Unit 2 Module Quizzes

Question 1

During a language arts lesson, a teacher plans to include instructional strategies tailored to support English learners (ELs) in accordance with Title III requirements.

Which instructional approach aligns with Title III guidelines?

a. Providing ELs with a separate assignment to complete independently
b. Teaching ELs primarily in their native language to build foundational skills
c. Grouping ELs together for peer tutoring sessions
d. Giving ELs visual aids and graphic organizers to scaffold the content

Answer 1

d. Giving ELs visual aids and graphic organizers to scaffold the content

Title III mandates that teachers use various instructional strategies, such as visual aids and graphic organizers, to support ELs’ comprehension of academic content while developing English language proficiency.

Question 2

Which instructional strategy should be used to promote language development and address content standards when planning instruction for English learners (ELs)?

a. Providing completed daily comprehensive study guides that align with the standards
b. Incorporating visuals and real-life examples to support understanding of academic content
c. Allowing students to work in pairs and memorize standards
d. Providing instruction in the student’s native language to ensure comprehension

Answer 2

b. Incorporating visuals and real-life examples to support understanding of academic content

Incorporating visuals and real-life examples helps ELs comprehend academic content while supporting language development, aligning with Title III requirements.

Question 3

Which assessment method should be used to evaluate language proficiency and content knowledge when assessing English learners?

a. True/false tests with correction requirements
b. Short-answer assessments that require hand-written responses
c. Performance assessments that integrate various modalities
d. Multiple-choice tests with text-based questions

Answer 3

c. Performance assessments that integrate various modalities

Performance-based assessments provide opportunities for ELs to demonstrate understanding through various modalities, aligning with Title III’s emphasis on assessing both language proficiency and content knowledge.

Question 4

Which consideration is important when designing instructional materials for English learners (ELs)?

a. Using academic language
b. Incorporating culturally relevant examples
c. Using verbal communication
d. Teaching memorization techniques

Answer 4

b. Incorporating culturally relevant examples

Incorporating culturally relevant examples increases student engagement and comprehension, aligning with Title III’s emphasis on providing meaningful access to the curriculum.

Question 5

Which professional development would support teachers in meeting the requirements of Title III?

a. Weekly meetings that concentrate on small-group instructional techniques
b. Seminars on advanced pedagogical theories
c. Workshops for language development through content
d. Training sessions focused on content instruction

Answer 5

c. Workshops for language development through content

Workshops on strategies for promoting language development while teaching content help teachers meet the requirements of Title III by addressing the dual needs of language proficiency and content knowledge.

Question 6

What is a key component of Title III for educating English learners (ELs)?

a. Exempting ELs from standardized assessments
b. Ensuring meaningful access to the curriculum for ELs
c. Requiring English-only instruction in all schools
d. Providing additional funding for bilingual education programs

Answer 6

b. Ensuring meaningful access to the curriculum for ELs

Ensuring meaningful access to the curriculum for ELs is a key provision of Title III, which requires schools to provide language support for ELs to access academic content.

Question 7

Which accommodation would be appropriate to support ELs?

a. Exempting students from all open-ended assessments
b. Providing the same assessment as non-EL students
c. Allowing extra time for completing assessments
d. Arranging for all assessments to be administered in a student’s native language

Answer 7

c. Allowing extra time for completing assessments

Allowing extra time for completing assessments can support ELs’ language needs by providing additional time for processing and responding, aligning with Title III’s emphasis on providing appropriate accommodations.

Question 8

How do Title III requirements affect the instructional practices of teachers who work with English learners (ELs)?

a. Teachers are required to prioritize ELs over other students in classroom activities.
b. Title III requires that all classes with ELs be staffed with translators.
c. Teachers may need to provide language support and accommodations during instruction.
d. It is mandated by law that teachers provide all instruction for ELs in their native language.

Answer 8

c. Teachers may need to provide language support and accommodations during instruction.

Title III mandates that teachers provide appropriate language support and accommodations for ELs to ensure their academic success.

Question 9

How does Title III influence resource allocation in schools serving English learners (ELs)?

a. By ensuring equitable distribution of resources to support the needs of ELs
b. By providing additional resources exclusively for ELs
c. By developing programs for students with disabilities
d. By creating departments in all schools that focus on providing translators for all classrooms with ELs

Answer 9

a. By ensuring equitable distribution of resources to support the needs of ELs

Title III promotes equitable distribution of resources to ensure that ELs have access to the support and services they need to succeed academically.

