D662 Personalized Learning for Inclusive Classrooms - Set 3 - Part 1

Correct Answer: Sufficient time available

MTSS emphasizes providing proactive support through tiers of intervention before students experience significant failure or require labels. Option a is incorrect because MTSS provides general education interventions first, not immediate special education services for struggling students. Option c is incorrect because MTSS specifically prevents failure through early intervention rather than waiting for students to fail. Option d is incorrect because MTSS provides support based on needs without requiring diagnostic labels or formal identification first.

Correct Answer: Impartial due process

IDEA's procedural safeguards include impartial due process hearings where parents can formally challenge educational decisions they disagree with. Option a is incorrect because schools cannot simply override parent concerns; IDEA provides safeguards for parent participation and disagreement. Option c is incorrect because parents have the right to disagree and aren't required to automatically agree with proposals. Option d is incorrect because district decisions can be challenged through due process; they aren't automatically final or unchangeable.

Correct Answer: Rich learning resource

Linguistic diversity enriches the classroom by providing multiple perspectives and opportunities for all students to learn from differences. Option a is incorrect because linguistic diversity is an asset to leverage, not a challenge or obstacle to overcome. Option c is incorrect because multiple languages don't require correction but should be valued as cognitive and cultural assets. Option d is incorrect because linguistic diversity significantly impacts classroom dynamics and should be actively incorporated into instruction.

Correct Answer: Portfolio of choices

Portfolios allow students to demonstrate learning through various formats and expressions, accommodating different strengths and communication preferences. Option a is incorrect because standardized testing provides only one way to express knowledge, limiting demonstration of diverse abilities. Option c is incorrect because exclusive written tests don't provide the multiple means of expression UDL principles promote. Option d is incorrect because single project types don't offer the variety of expression options that UDL recommends.

Correct Answer: Evaluate for Tier 1

Significant improvement indicates the student may be ready to transition back to Tier 1 with continued progress monitoring. Option a is incorrect because increasing support intensity isn't appropriate when a student shows significant improvement with current interventions. Option c is incorrect because successful response to intervention indicates special education referral isn't necessary at this time. Option d is incorrect because students should transition gradually between tiers with monitoring rather than abruptly removing all supports.

Correct Answer: Meaningful interaction emphasized

Emphasizing meaningful interaction promotes natural acquisition while conscious learning supplements with explicit grammar instruction when appropriate. Option a is incorrect because focusing only on formal grammar ignores the crucial role of natural acquisition through interaction. Option c is incorrect because exclusive memorization doesn't promote either natural acquisition or meaningful conscious learning of language. Option d is incorrect because communication is essential for language acquisition and should be encouraged, not discouraged entirely.

Correct Answer: Safe learning environment

Creating physically and emotionally safe environments ensures students can learn effectively while maintaining their overall wellbeing and dignity. Option a is incorrect because focusing only on academics ignores the emotional and physical wellbeing responsibilities of special educators. Option c is incorrect because special education teachers must actively address emotional needs, not ignore them in students. Option d is incorrect because punishment-based approaches can harm emotional wellbeing; positive supports better ensure student safety.

Correct Answer: Addresses individual differences

Differentiated instruction recognizes and responds to individual learning differences while maintaining high expectations for all students' success. Option a is incorrect because differentiation primarily requires different instructional approaches, not necessarily more financial resources or money. Option c is incorrect because differentiation requires more planning and flexibility, making it more complex than one-size-fits-all teaching. Option d is incorrect because differentiation maintains structured learning while varying approaches, not eliminating structure from instruction entirely.

Correct Answer: Integrated language support

Integrating language support with academic content instruction helps English learners develop proficiency while meeting academic standards simultaneously. Option a is incorrect because Title III supports various instructional approaches, not mandating English-only immersion for all students. Option c is incorrect because Title III values native language as an asset, not something to be prohibited or eliminated. Option d is incorrect because Title III promotes simultaneous language and academic development, not delaying content until English mastery.

Correct Answer: Differentiated instruction stations

Station teaching allows teachers to differentiate instruction at each station, addressing various learning needs through targeted activities. Option a is incorrect because station teaching requires extensive coordinated planning between teachers for multiple learning centers effectively. Option c is incorrect because station teaching requires collaboration and coordination, not teachers working separately or independently. Option d is incorrect because station teaching specifically involves small group rotations, not whole-class instruction for all students.

