D662 Personalized Learning for Inclusive Classrooms - Set 2 - Part 1

Correct Answer: Shared planning and responsibility

Tier 2 targeted interventions should be implemented when students don't respond adequately to quality Tier 1 instruction before considering intensive support. Option a is incorrect because special education referral should only occur after documented interventions at multiple tiers have been attempted unsuccessfully. Option c is incorrect because while parent communication is important, implementing Tier 2 interventions is the appropriate next instructional step. Option d is incorrect because continuing ineffective instruction without additional support won't address the student's identified learning needs.

Correct Answer: Least restrictive environment

The Least Restrictive Environment principle requires educating students with disabilities alongside non-disabled peers to the maximum extent appropriate. Option a is incorrect because while parent input is important, LRE is the legal standard that must guide placement decisions. Option c is incorrect because placement decisions must be based on student needs and LRE requirements, not teacher convenience. Option d is incorrect because cost cannot be the primary factor in determining appropriate educational placement for students.

Correct Answer: English proficiency level

Teams must consider English proficiency levels to distinguish between language acquisition challenges and actual learning disabilities before identification. Option b is incorrect because teacher recommendations alone cannot determine whether struggles stem from language barriers or learning disabilities. Option c is incorrect because standardized tests in English may not accurately assess EL students' true abilities and knowledge. Option d is incorrect because while attendance matters, language proficiency is the critical factor in accurate disability identification.

Correct Answer: Joint planning sessions

Team teaching requires collaborative joint planning where both teachers coordinate instruction, assessment, and classroom management strategies together. Option a is incorrect because independent planning would result in disconnected instruction rather than the coordinated approach team teaching requires. Option c is incorrect because while administrators support instruction, teachers must collaborate directly in planning for team teaching. Option d is incorrect because while student input is valuable, teachers must lead collaborative planning in team teaching.

Correct Answer: Teaching expected behaviors

PBIS emphasizes explicitly teaching social skills and expected behaviors proactively rather than relying on punitive measures after problems occur. Option a is incorrect because PBIS focuses on teaching positive behaviors proactively, not establishing punishment protocols for violations. Option c is incorrect because PBIS aims to prevent behaviors requiring suspension through proactive teaching and support strategies. Option d is incorrect because PBIS emphasizes positive reinforcement and teaching over detention and other punitive scheduling systems.

Correct Answer: Asset for development

Bilingualism and home language skills are assets that support cognitive development and should be leveraged in educational planning. Option a is incorrect because research shows bilingualism enhances cognitive abilities rather than creating barriers to academic learning. Option c is incorrect because maintaining home language while learning English benefits students and doesn't require correction. Option d is incorrect because home language and culture are highly relevant to student learning and educational success.

Correct Answer: Proactive versus reactive

UDL proactively designs flexible learning environments for all students, while traditional accommodations react after students experience difficulties. Option a is incorrect because UDL can be cost-effective by preventing the need for individual accommodations through universal design. Option c is incorrect because UDL doesn't necessarily require more staff but rather different instructional design approaches initially. Option d is incorrect because UDL doesn't eliminate support but builds it into instruction for all students proactively.

Correct Answer: Learning goals and standards

Modifications alter the curriculum content, learning goals, and achievement standards expected of students, unlike accommodations which maintain standards. Option a is incorrect because seating arrangements are environmental accommodations that don't change what students are expected to learn. Option c is incorrect because extended time is an accommodation that doesn't modify the learning standards or curriculum content. Option d is incorrect because changing material format is an accommodation that maintains the same learning expectations and standards.

Correct Answer: Follow developmental progression

Instruction should respect the natural developmental progression of language acquisition rather than forcing premature mastery of complex structures. Option a is incorrect because rushing through grammar violates the natural order principle and can hinder effective language acquisition. Option c is incorrect because basic concepts form the foundation for language development and cannot be skipped successfully. Option d is incorrect because focusing on perfection ignores the natural progression and error-making inherent in language acquisition.

Correct Answer: Significant improvement achieved

Moving from Tier 3 to Tier 2 indicates the student has made significant progress and needs less intensive support. Option a is incorrect because movement to less intensive tiers indicates success and progress, not failure in interventions. Option c is incorrect because students remain in or move to more intensive tiers when no progress is being made. Option d is incorrect because this transition reflects appropriate response to student progress, not denial of needed services.

