EAS EXAM STUDY GUIDE
Tips for ELL - Answers --Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding - Answers -Such as graphic organizers, visual aids, peer help, or home
language help, and removing these supports as students' skills develop.
Heterogeneous Classrooms - Answers -ELLs need to be given ample opportunities to
have extended interaction (such as doing 'jigsaw'-type activities) with peers of varying
English proficiency levels, who can provide ELLs with a range of models for how to use
English words or structures appropriately, as well as abundant, personalized feedback
on ELLs' own developing English use. It is best for ELLs if, within their classrooms,
teachers sometimes group students heterogeneously according to English proficiency,
and sometimes homogeneously, depending on the purpose of the task at hand.
Background Knowledge - Answers -about a topic to be discussed in class, or activate
their existing knowledge of a topic. Besides increasing student interest, this allows
students to focus more fully on the instructional goals, rather than being overwhelmed
with too much new information at once. It also allows ELLs to bridge new knowledge to
old knowledge, increasing understanding, and it helps some ELLs fill in contextual
information (such as American political history or cultural details) that they may not have
due to coming from different cultural backgrounds.
Extended Discussion - Answers -• Though teachers have generally attempted to teach
ELLs difficult vocabulary before having them read texts, ELLs learn new vocabulary
best through extended discussion with their classmates after reading or between
multiple readings.
Use of Cultural - Answers -Schools and teachers can help ELLs greatly by learning
about ELLs' home cultures and languages, treating cultural and linguistic differences as
resources rather than obstacles, and reaching out to students' homes and communities
to build learning opportunities together.
When students receiving special education for eligible disabilities reach the age of
majority or 18 years, their parents' educational rights transfer to them the same as for
students without disabilities. The 3 exceptions are: - Answers -o One exception is when
a court assigns a legal guardian, who holds the student's educational rights.
o Another exception is when the school district assigns an educational representative
because a student is certified unable to make education decisions.
o A qualified adult or the student can always challenge certification.
, Included among the rights to which special education students are entitled at the age of
18 years are the rights to receive needed accommodations, not only in classrooms but
also - Answers -o during IEP meetings they attend
o to understand how their school district measures their progress toward measurable
goals AND receive periodic progress reports of these measurements
o to receive all needed special education-related services, including not only
transportation, physical therapy, occupational therapy, speech-language therapy, etc.,
but also counseling
o to request reevaluation and have it completed within 35 school days of giving their
written consent.
At 18, special education students _____ the legal right to membership on their IEP
teams and participation in their IEP meetings. - Answers -have
If their rights have not yet transferred from their parents, students _____ participate in
their IEP meetings whenever appropriate. - Answers -may
Their rights include - Answers -o to have an IEP meeting within 30 calendar days after
eligibility determination, not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree with the
school to excuse that member
o to invite others to join their IEP team, including those outside home and school.
Current federal law requires public schools receiving federal funding to set appropriate,
measurable IEP goals for transitions to post-secondary living by the student's sixteenth
birthday. Age 14 was an older regulation, changed to age __ in the 2004 IDEA
reauthorization - Answers -16
This law requires the student IEP to specify both transition goals AND which transition
services the student requires. - Answers -• Transition goals must be based on age-
appropriate transition evaluations of student education, training, employment, and
independent living skills.
• If they find it appropriate, IEP teams may begin transition planning for students
younger than 16, not older.
In some circumstances it is permissible, necessary, and helpful for students to interpret
for their parents. - Answers -o This is inappropriate when teachers communicate
unfavorable student information, which students may omit or misrepresent to parents
o or when unfavorable student reports are directly attributable to parents, e.g., tardiness
from parents' getting them to school late, which pits students against parents.
o To prepare students and parents for such times when students should not interpret,
teachers should inform them in advance that they will use interpreters or ELL teachers
as needed
When teachers maintain classroom websites or blogs, this technology solution benefits
parents (and students, teachers, and schools) by enabling more regular communication
Tips for ELL - Answers --Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding - Answers -Such as graphic organizers, visual aids, peer help, or home
language help, and removing these supports as students' skills develop.
