D169 OA FINAL
What does IDEA stand for - ANS Individuals with Disabilities Education Act
ER
What does ESSA (Title III) stand for - ANS Every Student Succeeds Act
H
Which Requirements are included in Title III of ESSA - ANS Consistent methods
IG
for eligibility of EL instruction services, parent and family communication, assess ELs in
native language
GH
Placement of ELs should be -
grade-level content
ANS tied to their age, grade, and ability to access
IN
Placement of ELs should not be - ANS placed with significantly younger or older
Y
children with different grade-level content
FL
Why do school districts administer home language surveys - ANS to ID students
who may use other languages and test if are eligible for EL instruction services
what questions might appear on home language survey - ANS what language is
most often spoken by the student
,STudents can receive support through title III in a variety of ways - ANS
self-contained, pullout, pushin or co-taught instruction
does title III regulate how EL services are provided such as self-contained EL only
R
classrooms? - ANS No
HE
TItle III requires schools to report on the number of ELs receiving services and -
ANS their progress toward english language proficiency as well as content
G
knowledge
HI
dual language is another name for - ANS two-way immersion programs
G
what are two-way or dual language programs - ANS type of program model
N
where students receive content instruction in two languages, bilingual education
YI
what characteristic might indicate a potential exceptionality in an 8th grade EL student
L
who has recently moved to the US - ANS student learned to read in native
F
coutnry but has difficulty comprehending text in both his native and english
difficulty reading in native language and english indicates - ANS potential reading
challenges
,what is important to ensure when checking for potential reading challenges - ANS
that the student had adequate literacy instruction in the first language
education plans IEPs or 504 plans for ELs with disabilities should address - ANS
R
students' native language proficiency as well as english proficiency and academic skills,
E
should include goals and supports
H
what practice may reduce inappropriate over- or under ID of ELs for special education
G
services - ANS consider native literacy and language to see if student has a
I
disability
GH
english only testing is one reason - ANS
english may be erroneously ID for special education
students who are not yet proficient in
IN
other factors can cause inappropriate ID for ELs including - ANS cultural bias,
Y
teacher misunderstanding of child development across cultures, lack of teacher
L
understanding of the second language acquisition process
practices
F
bilingual testing would address - ANS linguistically inappropriate assessment
students lack confidence or language skills to participate verbally - ANS provide
nonverbal options for participation
, students without strong reading skills may feel intimidated practicing close reading with
a diffcult text - ANS allow students to do close reading activities with a portrait or
picture
ER
students who are ELs or who have exceptionalities may need multiple opportunities to
H
see and practice a skill. Use - ANS an I do, we do, you do, approach to model a
skill
ESSA permits -
IG
ANS native language testing if it is necessary
GH
With native language testing through ESSA what can be excempt -
reading assessment during their first year in the country
ANS from
IN
if student in US for 3 months and need to take mandated state tests what do - ANS
Y
student takes the rquired state test in math in their native language and does not take
L
the reading test
testing -
F
provision of ESSA will have significant impact or not on testing of ELs - native language
ANS sig
provision of ESSA will have significant impact or not on testing of ELs - required
monthly parent conferences - ANS NOT
What does IDEA stand for - ANS Individuals with Disabilities Education Act
ER
What does ESSA (Title III) stand for - ANS Every Student Succeeds Act
H
Which Requirements are included in Title III of ESSA - ANS Consistent methods
IG
for eligibility of EL instruction services, parent and family communication, assess ELs in
native language
GH
Placement of ELs should be -
grade-level content
ANS tied to their age, grade, and ability to access
IN
Placement of ELs should not be - ANS placed with significantly younger or older
Y
children with different grade-level content
FL
Why do school districts administer home language surveys - ANS to ID students
who may use other languages and test if are eligible for EL instruction services
what questions might appear on home language survey - ANS what language is
most often spoken by the student
,STudents can receive support through title III in a variety of ways - ANS
self-contained, pullout, pushin or co-taught instruction
does title III regulate how EL services are provided such as self-contained EL only
R
classrooms? - ANS No
HE
TItle III requires schools to report on the number of ELs receiving services and -
ANS their progress toward english language proficiency as well as content
G
knowledge
HI
dual language is another name for - ANS two-way immersion programs
G
what are two-way or dual language programs - ANS type of program model
N
where students receive content instruction in two languages, bilingual education
YI
what characteristic might indicate a potential exceptionality in an 8th grade EL student
L
who has recently moved to the US - ANS student learned to read in native
F
coutnry but has difficulty comprehending text in both his native and english
difficulty reading in native language and english indicates - ANS potential reading
challenges
,what is important to ensure when checking for potential reading challenges - ANS
that the student had adequate literacy instruction in the first language
education plans IEPs or 504 plans for ELs with disabilities should address - ANS
R
students' native language proficiency as well as english proficiency and academic skills,
E
should include goals and supports
H
what practice may reduce inappropriate over- or under ID of ELs for special education
G
services - ANS consider native literacy and language to see if student has a
I
disability
GH
english only testing is one reason - ANS
english may be erroneously ID for special education
students who are not yet proficient in
IN
other factors can cause inappropriate ID for ELs including - ANS cultural bias,
Y
teacher misunderstanding of child development across cultures, lack of teacher
L
understanding of the second language acquisition process
practices
F
bilingual testing would address - ANS linguistically inappropriate assessment
students lack confidence or language skills to participate verbally - ANS provide
nonverbal options for participation
, students without strong reading skills may feel intimidated practicing close reading with
a diffcult text - ANS allow students to do close reading activities with a portrait or
picture
ER
students who are ELs or who have exceptionalities may need multiple opportunities to
H
see and practice a skill. Use - ANS an I do, we do, you do, approach to model a
skill
ESSA permits -
IG
ANS native language testing if it is necessary
GH
With native language testing through ESSA what can be excempt -
reading assessment during their first year in the country
ANS from
IN
if student in US for 3 months and need to take mandated state tests what do - ANS
Y
student takes the rquired state test in math in their native language and does not take
L
the reading test
testing -
F
provision of ESSA will have significant impact or not on testing of ELs - native language
ANS sig
provision of ESSA will have significant impact or not on testing of ELs - required
monthly parent conferences - ANS NOT
