIVERSE LEARNERS FINAL PAPER 2026
EXAM Q&A STUDY GUIDE COMPLETE
SOLUTION
◉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). 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).
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). 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). 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).
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).
,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). 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
◉Describe the 6 key principles for teaching ELs. (p. 16, Essential
Reading 1). Answer: a. Instruction focuses on providing ELs with
opportunities to engage in discipline-specific practices, which are
designed to build conceptual understanding and language
competence in tandem
b. Instruction leverages ELs' home language(s), cultural assets, and
prior knowledge
c. Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves ELs forward by taking into account their
English proficiency level(s) and prior schooling experiences.
, e. Instruction fosters ELs' autonomy by equipping them with the
strategies necessary to comprehend and use language in a variety of
academic settings
f. Diagnostic tools and formative assessment practices are employed
to measure students' content knowledge, academic language
competence, and participation in disciplinary practices.
◉1. List the important components of the Individuals with
Disabilities Education Act (IDEA). (p. 18, Essential Reading 1).
Answer: a. Legal rights for people with disabilities
b. An Individualized Education Program (IEP) for eligible K-12
students
c. Special education and related services to meet a student's unique
needs
d. Accommodations (like audiobooks or extra time) for K-12
students
e. A requirement that public schools find and evaluate — at no cost
to families — kids who may have a disability
f. Education funding for schools
g. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
h. Procedural safeguards that protect families' rights (like access to
school records)
i. Due process (or an impartial hearing) for resolving disputes
between families and schools
DIVERSE LEARNERS FINAL PAPER 2026
EXAM Q&A STUDY GUIDE COMPLETE
SOLUTION
◉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). 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).
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). 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). 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).
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).
,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). 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
◉Describe the 6 key principles for teaching ELs. (p. 16, Essential
Reading 1). Answer: a. Instruction focuses on providing ELs with
opportunities to engage in discipline-specific practices, which are
designed to build conceptual understanding and language
competence in tandem
b. Instruction leverages ELs' home language(s), cultural assets, and
prior knowledge
c. Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate and appropriate scaffolds
d. Instruction moves ELs forward by taking into account their
English proficiency level(s) and prior schooling experiences.
, e. Instruction fosters ELs' autonomy by equipping them with the
strategies necessary to comprehend and use language in a variety of
academic settings
f. Diagnostic tools and formative assessment practices are employed
to measure students' content knowledge, academic language
competence, and participation in disciplinary practices.
◉1. List the important components of the Individuals with
Disabilities Education Act (IDEA). (p. 18, Essential Reading 1).
Answer: a. Legal rights for people with disabilities
b. An Individualized Education Program (IEP) for eligible K-12
students
c. Special education and related services to meet a student's unique
needs
d. Accommodations (like audiobooks or extra time) for K-12
students
e. A requirement that public schools find and evaluate — at no cost
to families — kids who may have a disability
f. Education funding for schools
g. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
h. Procedural safeguards that protect families' rights (like access to
school records)
i. Due process (or an impartial hearing) for resolving disputes
between families and schools