Heterogeneous Classrooms - Answers -ELLs need to be given ample opportunities to
have extended interaction (such as doing 'jigsaw'-type activities) with peers of varying
English proficiency levels, who can provide ELLs with a range of models for how to use
English words or structures appropriately, as well as abundant, personalized feedback
on ELLs' own developing English use. It is best for ELLs if, within their classrooms,
teachers sometimes group students heterogeneously according to English proficiency,
and sometimes homogeneously, depending on the purpose of the task at hand.
Background Knowledge - Answers -about a topic to be discussed in class, or activate
their existing knowledge of a topic. Besides increasing student interest, this allows
students to focus more fully on the instructional goals, rather than being overwhelmed
with too much new information at once. It also allows ELLs to bridge new knowledge to
old knowledge, increasing understanding, and it helps some ELLs fill in contextual
information (such as American political history or cultural details) that they may not have
due to coming from different cultural backgrounds.
Extended Discussion - Answers -• Though teachers have generally attempted to teach
ELLs difficult vocabulary before having them read texts, ELLs learn new vocabulary
best through extended discussion with their classmates after reading or between
multiple readings.
Use of Cultural - Answers -Schools and teachers can help ELLs greatly by learning
about ELLs' home cultures and languages, treating cultural and linguistic differences as
resources rather than obstacles, and reaching out to students' homes and communities
to build learning opportunities together.
When students receiving special education for eligible disabilities reach the age of
majority or 18 years, their parents' educational rights transfer to them the same as for
students without disabilities. The 3 exceptions are: - Answers -o One exception is when
a court assigns a legal guardian, who holds the student's educational rights.
o Another exception is when the school district assigns an educational representative
because a student is certified unable to make education decisions.
o A qualified adult or the student can always challenge certification.
, Included among the rights to which special education students are entitled at the age of
18 years are the rights to receive needed accommodations, not only in classrooms but
also - Answers -o during IEP meetings they attend
o to understand how their school district measures their progress toward measurable
goals AND receive periodic progress reports of these measurements
o to receive all needed special education-related services, including not only
transportation, physical therapy, occupational therapy, speech-language therapy, etc.,
but also counseling
o to request reevaluation and have it completed within 35 school days of giving their
written consent.
At 18, special education students _____ the legal right to membership on their IEP
teams and participation in their IEP meetings. - Answers -have
If their rights have not yet transferred from their parents, students _____ participate in
their IEP meetings whenever appropriate. - Answers -may
Their rights include - Answers -o to have an IEP meeting within 30 calendar days after
eligibility determination, not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree with the
school to excuse that member
o to invite others to join their IEP team, including those outside home and school.
Current federal law requires public schools receiving federal funding to set appropriate,
measurable IEP goals for transitions to post-secondary living by the student's sixteenth
birthday. Age 14 was an older regulation, changed to age __ in the 2004 IDEA
reauthorization - Answers -16
This law requires the student IEP to specify both transition goals AND which transition
services the student requires. - Answers -• Transition goals must be based on age-
appropriate transition evaluations of student education, training, employment, and
independent living skills.
• If they find it appropriate, IEP teams may begin transition planning for students
younger than 16, not older.
In some circumstances it is permissible, necessary, and helpful for students to interpret
for their parents. - Answers -o This is inappropriate when teachers communicate
unfavorable student information, which students may omit or misrepresent to parents
o or when unfavorable student reports are directly attributable to parents, e.g., tardiness
from parents' getting them to school late, which pits students against parents.
o To prepare students and parents for such times when students should not interpret,
teachers should inform them in advance that they will use interpreters or ELL teachers
as needed
When teachers maintain classroom websites or blogs, this technology solution benefits
parents (and students, teachers, and schools) by enabling more regular communication
