Ready to Soar Section 1

Which is part of a general education teacher’s role under IDEA?

• Determine the student’s disability category

• Provide input on the student’s classroom performance for IEP development

• Approve special education funding

• Choose the student’s placement independently

Answer explanation

Under IDEA, general education teachers provide input on a student's classroom performance, which is essential for developing an Individualized Education Program (IEP). This role does not include determining disability categories or approving funding.

When a student with an IEP is in a general education class, the teacher must:

• Create new IEP goals

• Implement the accommodations and modifications in the IEP

• Provide separate curriculum for the student

• Remove the student from group work

Answer explanation

When a student with an IEP is in a general education class, the teacher must implement the accommodations and modifications specified in the IEP to support the student's learning needs effectively.

Which is a responsibility during an IEP meeting?

• Lead the meeting as the IEP case manager

• Share observations on the student’s strengths and needs in the classroom

• Approve all district-wide IEP policy

• Conduct eligibility testing

Answer explanation

During an IEP meeting, sharing observations on the student’s strengths and needs is crucial for developing an effective plan. This input helps tailor support to the student's unique requirements.

A general education teacher who fails to follow the IEP is:

• Out of compliance with IDEA

• Only violating school rules, not the law

• Permitted to change accommodations without team approval

• Allowed to delay implementation until training

Answer explanation

A general education teacher must follow the IEP as mandated by the Individuals with Disabilities Education Act (IDEA). Failing to do so means they are out of compliance with the law.

Which is an educator’s responsibility under Section 504?

• Provide accommodations to ensure equal access

• Develop district discipline policy

• Deliver specialized instruction

• Change 504 eligibility criteria

Answer explanation

Under Section 504, educators are responsible for providing accommodations to ensure equal access for students with disabilities, making this the correct choice.

If a student with a 504 Plan is not receiving an assigned accommodation:

• Wait until the next annual review

• Report to the 504 coordinator for immediate action

• Remove the accommodation

• Give an alternate assignment instead

Answer explanation

If a student with a 504 Plan is not receiving an assigned accommodation, it is crucial to report to the 504 coordinator for immediate action to ensure the student's needs are met, rather than waiting or altering assignments.

Section 504 requires educators to:

Answer explanation

Section 504 requires educators to provide appropriate accommodations and modifications to ensure that students with disabilities have equal access to education and can participate fully in school activities.

Under Title III, classroom teachers must:

• Use strategies to develop English language proficiency alongside academic content

• Place ELs in English-only instruction without supports

• Decide program funding allocations

• Exit students from EL programs when they seem ready

Answer explanation

Under Title III, teachers are required to use strategies that integrate English language development with academic content, ensuring that English learners (ELs) receive the necessary support to succeed in both areas.

Which is a teacher’s responsibility under Title III?

• Administer Home Language Surveys

• Incorporate visuals, scaffolding, and vocabulary support for ELs

• Design state EL standards

• Remove grade-level content for EL students

Answer explanation

Under Title III, teachers must support English Learners (ELs) by incorporating visuals, scaffolding, and vocabulary support to enhance comprehension and engagement, making this the correct responsibility.

A teacher working with ELs should:

• Provide both language support and grade-level content access

• Focus only on English vocabulary until the student is fluent

• Avoid grade-level work until proficiency is reached

• Teach in native language only

Answer explanation

Providing both language support and access to grade-level content is essential for ELs. This approach helps them develop language skills while engaging with the curriculum, promoting both language acquisition and academic success.