Question 10

What is a key component of Title III requirements for educating English learners (ELs)?

a. Prioritization of ELs over other students in classroom activities
b. Promotion of English-only instruction
c. Provision of language support and accommodations for ELs
d. Requirement that teachers of ELs in self-contained classrooms are fluent in multiple languages

Answer 10

c. Provision of language support and accommodations for ELs

Title III mandates the provision of language support and accommodations to ensure that ELs have equitable access to educational opportunities and can fully participate in classroom instruction.

Question 11

Which statement describes the influence of the Individuals with Disabilities Education Act (IDEA) on teaching students with exceptionalities?

a. IDEA requires that all inclusive classrooms have a minimum of one paraeducator.
b. IDEA mandates that schools provide free, appropriate public education to students with disabilities.
c. IDEA applies to students with physical disabilities and not to students with learning disabilities.
d. IDEA ensures that all students receive the same type of education regardless of their abilities.

Answer 11

b. IDEA mandates that schools provide free, appropriate public education to students with disabilities.

IDEA guarantees students with disabilities the right to receive a free, appropriate public education.

Question 12

How does IDEA define “special education” for students with exceptionalities?

a. Special education is limited to students with intellectual disabilities.
b. Special education refers to self-contained classrooms for students with disabilities.
c. Special education involves instruction designed to meet the needs of students with disabilities.
d. Special education is specified for students with learning disabilities.

Answer 12

c. Special education involves instruction designed to meet the needs of students with disabilities.

Special education under IDEA involves individualized instruction tailored to address the specific needs of students with disabilities.

Question 13

What is the primary purpose of an Individualized Education Program (IEP) according to IDEA?

a. Prescribing the curriculum and instruction for students with disabilities
b. Ensuring equal access to educational opportunities for all students regardless of their disabilities
c. Requiring schools to consider the least restrictive environment (LRE) when determining placement options
d. Outlining goals, accommodations, and services for students with disabilities

Answer 13

d. Outlining goals, accommodations, and services for students with disabilities

An IEP outlines specific goals, accommodations, and services tailored to meet the individual needs of a student with a disability.

Question 14

What describes the concept of “least restrictive environment” (LRE) for students with disabilities according to IDEA?

a. Requiring that all students with disabilities receive math and reading services in general education settings
b. Mandating that students with disabilities receive supplemental services
c. Providing special education services during designated hours of the school day
d. Ensuring that students with disabilities are educated to the maximum extent appropriate with students without disabilities

Answer 14

d. Ensuring that students with disabilities are educated to the maximum extent appropriate with students without disabilities

The least restrictive environment mandates that students with disabilities should be educated alongside their non-disabled peers to the maximum extent appropriate.

Question 15

Which role do parents or legal guardians play in the special education process according to IDEA?

a. They are required to bring a draft of their requests to IEP meetings.
b. They must bring advocates to assist with taking notes during meetings.
c. They have the right to participate in their child’s IEP development and make decisions.
d. They are responsible for developing Individualized Education Programs (IEPs).

Answer 15

c. They have the right to participate in their child’s IEP development and make decisions.

IDEA grants parents or legal guardians the right to participate in the development of their child’s IEP and make decisions regarding their child’s education.

Question 16

How does the Individuals with Disabilities Education Act (IDEA) affect the identification and evaluation process for students with disabilities?

a. By mandating that administrators complete checklists for any student involved in the evaluation process
b. By requiring schools to use standardized tests as the criterion for identifying students with disabilities
c. By recommending that schools rely on teacher observations for identifying students with disabilities
d. By providing guidelines for the use of multiple assessment measures to gather information about students’ strengths and needs

Answer 16

d. By providing guidelines for the use of multiple assessment measures to gather information about students’ strengths and needs

IDEA stresses the importance of using multiple assessment measures to guarantee a comprehensive evaluation of students’ strengths and needs for accurate identification of disabilities.

Question 17

How frequently must a student’s Individualized Education Program (IEP) be reviewed according to the Individuals with Disabilities Education Act (IDEA)?

a. Every month
b. Every 12 months
c. Every 3 months
d. Every 6 months

Answer 17

b. Every 12 months

IDEA requires the annual review of a student’s IEP.

Question 18

Which law granted educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21? 

a. Section 504 of the Rehabilitation Act of 1973
b. Individuals with Disabilities Education Act
c. Family Educational Rights and Privacy Act
d. The Americans with Disabilities Act of 1990

Answer 18

b. Individuals with Disabilities Education Act

IDEA covers early intervention for young children as well as special education services for older children.

Question 19

Which component of an Individualized Education Program (IEP) identifies what the student will learn?

a. Present level of performance
b. Annual goal
c. Least restrictive environment
d. Modifications of material

Answer 19

b. Annual goal

An annual goal describes what a student is expected to learn during the timeframe of the IEP.

