D662 Personalized Learning for Inclusive Classrooms - Set 1 - Part 1

Correct Answer: IDEA and IEP

IDEA and IEP provide specialized instruction and related services for students with disabilities who need more than just accommodations to succeed academically. Option a is incorrect because Section 504 Plans only provide accommodations to ensure equal access without specialized instruction or curriculum modifications. Option b is incorrect because Title III specifically addresses English language learners and their language acquisition needs, not disability-related educational services. Option d is incorrect because ESSA is general education legislation that doesn't specifically mandate specialized instruction for students with disabilities.

Correct Answer: Students rotate between stations

Station teaching divides the classroom into learning centers where students rotate, allowing teachers to provide differentiated instruction at each station effectively. Option a is incorrect because observation alone doesn't actively engage both teachers in delivering differentiated instruction to meet diverse learning needs. Option b is incorrect because teaching separately doesn't describe station teaching, which requires coordinated instruction at multiple learning centers simultaneously. Option d is incorrect because individual assistance describes the one teach, one assist model rather than the station teaching approach.

Correct Answer: Tier 1 universal screening

Universal screening in Tier 1 identifies students who may need additional support early, preventing academic difficulties before they escalate significantly. Option a is incorrect because Tier 2 involves targeted interventions for students already identified as needing support beyond universal instruction. Option b is incorrect because progress monitoring tracks ongoing student performance rather than initially identifying students needing support. Option d is incorrect because Tier 3 assessments are intensive evaluations for students with significant challenges, not universal screening.

Correct Answer: Universal Design for Learning

UDL principles focus on creating flexible learning environments that benefit all students by removing barriers and providing multiple means of engagement. Option a is incorrect because differentiated instruction adapts teaching for individual needs but doesn't emphasize universal accessibility from the start. Option c is incorrect because RTI focuses on identifying and supporting struggling students through tiered interventions, not universal design. Option d is incorrect because PBIS specifically addresses behavior management rather than comprehensive universal learning design principles.

Correct Answer: Evaluate for Tier 1

When students show significant progress in Tier 2, they should be evaluated for transition back to Tier 1 with continued monitoring. Option a is incorrect because Tier 3 is for students needing more intensive support, not those showing significant improvement. Option b is incorrect because continuing Tier 2 indefinitely isn't appropriate when a student no longer needs that level of support. Option d is incorrect because special education evaluation isn't necessary when a student is successfully responding to interventions.

Correct Answer: Assess in home language

Assessing in the student's home language when appropriate helps distinguish between language acquisition needs and actual learning disabilities accurately. Option a is incorrect because English-only assessments may incorrectly identify language learners as having disabilities due to language barriers. Option c is incorrect because language evaluation is essential to understand whether difficulties stem from language acquisition or disabilities. Option d is incorrect because delaying assessment denies timely support and violates the student's right to appropriate evaluation.

Correct Answer: Sensory and movement needs

Flexible seating accommodates students' sensory needs and preferences, promoting better focus and engagement through movement and comfort options. Option a is incorrect because flexible seating doesn't modify academic content but rather addresses physical and sensory learning environment needs. Option c is incorrect because while seating can affect social interaction, flexible seating primarily addresses individual sensory and movement needs. Option d is incorrect because flexible seating arrangements don't directly relate to technology integration in the learning environment.

Correct Answer: Validate diverse backgrounds

Culturally responsive teaching validates and leverages students' diverse backgrounds, making them feel valued and promoting engagement through cultural relevance. Option a is incorrect because culturally responsive teaching celebrates diversity rather than standardizing experiences for all students uniformly. Option c is incorrect because the goal is to honor and incorporate cultural differences, not eliminate them from the classroom. Option d is incorrect because culturally responsive teaching specifically moves away from focusing solely on majority culture perspectives.

Correct Answer: Monitor classroom progress

General education teachers monitor student progress in their classroom regularly and communicate performance updates to the special education teacher. Option a is incorrect because IEP creation is a team effort led by special education professionals, not solely general education teachers. Option c is incorrect because specialized instruction is typically provided by special education teachers with specific training and expertise. Option d is incorrect because formal assessments for special education are usually conducted by qualified specialists, not general education teachers.

Correct Answer: Tier 2 targeted support

Check-in/check-out provides Tier 2 targeted behavioral support through daily feedback and accountability for students needing extra guidance. Option a is incorrect because check-in/check-out is more intensive than universal Tier 1 supports provided to all students. Option c is incorrect because this is a proactive support system, not an emergency intervention for crisis situations. Option d is incorrect because check-in/check-out is a supportive intervention, not a punitive administrative discipline measure.

