Essential Practices for Supporting Diverse Learners - D169 Test 2023|2024 ALREADY PASSED

Essential Practices for Supporting Diverse Learners - D169 Test 2023|2024 ALREADY PASSED Which requirements are included in Title III of ESSA? - ANSWER 1. Consistent methods to determine whether students are eligible for English language instruction services 2. Options to assess ELs in their native language 3. Greater emphasis on parent and family communication True or False? It is appropriate to place ELs in classrooms with students of significantly different ages if their overall English proficiency levels are similar. - ANSWER False. Placement of ELs should be tied to their age, grade level, and ability to access grade-level content; as a result, they should not be placed with significantly younger or older children who are learning different grade-level content. School districts typically administer a home language survey to families in order to identify any students who may use other languages and should be tested to see whether they are eligible for English language instruction services. Which question might typically appear on a home language survey? - ANSWER What is the language most often spoken by the student? True or False? Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather than in the general classroom. - ANSWER False. Title III does not regulate how EL services must be provided, and students can receive support in a variety of ways: self-contained, pullout, push-in, or co-taught instruction. Title III requires schools to report on the number of ELs receiving services and their progress toward language: - ANSWER English proficiency True or False. Dual language is another name for two-way immersion programs. - ANSWER True. Dual language, or two-way immersion, is a type of program model in which students receive content instruction in two languages (such as English and Spanish). It is also sometimes called bilingual education. Which characteristic might indicate a potential exceptionality in an eighth-grade EL student who has recently arrived to the United States? - ANSWER Student learned to read in his native country but has difficulty comprehending text in both his native language and English. True or False? Education plans (IEPs or 504 plans) for ELs with disabilities should address students' native language proficiency as well as their English proficiency and academic skills. - ANSWER True. IEPs and 504 plans should be formulated based on students' native language skills as well as their English skills and should include goals and supports in both languages as appropriate