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Supporting Diverse Learners 2

Total questions: 79

Worksheet time: 42mins

Name
Class
Date
1.

Which Disability Law Prohibits discrimination in the workplace, community environment, and etc for all people of different ages?

a)

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

b)

SECTION 504 OF REHABILITATION ACT

c)

ADA American with Disabilities Act

d)

FAPE

Free Appropriate Public Educattion

2.

Under Section 504 school districts are required to provide _______ to each quailfied learner with a disability who is in their jurisdiction, regardless of the nature or severity of the learners disability.

a)

ADA

American with Disabilities Act

b)

FAPE

Free Appropriate Public Education

c)

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

d)

Title III

3.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) protects

a)

STUDENTS WITH EXCEPTIONALITIES (DISABILITIES & GIFTED)

b)

IEP FOR SPECIAL ED

c)

AT LEAST 1 GENERAL EDUCATION TEACHER ON IEP TEAM

d)

LRE (EDUCATIONAL PLACEMENT) – USUALLY GENERAL ED CLASSROOM

e)

All learners

4.

504 PLAN is LESS STRICT THAN IEP?

a)

True

b)

False

5.

IDEA is the Law that Mandates IEP

a)

False

b)

True

6.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT IDEA is a law that is the foundational framework for Special Education in schools

a)

False

b)

True

7.

IDEA

a)

law that governs IEP

b)

 special education

c)

students with exceptionalities (disabilities and gifted)

 

d)

does not require Special Education only accommodations

8.

IEP stands for Individual Education Program

a)

False

b)

True

9.

504 Plan & Rehabilitation Act

a)

FAPE

free appropriate public education

b)

Does not require Special Education but may require accommodations.

c)

Less restrictive than an IEP (less stringent) 

d)

Must apply to everyone

10.

English Learner Laws

a)

ESSA

b)

Tittle III

c)

ADA

d)

IDEA

11.

ESSA: Title III of Every Student Succeeds Act

a)

Home Language Survey used to identify El student for testing to determine eligibility for El instruction

b)

Native language testing to be used first year

c)

Standardized practice to identify and place students in English language instruction classes

d)

Home Survey to determine disability

12.

Title III Funding (MONEY)

a)

Hire supplemental staff

b)

 Purchase materials in native language

c)

High quality DL classroom services

 

d)

 Training for teachers

13.

EL or EL's with Disabilities are

a)

 Underrepresented when they are gifted 

b)

Overrepresented when they need special education

 

c)

Underated

d)

Overated

14.

MTSS MultiTiered System of Support is a framework, not an Instructional Strategy

a)

True

b)

False

15.

MTSS=Framework for

a)

RTI and Positive Behavior Intervention Support.

b)

Professional Development and Teamwork

c)

Curriculum Design and Parental action

d)

School and Community collaboration

16.

Response to Intervention RTI aims to identify struggling learners early on to intervene and give them the support they need to thrive in school before learners fall really far behind.

a)

False

b)

True

17.

Universal Design for Learning UDL is not an instructional strategy but is in fact a Framework?

a)

True

b)

False

18.

Modifications

a)

Requires a lot of Data to determine changes to what a learner learns

b)

Extreme Changes to what learners learn from curriculum and assessments (TEST)

c)

Giving Teacher and learner breaks

d)

Changes how learners learn

19.

Accommodations

a)

Changes How learners learn

b)

Can be on a 504 and IEP

c)

Can be little changes on how learners learn like breaks and changing classroom seating

d)

Changes what a learner learns

20.

Differentiated Instruction DI

a)

Content: What learner learns

b)

Process: How learner learns

c)

Product: Grading how learner shows learning

d)

Environment: Where learner learns

e)

Monitor: watch and observe

21.

Teacher: ongoing assessment used to adjust content building on students strength and addressing areas of growth- reflecting

a)

Process:How a learner learns

b)

Content: what learner learns

c)

Product:How learner shows learning

d)

Environment: Where learners learn

22.

Teacher provides various instructional tools strategies used to help students reach goals

examples: games, worksheets, centers

a)

Process: How a learner learns

b)

Product: How learner shows learning

c)

Content: what learner learns

d)

Environment: Where learner learns

23.

Learners have opportunities to show learning in a variety of ways (posters, presentation, etc.)

The teacher grades the student

In the OA, Look for words like grade, grading, rubric =product

a)

Process: How a learner learns

b)

Product:How a learner shows learning

c)

Content: What a learner learns

d)

Environment: Where a learner learns

24.

The classroom support and student learning

work in a variety of configurations

a)

Environment: Where a learner learns

b)

Content:what a Learner learns

c)

Process:how a learner learns

d)

Product: how a learner shows learning

25.

3 Instructional Strategies

a)

Differentiated Instruction

b)

Explicit Instruction

c)

Universal Design for Learning

d)

Systematic Instruction

26.

Explicit Instruction

a)

Is a strategy

b)

We do: whole class guided practice

c)

You do: individual student work

d)

I do: the teacher reviews skills, present new material

27.

