D662 Personalized Learning for Inclusive Classrooms - Set 5 - Part 1

Correct Answer: Promotes student achievement

MTSS emphasizes preventing academic failure through early identification and intervention rather than waiting for students to fail significantly. Option a is incorrect because MTSS focuses on providing support based on needs, not on labeling or categorizing students permanently. Option c is incorrect because MTSS specifically aims to prevent failure through proactive intervention, not waiting for problems to worsen. Option d is incorrect because MTSS provides general education interventions first before considering special education placement or services needed.

Correct Answer: Least restrictive environment

LRE requires students with disabilities participate with non-disabled peers to the maximum extent appropriate, including specials like art. Option a is incorrect because educational decisions must be based on student needs and LRE, not cost-saving measures or budgets. Option c is incorrect because placement decisions must follow IDEA requirements for LRE, not teacher preferences or comfort levels. Option d is incorrect because scheduling convenience cannot override a student's right to education in the least restrictive environment possible.

Correct Answer: Linguistic diversity valued

Culturally responsive teaching values linguistic diversity as an asset that enriches learning for all students in the classroom. Option a is incorrect because culturally responsive teaching embraces multilingualism rather than enforcing English-only policies in classrooms strictly. Option c is incorrect because culturally responsive teaching specifically acknowledges and incorporates language differences as learning resources, not ignoring them. Option d is incorrect because prohibiting home languages contradicts culturally responsive teaching's principle of valuing students' linguistic backgrounds entirely.

Correct Answer: Targeted instruction delivery

Station teaching enables targeted instruction at each center, addressing specific skills or concepts at appropriate levels for groups. Option a is incorrect because station teaching requires extensive planning to coordinate multiple centers with meaningful differentiated learning activities effectively. Option c is incorrect because station teaching specifically uses small group rotations, not whole-class instruction for all students together. Option d is incorrect because stations involve teacher-led instruction at centers, not exclusively independent work without teacher guidance provided.

Correct Answer: Consider Tier 3

Minimal progress with Tier 2 interventions indicates the student needs more intensive Tier 3 support to address learning needs. Option a is incorrect because discontinuing support for a struggling student would be harmful and violate MTSS principles of support. Option c is incorrect because returning to less intensive support when current interventions aren't working would worsen the student's difficulties. Option d is incorrect because maintaining ineffective interventions wastes valuable instructional time without addressing the student's documented needs appropriately.

Correct Answer: Student interest incorporated

Incorporating student interests into learning activities increases engagement and motivation, demonstrating UDL's engagement principle effectively in practice. Option a is incorrect because mandating single topics doesn't provide the variety and choice that promotes engagement through UDL principles. Option c is incorrect because teacher choice alone doesn't incorporate student interests that increase engagement and motivation for learning. Option d is incorrect because strict standardized curriculum doesn't allow flexibility to incorporate interests that enhance student engagement levels.

Correct Answer: Natural communication emphasized

Emphasizing natural communication through meaningful interaction promotes acquisition while formal learning supplements with explicit instruction when needed appropriately. Option a is incorrect because focusing only on grammar drills emphasizes conscious learning while neglecting crucial natural acquisition processes entirely. Option c is incorrect because exclusive memorization doesn't promote either meaningful acquisition or deep conscious learning of language patterns. Option d is incorrect because prohibiting speaking prevents the communication practice essential for natural language acquisition to occur successfully.

Correct Answer: Ethical practice commitment

Maintaining high expectations while respecting dignity demonstrates ethical commitment to students' growth and worth as individuals learning. Option a is incorrect because special education teachers should maintain high expectations, not lower standards for students with disabilities automatically. Option c is incorrect because appropriate challenges promote growth; avoiding challenging work limits students' potential for development and achievement. Option d is incorrect because accountability with support helps students grow; eliminating it doesn't respect their capability to learn.

Correct Answer: Teacher professional development

Professional development improving teachers' ability to serve English learners aligns with Title III's goal of supporting language acquisition. Option a is incorrect because playground equipment doesn't specifically support English language acquisition or academic achievement for EL students directly. Option c is incorrect because building renovations don't address the specific language and academic needs Title III targets for funding. Option d is incorrect because general supplies must specifically support English learners' educational needs to qualify for Title III funding.

Correct Answer: Quick adjustment needs

Intensive interventions require frequent monitoring to quickly identify ineffective strategies and adjust support for student success promptly. Option a is incorrect because monitoring frequency is determined by intervention intensity and student needs, not filling schedule gaps arbitrarily. Option c is incorrect because progress monitoring supports instruction effectiveness; it shouldn't reduce actual teaching and intervention time significantly. Option d is incorrect because the purpose is improving student outcomes through responsive adjustments, not creating paperwork for compliance only.

