Educating All Students Remote Session

​Educating All Students
Test Prep Session

SOE SUNY OLD WESTBURY

Goals this evening

Review for the EAS test
Learn some test taking strategies
Review strategies for supporting diverse students and their learning needs.

Poll

How are we feeling today?

Competency 0004 
Teacher Responsibilities

Multiple Choice

The parents of a middle school student believe that their child's educational records contain an inaccurate report of their child's involvement in an incident where a small group of students behaved inappropriately during a school field trip. The school denied the parents' initial request to amend the report, and a formal hearing upheld the school's decision. At this point, the parents have the legal right to

• present objections to the school's report of the incident to a court-appointed mediator

• place a statement in their child's records, stating their disagreement with the school's report

• examine the records of the other students who were involved in the incident

• have their child's current records sealed and a new set of records created

Multiple Choice

Teachers in an elementary school are creating take-home activity kits to reinforce students' in-school learning. Activities are content-related and designed to be completed by students and their parents/guardians. parents or guardians.  Materials for the activities are included and directions are provided in the students' home languages whenever possible. The take-home activity kits are likely to be most effective in achieving the desired outcome if the teachers emphasize which of the following types of activities?

• oral activities that require parents/guardians to listen as students recite important factual information

• written practice activities for students to complete with their parents'/guardians' supervision

• complex activities that students and parent/guardian complete together

• hands-on activities that promote interaction between students and their parents/guardians

Competency 0001 
Diverse Student Populations

Multiple Choice

The patterns of interaction in Ms. Finnegan's class suggest that students would benefit the most from which of the following instructional approaches?

• implementing frequent independent study projects and self-paced learning activities

• providing a highly structured learning environment that features strict rules and consequences

• designing a system of concrete rewards for classwide achievement of learning objectives

• adopting heterogeneous grouping practices that promote shared goals and mutual learning support

Multiple Choice

Which of the following statements describes the most likely explanation for students' lack of engagement with the main idea activity on September 7?

• The use of two passages made the activity too long to hold students' attention.

• The students prefer reading literary passages to reading informational passages.

• The teacher did not incorporate students' prior knowledge and provide other appropriate scaffolding.

• The topics of the passages were too similar and provided little variety to stimulate students' thinking

Multiple Choice

Which of the following tasks would be the most appropriate and effective method for informally assessing student learning in Ms. Finnegan's lesson on distinguishing between fact and opinion?

• Student groups evaluate their performance on the small-group activities on fact and opinion.

• Individual students use different colors to highlight facts and opinions in a passage on a familiar topic.

• Pairs of students test each other's knowledge of fact and opinion using textbook passages.

• The teacher observes student groups as they perform the small-group activities on fact and opinion.

Multiple Choice

Which of the following additional actions should Ms. Finnegan have taken in response to the verbal altercation on September 16?

Notes from September 16:

Near the end of class yesterday, two students became engaged in a loud and disruptive verbal altercation. I learned that one of the students had made a culturally insensitive remark to the other. I took the students aside immediately and spoke with both of them about their behavior, but the incident created an atmosphere of unease that lasted all day today. The other students appeared distracted and anxious. Hopefully, this tension will ease over the weekend. I am also meeting to discuss this with the principal so that she is aware of the situation. I would also like to ask her to suggest strategies for creating a more positive classroom climate.

• Discuss the code of conduct in order to restore a classroom climate that is safe and comfortable for students.

• Encourage students to write in their journals about how the incident made them feel.

• Have students work in small groups to reexamine classroom rules and suggest revisions as needed.

• Send the students in question to an alternate location in the school to reflect on their behavior.

​WRITING PRACTICE

After analyzing the information provided, write a response of approximately 150– to 200 words in which you:

• identify one issue related to student diversity that Ms. Finnegan should address in her instructional planning related to this lesson;

• describe one strategy Ms. Finnegan could use to address the issue you identified; and

• explain why the strategy you described would be effective in facilitating student learning.