An Instructional Strategy that is goal driven, logically sequence (builds from easy to complex), scaffold/ supported

a)

Systematic Instruction

b)

Differentiated Instruction

c)

Explicit Instruction

d)

Multitiered System of Support

28.

The teacher will not use task analysis before systematic instruction?

a)

True

b)

False

29.

3 Types of Assessments

a)

Formative

b)

Instruction

c)

Alternative

d)

Summative

30.

Formative Assessments are

a)

Ongoing

b)

Forming learners learning

c)

Provide constructive feedback

d)

Exit Tickets

Thumbs Up

Rough Draft

e)

Total grade at the end

31.

Summative Assessments

a)

Total grade at the End

b)

Graded

c)

Midterm Exam

Final

chapter test

d)

What information is retained and mastered

32.

Alternative Assessments-Portfolios: work collected overtime to track the growth of

a)

Linguistically diverse such as an EL

b)

 

Significant disability learners

c)

Gifted Learners 

d)

Culturally Diverse Learners

33.

Over simplified view of a group (attributing characteristics to all)

a)

Bias

b)

Prejudice

c)

Discrimination

d)

Stereotype

34.

Preconceived opinion can be positive or negative

a)

Bias

b)

Stereotype

c)

Prejudice

d)

Discrimination

35.

Act of treating someone unequally because of perceived difference

a)

Stereotype

b)

Bias

c)

Prejudice

d)

Discrimination

36.

Extreme opinion against a group or individual

a)

Discrimination

b)

Prejudice

c)

Bias

d)

Stereotype

37.

The difference between prejudice and discrimination is

a)

Discrimination is shared

b)

Prejudice is an extreme fact

c)

Discrimination is acting on it

d)

Prejudice is an extreme opinion

38.

Krashen's Theories of second language acquisition learning are

a)

Monitor

Input

CALP

Natural Order

b)

Input Affective Filter Natural Order Monitor Acquisition Learning

c)

Natural Order

Monitor

Acquisition Learning

BICS

d)

Acquisition Learning

Monitor

Content

Process

39.

Krashen's Theory : Emotional state can impact language learning

examples: being outgoing being shy

a)

Acquisition Learning

b)

Monitor

c)

Natural Order

d)

Affective Filter

40.

Krashen's Theory: Meaningful interactions (social) like talking to friends.

Learning:  formal and rule governed (studying) what you learn in school., books, etc.

a)

Input

b)

Acquisition Learning

c)

Monitor

d)

Affective Filter

41.

Learner monitors themselves and self-corrects 

examples: speaks slower

a)

Monitor

b)

Natural Order

c)

Affective Filter

d)

Input

42.

The teacher pushes the learner ( EL) beyond current level

greater input-greater output

a)

Affective Filter

b)

Acquisition Learning

c)

Input

d)

Monitor

43.

Predetermined order for learning grammar

there is order in which language is acquired

a)

Affective Filter

b)

Input

c)

Monitor

d)

Natural Order

44.

Jim Cummins Theories of second language acquisition

a)

Natural Order

b)

Input

c)

BICS

d)

CALP

45.

BICS

a)

6 months - 2years

b)

5-7 years

c)

communicating with peers and friends

d)

Interpersonal (social language)

46.

CALP

a)

Academic Language

b)

6 months - 2 years

c)

Big words

d)

Content related

e)

5-7 years

47.

Stages of Second Language Acquisition

a)

Speech Emerging

b)

Intermediate Fluency

c)

Advanced Fluency

d)

Early Production

e)

PreProduction

48.

Minimal comprehension. Does not verbalize. Silent, Nodding, points and draws

a)

Speech Emerging

b)

PreProduction

c)

Advanced Fluency

d)

Early production

49.

Limited comprehension. One or two word responses. Mostly present tense verbs

Try's to produce words

a)

PreProduction

b)

Early Production

c)

Speech Emerging

d)

Intermediate Fluency

50.

Simple sentences with grammatical and pronunciation errors

doesn't understand jokes, sarcasm

a)

Advanced Fluency

b)

Early Production

c)

Preproduction

d)

Speech Emerging

51.

Limited grammar and pronunciation errors

complex sentences

a)

Speech Emerging

b)

Early Production

c)

Intermediate Fluency

d)

Advanced Fluency

52.

Near native comprehension and communication

a)

Intermediate Fluency

b)

Advanced Fluency

c)

Speech Emerging

d)

Early Production

53.

Co-Teaching Models

a)

1 Teach

1 Assist

b)

Team Teach or

Parallel Teaching

c)

Alternative Teaching

d)

1 Teach

1 Observe

e)

Station Teaching

54.

One teacher is a General ed and one spec Ed

one of them teaches and other assists students

a)

Station Teaching

b)

One Teach

One Observe

c)

One Teach

One Assist

d)

Team Teach

55.

Both teachers teach in front of class

split class in half teaching same lesson come 

a)

Team Teach

b)

One Teach

One Assist

c)

Alternative Teaching

d)

Station Teaching

56.

One teacher teaches most students

the other teacher teaches a small group of students

a)

Team Teaching

b)

One Teach

One Observe

c)

Station Teaching

d)

Alternative Teaching

57.