Question 20

Which term refers to more children from minority groups being placed in special education programs compared to their groups’ proportions in the general school population?

a. Cultural pluralism
b. Overrepresentation
c. Underrepresentation
d. Multiculturalism

Answer 20

b. Overrepresentation

This term indicates students are represented in higher numbers than expected.

Question 21

Which resource is provided by Section 504?

a. Private tutoring
b. Small group instruction with a special education aide
c. English language instruction
d. Accommodations or modifications due to a disability

Answer 21

d. Accommodations or modifications due to a disability

Section 504 guarantees students equal access and participation, and accommodations are often part of providing such access.

Question 21

What is one type of English language instruction program or model for ELs?

a. Accommodations
b. Pullout instruction
c. Self-contained classrooms
d. Least restrictive environment

Answer 21

b. Pullout instruction

Pullout instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.

Question 22

Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima’s native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability.

If Fatima is found to have an educational disability, which law(s) would apply?

a. IDEA only
b. Title III only
c. Neither IDEA nor Title III
d. Both IDEA and Title III

Answer 22

d. Both IDEA and Title III

Fatima will continue to be eligible for EL services under Title III, and she will also be protected under IDEA and eligible for special education services.

Question 22

As an EL, which accommodation should Fatima receive, whether she is found to have an educational disability or not?

a. Modified testing requirements due to her EL status
b. Co-teaching with an EL and general education teacher
c. Annual meetings with parents to design her educational program
d. Modified general education curriculum due to her EL status

Answer 22

a. Modified testing requirements due to her EL status

ELs are not initially required to take all the state proficiency tests that native speakers of English are required to take, and their scores may not count in the same way that the scores of native English speakers count.

Question 23

Which right would be guaranteed to Fatima under federal law if she is found to have a disability? a. Consistent breaks and rest (CBR) b. Personal laptop c. Free and appropriate public education (FAPE) d. Permanent placement in a general education classroom

Answer 23

c. Free and appropriate public education (FAPE) FAPE is one of the foundational pillars of IDEA and applies to all students eligible for special education services.

Question 24

True or False Both IDEA and Title III would require the school to work proactively to communicate with Fatima's family and involve them in her educational planning.

Answer 24

True Both laws emphasize the importance of families in planning and monitoring a student's progress. In fact, if she is found eligible for special education services, Fatima's Individualized Education Program (IEP) cannot be developed without her family's consent.

Question 25

True or False If Fatima is found to have an educational disability, federal law will prohibit placing her in self-contained, or segregated, classes.

Answer 25

False IDEA requires students be placed in the least restrictive environment (LRE) but does not specify what kind of classroom is least restrictive, or most appropriate, for any particular student, whether that student is an EL or not. Title III does not require specific placements for ELs either.

Question 26

You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifestation determination hearing first? a. It is challenging for parents to be involved once their children are placed in alternative schools, and parent involvement is a key requirement under IDEA. b. An alternative school cannot be the LRE, and the hearing will determine whether the student must remain in a less restrictive placement. c. It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case. d. It is difficult to provide FAPE in an alternative school setting, so the school must prove that this expulsion is necessary.

Answer 26

c. It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case. Expulsion is not appropriate if the behavior in question is a manifestation of the student's disability; this would amount to punishing the student for his or her disability.

Question 27

Which principle guides Individuals with Disabilities Education Act (IDEA) program placement? a. Attending schools in the district with adequate facilities to help students with special needs. b. Attending schools in the district with special education teachers unless the IEP states otherwise. c. Attending schools in the district for typical students unless the IEP states otherwise. d. Attending schools in the district for students who have the same special needs.

Answer 27

c. Attending schools in the district for typical students unless the IEP states otherwise.

Question 28

Which three factors must Individualized Education Program (IEP) teams monitor throughout the school year? a. Contents of the LRE, placement, and FAPE plan b. ADA plan, student’s current achievement, and placement c. FAPE plan, student’s current achievement, and placement d. Student’s current achievement, placement and contents of the LRE

Answer 28

d. Student’s current achievement, placement and contents of the LRE

Question 29

Which resource is provided by section 504? a. Private tutoring b. Accommodations due to a disability c. English Language instruction d. Small group instruction with a paraprofessional

Answer 29

b. Accommodations due to a disability

Question 30

An educator has an EL student who was referred to the special education teacher by another teacher. After working with the student, the teacher determines that the student does not have a learning disability. Why might the student have been placed in a special education class? a. The student has not yet learned test taking skills. b. The student has not lived in the United States very long. c. The student was unfamiliar with the cultural elements on the test. d. The student was unfamiliar with the math questions on the test.

Answer 30

c. The student was unfamiliar with the cultural elements on the test.