Correct Answer: Ethical professional duty

Advocating for resources and conditions that improve outcomes for students with disabilities is an ethical professional responsibility. Option a is incorrect because advocacy for students is a professional obligation, not merely a personal preference or choice. Option c is incorrect because advocacy is a required professional responsibility, not an optional activity for special educators. Option d is incorrect because advocacy extends beyond administrative tasks to active promotion of student needs and rights.

Correct Answer: Visual supports included

Visual supports make input comprehensible for beginning English learners by providing context and meaning beyond linguistic information alone. Option a is incorrect because complex academic texts without support are not comprehensible input for beginning English learners. Option c is incorrect because English-only materials without supports don't provide the comprehensible input beginners need for learning. Option d is incorrect because abstract concepts without concrete support don't provide comprehensible input for language learners.

Correct Answer: Creates common expectations

Behavior matrices establish common expectations across all school settings, ensuring consistency in teaching and reinforcing positive behaviors. Option a is incorrect because behavior matrices focus on teaching expected behaviors, not on punishing violations of rules. Option c is incorrect because matrices guide but don't eliminate professional judgment in responding to individual student needs. Option d is incorrect because school-wide matrices complement rather than replace individual behavior support plans when needed.

Correct Answer: Tiered learning objectives

Tiered objectives allow students to work toward similar goals at different complexity levels appropriate to their readiness. Option a is incorrect because providing identical content to all students doesn't address varying readiness levels and learning needs. Option c is incorrect because differentiation maintains high expectations while adjusting complexity, not lowering expectations for all. Option d is incorrect because providing only advanced content excludes students who need foundational skill development first.

Correct Answer: Bilingual family engagement

Title III funds support bilingual family engagement programs that help parents participate in their children's language and academic development. Option a is incorrect because playground equipment doesn't specifically support English language acquisition or academic achievement for ELs. Option c is incorrect because athletic uniforms don't directly support the language and academic goals of Title III. Option d is incorrect because cafeteria services aren't related to English learners' specific language acquisition and academic needs.

Correct Answer: IEP team determines

The IEP team collaboratively determines appropriate testing accommodations that align with the student's documented needs and instructional supports. Option a is incorrect because while student input matters, the IEP team must determine appropriate accommodations based on documented needs. Option c is incorrect because principals alone cannot determine testing accommodations; this requires IEP team decision-making processes. Option d is incorrect because testing accommodations must be individualized by the IEP team, not uniformly decided by state.

Correct Answer: Hands-on experiments conducted

Hands-on experiments allow kinesthetic learners to engage with science content through movement and manipulation, matching their learning style. Option a is incorrect because lecture notes alone don't provide the active engagement that kinesthetic learners need for processing. Option c is incorrect because silent reading doesn't accommodate kinesthetic learners' need for movement and hands-on learning experiences. Option d is incorrect because worksheet completion doesn't provide the physical engagement and manipulation kinesthetic learners require.

Correct Answer: Enrichment or remediation

Alternative teaching effectively provides enrichment for advanced students or remediation for those needing additional support in specific skills. Option a is incorrect because alternative teaching specifically involves small group instruction separate from whole-class teaching arrangements. Option c is incorrect because this model is for regular instruction providing differentiated support, not standardized testing administration. Option d is incorrect because alternative teaching is an instructional model for academic learning, not supervision of free time.

Correct Answer: Function complementarily together

Accommodations address learning access while behavioral supports address self-regulation, working together to support comprehensive student success. Option a is incorrect because accommodations and behavioral supports serve different purposes and don't replace each other's functions. Option c is incorrect because properly designed accommodations and behavioral supports align to support unified educational goals. Option d is incorrect because effective support requires coordination between accommodations and behavioral interventions for maximum benefit.

Correct Answer: Students needing structure

Systematic instruction benefits students who need clear structure and explicit step-by-step teaching to master complex skills successfully. Option a is incorrect because systematic instruction especially helps struggling learners, not exclusively gifted students who need enrichment. Option c is incorrect because systematic instruction benefits students based on learning needs, not athletic participation or interests. Option d is incorrect because the effectiveness of systematic instruction isn't limited to specific times of day or schedules.