One teacher teaches the other analysis students

a)

One Teach

One Assist

b)

Team Teach

c)

One Teach

One Observe

d)

Station Teaching

58.

Learners rotate station

teachers stay in station

a)

Team Teach

b)

Station Teaching

c)

One Teach

One Observe

d)

One Teach

One Assist

59.

Universal Design for Learning

a)

Engagement

b)

Input

c)

Expression

d)

Representation

60.

How teachers get learners

Involved in learning. UDL

a)

Expression

b)

Representation

c)

Engagement

d)

Monitor

61.

Various ways teachers present

content. UDL

a)

Action

b)

Expression

c)

Engagement

d)

Representation

62.

How learners show their understanding. UDL

a)

Expression

b)

Engagement

c)

Representation

d)

Process

63.

IEP

a)

Learner needs to be identified with one or more of the 13 listed Disabilities

b)

States receive additional funding for eligible learners

c)

Focuses on WHAT the learner is learning

d)

Provides Specialized Instruction

e)

Required because of IDEA

ED Law

64.

504 Plan

a)

Required because of Rehabilitation Act

(Civil Rights Law)

b)

Provides Accommodations

c)

Focuses on HOW learners learn

d)

States do not receive additional funding

e)

Person has physical or mental impairment that substantially limits one ore life activities

65.

BOTH IEP & 504 PLAN

a)

Parents must consent to have child evaluated

b)

Focus on HOW learner is learning

c)

No cost to parents

d)

Works to meet the needs of the learner receiving the plan

66.

Oh, I understand that! I think the teacher is talking about the weekend....yes that is the future tense!

a)

Affective Filter

b)

Natural Order

c)

Monitor

d)

Input

67.

Hmmm...this is harder than what we learned yesterday, but with the teachers help, I can

a)

Monitor

b)

Acquisition Learning

c)

Input

d)

Natural Order

68.

How can I say that...yo tango...? No, that doest sound right, I think it is yo soy... I need to practice before speaking

a)

Affective Filter

b)

Monitor

c)

Natural Order

d)

Input

69.

Oh no! She is going to call on me, oh please, not me! I might make a mistake

a)

Acquisition Learning

b)

Input

c)

Monitor

d)

Affective Filter

70.

Wow... I am learning by having conversations, I am not only learning by studying grammar!

a)

Natural Order

b)

Acquisition Learning

c)

Affective Learning

d)

Input

71.

The individual communicates fluently in all

contexts and can maneuver successfully in new

contexts and when exposed to new academic

information. At this stage, the individual may still

have an accent and use idiomatic expressions

incorrectly at times, but the individual is

essentially fluent and comfortable communicating

in the second language.

a)

Speech Emerging

b)

Intermediate Fluency

c)

Advanced Fluency

d)

Beginning Fluency

72.

Communicating in the second language is fluent,

especially in social language situations. The

individual is able to speak almost fluently in new

situations or in academic areas, but there will be

gaps in vocabulary knowledge and some unknown expressions. There are very few errors,

and the individual is able to demonstrate higher

order thinking skills in the second language such

as offering an opinion or analyzing a problem.

a)

Advanced Fluency

b)

Intermediate Fluency

c)

Beginning Fluency

d)

Speech Emergent

73.

Speech is fairly fluent in social situations with

minimal errors. New contexts and academic

language are challenging and the individual will

struggle to express themselves due to gaps in

vocabulary and appropriate phrases.

a)

Speech Emerging

b)

Advanced Fluency

c)

Intermediate Fluency

d)

Beginning Fluency

74.

Speech becomes more frequent, words and

sentences are longer, but the individual still relies

heavily on context clues and familiar topics.

Vocabulary continues to increase and errors

begin to decrease, especially in common or

repeated interactions.

a)

Early Production

b)

Speech

Emergent

c)

Beginning Fluency

d)

Advanced Fluency

75.

The individual begins to speak using short words

and sentences, but the emphasis is still on

listening and absorbing the new language. There

will be many errors in this stage.

a)

Intermediate Fluency

b)

Speech Emerging

c)

Early Production

d)

Pre Production

76.

This is also called "the silent period," when the

student takes in the new language but does not

speak it. This period often lasts six weeks or

longer, depending on the individual.

a)

Speech Emergent

b)

Early Production

c)

Pre-Production

d)

Beginning Fluency

77.

Universal Design for Learning

'Fix the lesson"

a)

Occurs post instruction

b)

Occurs prior to instruction.

c)

Build the tools and methods of differentiation

right into the lesson

d)

Plan the lesson in anticipation to student needs

78.

BOTH UDL & DI

a)

Meet individual needs

Give all students access to the same high-quality content

b)

Create highly supported, engaging learning environments

Provide multiple ways to develop and express knowledge and

skills

c)

Emphasize critical thinking and strategic learning

d)

Assess student progress during learning and adjust as

needed

e)

Occurs during "independent" practice

79.

Differentiated Instruction

"Fix the student"

a)

Modification in response to learner needs or

preferences as they are identified during and after

instruction

b)

Occurs post-instruction

c)

Occurs prior to instruction

d)

Instructional Strategy

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