D169 - ESSENTIAL PRACTICES FOR SUPPORTING
DIVERSE LEARNERS- OBJECTIVE ASSESSMENT
Krashen's Theory of Second Language Acquisition (Hypothesis) - Answers- *think:
MANIA
-Monitor Hypothesis
-Acquisition Learning
-Natural Order Hypothesis
-Input Hypothesis
-Affective Filter Hypothesis
English Learner - Answers- -Someone whose first language is not English
Title III OF ESSA (Every Student Succeeds Act) - Answers- -Federal law
-Ensure that English Learners attain English language proficiency and meet state
academic standards
includes:
-home language survey
-ability to test in native language for a number of years
-standardized practice to place students have to be in place
Americans with Disabilities Act (ADA) - Answers- -No discrimination in schools,
workplace, community
A civil rights law
Individuals with Disabilities Education Act (IDEA) - Answers- -Any student with a
disability can receive supports to be successful through an IEP
aka. special education law
IEP (Individualized Education Plan) - Answers- -A written statement that spells out a
program specifically tailored to a child with a disability
- reviewed every 12 months
- @ annual meetings, team will discuss evaluation, accommodation, placement, goals,
services, and supports
- parental involvement/rights
- Free and Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
Section 504 of the Rehabilitation Act - Answers- -A federal law that protects the civil
rights of individuals with disabilities. (This law is closely intertwined with IDEA.) Children
with disabilities who are not eligible for special education may qualify for
accommodations under Section 504.
Ex. ADHD student who needs extra time, will get extra time
, Manifestation Determination - Answers- -Determination that a student's misbehavior
is or is not a manifestation of a disability
scenario:What if a student is an EL or an EL with a disability? How can I tell the
difference? - Answers- -Testing will have to be done in the home language and English
to determine if it is a language issue or a disability so student can receive appropriate
services.
One Teach, One Assist (co-teaching) - Answers- -One teacher teaches, one teacher
assists (answering questions, monitoring students, dealing with behavioral issues, etc.)
One Teach, One Observe (co-teaching) - Answers- -There is a lead teacher and a
teacher that collects data on student academics, social skills, challenging information,
etc.
-roles of either can switch according to teacher interest
Station Teaching (co-teaching) - Answers- -Activities at stations are different, but
content is the same and students rotate stations
- decreasing student:teacher ratio and increases participation by making it easier to
monitor and access students
Parallel Teaching (co-teaching) - Answers- -No rotation in classroom- class is divided in
half and cover same material with both teachers. decrease student:teacher ratio and
enables teachers to change intensity of instruction according to students needs
Alternative Teaching (co-teaching) - Answers- -I teacher teaches whole class and the
other teacher works with a small group- allows for more specific instructional assistance
like remediation, assessment, enrichment, etc.
Team Teaching (co-teaching) - Answers- -Shared responsibility of instruction- both
teachers equally active but play different roles throughout the lesson (ex. teach
according to teacher strengths)
Positive Behavior Interventions and Support (PBIS) - Answers- -Focuses on behavioral
prevention rather than punishment
-A proactive strategy that promotes positive behavior by teaching student positive
behavior strategies
-Can prevent more serious issues later on
Second Language Acquisition - Answers- -process by which a second language is
learned
-stages: pre-production, early production, speech emergence, intermediate fluency,
advanced fluency
DIVERSE LEARNERS- OBJECTIVE ASSESSMENT
Krashen's Theory of Second Language Acquisition (Hypothesis) - Answers- *think:
MANIA
-Monitor Hypothesis
-Acquisition Learning
-Natural Order Hypothesis
-Input Hypothesis
-Affective Filter Hypothesis
English Learner - Answers- -Someone whose first language is not English
Title III OF ESSA (Every Student Succeeds Act) - Answers- -Federal law
-Ensure that English Learners attain English language proficiency and meet state
academic standards
includes:
-home language survey
-ability to test in native language for a number of years
-standardized practice to place students have to be in place
Americans with Disabilities Act (ADA) - Answers- -No discrimination in schools,
workplace, community
A civil rights law
Individuals with Disabilities Education Act (IDEA) - Answers- -Any student with a
disability can receive supports to be successful through an IEP
aka. special education law
IEP (Individualized Education Plan) - Answers- -A written statement that spells out a
program specifically tailored to a child with a disability
- reviewed every 12 months
- @ annual meetings, team will discuss evaluation, accommodation, placement, goals,
services, and supports
- parental involvement/rights
- Free and Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
Section 504 of the Rehabilitation Act - Answers- -A federal law that protects the civil
rights of individuals with disabilities. (This law is closely intertwined with IDEA.) Children
with disabilities who are not eligible for special education may qualify for
accommodations under Section 504.
Ex. ADHD student who needs extra time, will get extra time
, Manifestation Determination - Answers- -Determination that a student's misbehavior
is or is not a manifestation of a disability
scenario:What if a student is an EL or an EL with a disability? How can I tell the
difference? - Answers- -Testing will have to be done in the home language and English
to determine if it is a language issue or a disability so student can receive appropriate
services.
One Teach, One Assist (co-teaching) - Answers- -One teacher teaches, one teacher
assists (answering questions, monitoring students, dealing with behavioral issues, etc.)
One Teach, One Observe (co-teaching) - Answers- -There is a lead teacher and a
teacher that collects data on student academics, social skills, challenging information,
etc.
-roles of either can switch according to teacher interest
Station Teaching (co-teaching) - Answers- -Activities at stations are different, but
content is the same and students rotate stations
- decreasing student:teacher ratio and increases participation by making it easier to
monitor and access students
Parallel Teaching (co-teaching) - Answers- -No rotation in classroom- class is divided in
half and cover same material with both teachers. decrease student:teacher ratio and
enables teachers to change intensity of instruction according to students needs
Alternative Teaching (co-teaching) - Answers- -I teacher teaches whole class and the
other teacher works with a small group- allows for more specific instructional assistance
like remediation, assessment, enrichment, etc.
Team Teaching (co-teaching) - Answers- -Shared responsibility of instruction- both
teachers equally active but play different roles throughout the lesson (ex. teach
according to teacher strengths)
Positive Behavior Interventions and Support (PBIS) - Answers- -Focuses on behavioral
prevention rather than punishment
-A proactive strategy that promotes positive behavior by teaching student positive
behavior strategies
-Can prevent more serious issues later on
Second Language Acquisition - Answers- -process by which a second language is
learned
-stages: pre-production, early production, speech emergence, intermediate fluency,
advanced fluency