Correct Answer: Student responded positively

Movement to less intensive tiers indicates the student responded well to interventions and needs less support currently. Option a is incorrect because failed interventions would result in maintaining or increasing support intensity, not decreasing it. Option c is incorrect because movement between tiers only occurs when data shows change in student performance or needs. Option d is incorrect because successful response to intervention indicates services were appropriate and effective for the student.

Correct Answer: Teach replacement behaviors

PBIS reward systems teach and reinforce positive replacement behaviors rather than just punishing negative behaviors after they occur. Option a is incorrect because PBIS can be cost-effective by preventing behaviors requiring expensive disciplinary responses and interventions. Option c is incorrect because PBIS aims to reduce suspensions by teaching positive behaviors proactively, not requiring more suspensions. Option d is incorrect because PBIS focuses on teaching and prevention, not primarily on consequences for misbehavior.

Correct Answer: Sensory accommodation provided

Braille materials are sensory accommodations that provide access to the same curriculum content through an alternative format. Option a is incorrect because Braille materials don't modify curriculum content but provide access through a different sensory format. Option c is incorrect because Braille materials address sensory access needs, not behavioral challenges requiring intervention plans. Option d is incorrect because Braille materials are necessary accommodations for access, not optional enrichment activities for students.

Correct Answer: Content-specific language instruction

Intermediate fluency students need explicit instruction in academic and content-specific language to succeed in subject area learning. Option a is incorrect because intermediate students have mastered basic vocabulary and need more complex academic language instruction now. Option c is incorrect because these students already communicate socially and need academic rather than playground language support. Option d is incorrect because pre-production supports are for beginning learners, not students at intermediate fluency levels already.

Correct Answer: Individual student needs

LRE decisions must be based on each student's individual needs and ability to succeed with appropriate supports provided. Option a is incorrect because placement decisions must prioritize student needs over teacher convenience or preference in classrooms. Option c is incorrect because available space cannot determine placement; student needs and LRE requirements guide these decisions appropriately. Option d is incorrect because budget constraints cannot override a student's right to education in the least restrictive environment.

Correct Answer: Students with disabilities

Students with disabilities often benefit from systematic instruction's clear structure and explicit step-by-step skill building approach. Option a is incorrect because systematic instruction especially benefits struggling learners and those with disabilities, not primarily gifted students. Option c is incorrect because systematic instruction benefits are based on learning needs, not athletic participation or interests. Option d is incorrect because the need for systematic instruction relates to learning characteristics, not artistic abilities or talents.

Correct Answer: Implement classroom accommodations

General education teachers implement IEP accommodations in their classrooms and monitor student progress with these supports daily. Option a is incorrect because IEP creation is a team process; general education teachers don't create IEPs independently. Option c is incorrect because speech therapy is provided by qualified speech-language pathologists, not general education teachers typically. Option d is incorrect because psychological testing requires specialized training and credentials that general education teachers don't have.

Correct Answer: Connect to experiences

Connecting lessons to students' lived experiences and cultural backgrounds makes learning relevant and validates their identities effectively. Option a is incorrect because culturally responsive teaching specifically acknowledges and values differences rather than ignoring them completely. Option c is incorrect because standardizing content ignores the rich diversity that culturally responsive teaching aims to incorporate. Option d is incorrect because culturally responsive teaching actively includes cultural topics rather than avoiding them in curriculum.

Correct Answer: Public error correction

Public error correction increases anxiety and embarrassment, raising the affective filter and interfering with natural language acquisition processes. Option a is incorrect because encouraging safe risk-taking lowers the affective filter by creating a supportive learning environment. Option c is incorrect because celebrating successes builds confidence and lowers the affective filter for language learners significantly. Option d is incorrect because providing wait time reduces pressure and lowers the affective filter during language production attempts.

Correct Answer: Weekly or biweekly

Tier 3 requires frequent progress monitoring, typically weekly or biweekly, to quickly identify and adjust ineffective interventions. Option a is incorrect because annual monitoring is far too infrequent for students receiving intensive Tier 3 interventions. Option c is incorrect because progress monitoring is essential at Tier 3 to ensure interventions are working effectively. Option d is incorrect because waiting until graduation to monitor progress would waste years of potential intervention adjustment opportunities.