Question 31

Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima's native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability. If Fatima is found to have an educational disability, which law(s) would apply? a. IDEA only b. Title III only c. Neither IDEA nor Title III d. Both IDEA and Title III

Answer 31

d. Both IDEA and Title III

Question 32

You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifestation determination hearing first? a. An alternative school cannot be the LRE, and the hearing will determine whether the student must remain in a less restrictive placement. b. It is difficult to provide FAP in an alternative school setting, so the school must prove that the expulsion is necessary. c. It is challenging for parents to be involved once their children are place in alternative schools, and parent involvement is a key requirement under IDEA. d. It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case.

Answer 32

d. It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case.

Question 33

Which student behavior might be cause for a manifestation determination hearing? a. Talking during class b. Cursing at peers c. Out of seat often d. Repeated fighting with peers

Answer 33

d. Repeated fighting with peers

Question 34

You work with a student who has a medical condition and needs accommodations such as extra time on tests and extra breaks throughout the day. The students parent has requested a meeting to specify how these accommodations will be implemented. Which law is most relevant to the described situation? a. IDEA b. 504 c. IFSP d. LRE

Answer 34

b. 504

Question 35

You have a student in your class who has been identified as having a learning disability. The student needs assistive technology, a one-on-one aide, and specialized instruction in reading. Your team is meeting tomorrow to create a plan for supporting the student. Which law is most relevant to the described situation? a. IDEA b. 504 c. IFSP d. LRE

Answer 35

a. IDEA

Question 36

Several laws address rights and access for individuals with disabilities. _________________ addresses rights, protections, and education specifically for students in schools, while the _________________ addresses rights and accessibility for all individuals. a. Section 504/Americans with Disabilities Act b. Section 504/Individuals with Disabilities Education Act c. The Individuals with Disabilities Education Act/Americans with Disabilities Act d. The Americans with Disabilities Act/Individuals with Disabilities Education Act

Answer 36

c. The Individuals with Disabilities Education Act/Americans with Disabilities Act

Question 37

Which of these areas includes standards promoted by WIDA for describing how ELs should use language? a. Social and instructional language along with academic language in mathematics, science, and social studies b. Social and instructional language along with academic language in physical education and fine arts c. Instructional and basic communicative (everyday) language, but not social, instructional, or academic language d. Social and instructional language only, but not academic language in any areas

Answer 37

a. Social and instructional language along with academic language in mathematics, science, and social studies

Question 38

You are the teacher of an EL who has been placed in English language instruction. The EL is new to the United States and, when the state-mandated tests are given, she will have been enrolled in school for only three months. Under ESSA, which option would be most appropriate? a. The student does not take state-mandated math or reading tests until she is exited from English language instruction. b. The student takes the required state-mandated test in math, administered in her native language, but does not take the reading assessment this year. c. The student does not take any state-mandated tests until she has been in the United States for three years. d. None of the above

Answer 38

b. The student takes the required state-mandated test in math, administered in her native language, but does not take the reading assessment this year.

Question 39

Which requirements are included in Title III of ESSA? (Select three). a. Options to assess Els in their native language b. Greater emphasis on parent and family communication c. Consistent methods to determine whether students are eligible for English language instruction services d. Penalties for Els who do not learn English quickly enough

Answer 39

a. Options to assess Els in their native language b. Greater emphasis on parent and family communication c. Consistent methods to determine whether students are eligible for English language instruction services

Question 40

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? a. When was the last time you or your child used English? b. Do you feel your child needs language help in school? c. What is the language most often spoken by the student? d. What days and times would be most convenient for your family to attend adult

Answer 40

c. What is the language most often spoken by the student?

Question 41

Match a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom. Students lack confidence or language skills to participate verbally a. Use an “I do, we do, you do” approach to model a skill b. Provide nonverbal options for participation c. Allow students to do “close reading” activities with a portrait or picture

Answer 41

b. Provide nonverbal options for participation

Question 42

Match a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom. Students without strong reading skills may feel intimidated practicing close reading with a difficult text. a. Use an “I do, we do, you do” approach to model a skill b. Provide nonverbal options for participation c. Allow students to do “close reading” activities with a portrait or picture

Answer 42

c. Allow students to do “close reading” activities with a portrait or picture

Question 43

Match a strategy that will assist an EL student with exceptionalities in the classroom and provide the necessary support for the student to successfully participate in the classroom. Students who are Els or who have exceptionalities may need multiple opportunities to see and practice a skill. a. Use an “I do, we do, you do” approach to model a skill b. Provide nonverbal options for participation c. Allow students to do “close reading” activities with a portrait or picture

Answer 43

a. Use an “I do, we do, you do” approach to model a skill