Open Ended

• identify one issue related to student diversity that Ms. Finnegan should address in her instructional planning related to this lesson;

• describe one strategy Ms. Finnegan could use to address the issue you identified; and

• explain why the strategy you described would be effective in facilitating student learning

Competency 0002 
English Language Learners

Match

Match each scaffold with its purpose:

• Visual aids

• Sentence frames

• Peer tutoring

• Simplified language

• Gestures / TPR

Clarify complex concepts through images

Support oral language development

Promote social interaction and language

Make content more accessible

Reinforce meaning through physical movem

• Clarify complex concepts through images

• Support oral language development

• Promote social interaction and language

• Make content more accessible

• Reinforce meaning through physical movem

Open Ended

Scenario:
A 3rd-grade English Language Learner is struggling to understand a science lesson about the water cycle.

Question:
Describe one scaffold you would use to support this student’s comprehension during the lesson. Explain how it helps the student access the content and build language skills.

Multiple Choice

In planning instruction for Valeria, Mr. Lin has a professional responsibility to focus his efforts on

• teaching Valeria how to use various strategies for monitoring her own progress and learning

• adapting academic standards to ensure that Valeria has an opportunity to experience success

• identifying real-world contexts in which Valeria can practice concepts and skills

• providing Valeria with the scaffolding she needs to master the same concepts and skills as her peers

Multiple Choice

Mr. Lin can best promote Valeria's comprehension of academic language by using which of the following strategies during the lesson on linear equations?

• Write the vocabulary associated with the lesson concepts on the board while explaining it to students.

• Assign individual students to describe for the class the steps they used to solve one of the problems.

• Develop a numbered list of steps for students to refer to as the teacher models the problem-solving process.

• Allow students to complete the practice activity with a partner or in small groups to encourage discussion of lesson concepts.

Multiple Choice

Mr. Lin plans to meet with Valeria's English as a Second Language (ESL) teacher to discuss how to meet Valeria's needs as they relate to this lesson. Which of the following lesson planning tasks should Mr. Lin and the ESL teacher focus on start first to help ensure a productive collaboration?

• Design alternate activities for Valeria that address the concepts targeted in the lesson.

• Identify strategies and materials for integrating language objectives for Valeria into math instruction.

• Determine which peers would be most appropriate for Valeria to work with during the lesson.

• Rewrite textbook explanations on mathematical topics for Valeria to focus more on computational procedures and less on abstract concepts.

Multiple Choice

Which of the following factors related to language acquisition is most likely contributing to Valeria's below-average content-area literacy skills?

• She is reluctant to take risks in English learning.

• She has limited literacy in and use of her home language.

• She has a debilitating level of communication apprehension.

• She receives insufficient English input in the school environment.

Open Ended

After analyzing the information provided, write a response of approximately 150– to 200 words in which you:

• identify a specific learning need for Valeria;

• describe a strategy for differentiating instruction related to this lesson to address the need that you identified; and

• explain why the strategy you described would be effective in addressing the identified learning need.

Competency 0003 
Students with Disabilities and Other Special Learning Needs

Multiple Choice

Which of the following would likely be the best strategy for Mr. Forrest to use to foster Theodore's active engagement in the lesson on counting cards?

• Have Theodore work on the activity in a small group rather than individually.

• Conduct the counting lesson immediately after morning meeting.

• Encourage Theodore's aide to stay nearby to monitor him throughout the entire lesson.

• Include cards that have pictures of cars as well as pictures of animals.

Multiple Choice

Another student in the class, Althea, has fine-motor delays. Mr. Forrest could best support Althea's full participation in the lesson by

• creating larger picture cards and strips of poster board for Althea to use

• assigning a classmate to be her partner and to place the pictures on the poster board as Althea directs

• asking Althea's occupational therapist (OTO T) to pre-teach the lesson in the resource room

• having Althea help monitor the other students' accuracy in counting their picture cards

Multiple Choice

Which of the following information sources would be most useful in helping the school determine if Lily should be referred for an initial evaluation for special education services?

• notes from the school building leader's observation of Lily during math instruction at least three times to support the referral

• 
  standardized test results showing a severe discrepancy between Lily's achievement and intellectual ability

• an affidavit from Lily's teacher documenting her professional opinion that RtI R T I  services are not adequately meeting Lily's needs

• data from multiple sources supporting the likelihood that Lily's underachievement is not due to lack of appropriate, scaffolded instruction in mathematics

Multiple Choice

Mr. Forrest will most likely need to provide Lily with individualized support during which component of the draft lesson plan?

• identifying cards that she likes

• comparing numbers of cards

• decorating her cards with crayons

• arranging her selected cards in a row