Correct Answer: Differentiated simultaneous instruction

Parallel teaching allows both teachers to provide differentiated instruction tailored to different groups' needs at the same time. Option a is incorrect because parallel teaching specifically involves small groups, not whole class instruction with all students together. Option b is incorrect because parallel teaching involves small groups rather than one-on-one individual tutoring sessions with students. Option d is incorrect because in parallel teaching, both teachers actively instruct rather than one observing the other.

Correct Answer: Accommodation without modification

504 Plans provide accommodations ensuring equal access to education without modifying curriculum or providing specialized instruction like IEPs. Option a is incorrect because 504 Plans focus on accommodations rather than modifying the curriculum content students must learn. Option b is incorrect because 504 Plans don't provide specialized instruction; they ensure access through accommodations and supports. Option d is incorrect because 504 Plans promote inclusion in general education settings rather than separate classroom placements.

Correct Answer: Intensive individualized support

Tier 3 provides highly specialized, intensive, individualized interventions tailored to students with significant academic or behavioral challenges. Option a is incorrect because Tier 3 focuses on individualized or very small group instruction, not larger group settings. Option b is incorrect because universal screening occurs at Tier 1 to identify all students' needs, not specifically at Tier 3. Option d is incorrect because Tier 3 requires more frequent progress monitoring, not reduced monitoring of student progress.

Correct Answer: General education classroom

LRE requires students with disabilities be educated with non-disabled peers in general education to the maximum extent appropriate. Option a is incorrect because LRE specifically aims to avoid unnecessary segregation in special education-only settings when possible. Option c is incorrect because resource rooms should supplement, not replace, general education participation when students can succeed there. Option d is incorrect because separate facilities are considered only when a student's needs cannot be met in less restrictive settings.

Correct Answer: Language support with rigor

Effective EL instruction provides language supports while maintaining high academic expectations and grade-level content standards for all students. Option a is incorrect because supporting English learners doesn't mean lowering academic expectations or content standards for them. Option c is incorrect because effective EL instruction incorporates multiple languages and supports rather than English-only policies. Option d is incorrect because content instruction should occur simultaneously with language support, not be delayed until English proficiency.

Correct Answer: Clear behavioral expectations

Behavior matrices establish clear, consistent expectations across settings, helping students understand desired behaviors in various school environments. Option a is incorrect because behavior matrices set school-wide expectations rather than individual student behavior plans. Option c is incorrect because PBIS matrices focus on teaching positive behaviors, not establishing punishment guidelines for violations. Option d is incorrect because behavior matrices reflect evidence-based practices and school-wide systems, not individual teacher preferences.

Correct Answer: Subconscious versus conscious

Natural acquisition occurs subconsciously through meaningful interaction, while learning involves conscious study of language rules and structures. Option a is incorrect because the distinction isn't primarily about speed but about conscious awareness of the learning process. Option c is incorrect because the acquisition-learning distinction applies across ages, not just to specific age groups. Option d is incorrect because assessment methods are outcomes of the distinction, not the fundamental difference between acquisition and learning.

Correct Answer: Progress monitoring data

Progress monitoring data must document that students aren't responding adequately to Tier 1 instruction before implementing Tier 2 interventions. Option a is incorrect because special education referral isn't appropriate until interventions at multiple tiers have been attempted and documented. Option b is incorrect because while parent communication is important, formal permission isn't required for Tier 2 general education interventions. Option d is incorrect because data-driven decision making, not just administrative approval, determines movement between MTSS tiers.

Correct Answer: Safe, supportive environment

A safe, supportive environment lowers anxiety and emotional barriers, allowing English learners to acquire language more effectively. Option a is incorrect because strict English-only rules can increase anxiety and raise the affective filter, hindering language acquisition. Option c is incorrect because competitive atmospheres can increase stress and anxiety, raising the affective filter for language learners. Option d is incorrect because collaborative activities often lower the affective filter more than isolated individual work.

Correct Answer: General education teacher

General education teachers implement daily classroom accommodations and monitor their effectiveness as part of their regular instructional responsibilities. Option a is incorrect because principals oversee programs but don't implement daily classroom accommodations for individual students directly. Option c is incorrect because school psychologists assess and consult but don't implement daily classroom accommodations for students. Option d is incorrect because district coordinators provide oversight and resources but don't implement classroom-level accommodations directly.