Correct Answer: Skill instruction provided

PBIS teaches behavioral skills and expectations proactively rather than simply punishing violations through zero-tolerance policies after incidents occur. Option a is incorrect because PBIS reduces reliance on punishment by teaching positive behaviors, not implementing harsher punitive measures overall. Option c is incorrect because PBIS aims to reduce suspensions through proactive support, not require more suspensions for students. Option d is incorrect because PBIS establishes clear expectations and rules, teaching them explicitly rather than eliminating rules entirely.

Correct Answer: Preferential seating location

Preferential seating near the teacher ensures the student can access instruction through visual cues while maintaining academic standards. Option a is incorrect because reducing curriculum content is a modification that changes learning expectations, not an access accommodation. Option c is incorrect because accommodations maintain the same achievement expectations while providing access to meet those standards successfully. Option d is incorrect because exemption removes learning opportunities rather than providing accommodated access to participate fully in class.

Correct Answer: Academic writing refinement

Advanced fluency students benefit from refining academic writing skills and mastering discipline-specific discourse patterns for academic success fully. Option a is incorrect because advanced fluency students have mastered basic vocabulary and need sophisticated academic language support instead currently. Option c is incorrect because these students are fluent in social language and need academic rather than playground communication practice. Option d is incorrect because silent period activities are for pre-production learners, not students at advanced fluency levels already.

Correct Answer: Proactive intervention timing

RTI provides interventions proactively when students first show signs of struggle rather than waiting for significant failure first. Option a is incorrect because RTI specifically prevents the wait-to-fail approach by providing early intervention when needs are identified immediately. Option c is incorrect because RTI provides systematic support at multiple levels, not eliminating support for struggling students entirely. Option d is incorrect because RTI often increases teacher involvement through interventions and progress monitoring, not reducing it significantly.

Correct Answer: Students with disabilities

Students with disabilities often benefit from systematic instruction's clear progression and explicit teaching of component skills sequentially presented. Option a is incorrect because systematic instruction especially helps struggling learners and students with disabilities, not advanced students primarily. Option c is incorrect because gifted learners often prefer more open-ended exploration rather than highly systematic step-by-step instruction typically. Option d is incorrect because systematic instruction benefits are based on learning needs, not athletic participation or physical abilities.

Correct Answer: Provide consistent accommodations

General education teachers must consistently implement 504 Plan accommodations in their classrooms to ensure equal access for students. Option a is incorrect because 504 Plans are created by a team; general education teachers don't create them independently alone. Option c is incorrect because diagnosing disabilities requires qualified professionals with specific credentials, not general education teachers typically. Option d is incorrect because eligibility determination is a team decision involving multiple professionals, not general education teachers alone.

Correct Answer: Affects student expectations

Implicit biases unconsciously affect teacher expectations and interactions, potentially limiting opportunities for certain student groups unfairly perpetuated. Option a is incorrect because addressing biases improves educational equity and outcomes, not just completing paperwork requirements for compliance. Option c is incorrect because bias recognition serves students' needs for equity, not primarily satisfying administrative requirements or demands. Option d is incorrect because while often part of professional development, addressing biases fundamentally improves teaching effectiveness and equity.

Correct Answer: Supportive classroom community

A supportive community reduces anxiety and creates emotional safety, lowering the affective filter for optimal language acquisition conditions. Option a is incorrect because high-stakes testing creates anxiety that raises the affective filter, impeding language acquisition progress significantly. Option c is incorrect because public performance requirements increase anxiety, raising the affective filter for many language learners considerably. Option d is incorrect because competitive rankings create stress and comparison anxiety, raising the affective filter and hindering acquisition.

Correct Answer: Targeted skill instruction

Alternative teaching allows targeted instruction for specific skills that some students need while others engage in different learning. Option a is incorrect because alternative teaching involves small group instruction, not large assembly presentations to entire schools typically. Option c is incorrect because alternative teaching specifically uses small groups separate from whole-class instruction, not lectures exclusively delivered. Option d is incorrect because alternative teaching is an instructional model for academic learning, not non-instructional supervision activities scheduled.

Correct Answer: Multiple progress points

Multiple data points showing consistent patterns provide reliable evidence for tier movement decisions rather than isolated measures alone. Option a is incorrect because single assessments don't show learning trends needed for reliable tier placement decisions in MTSS. Option c is incorrect because while teacher input matters, objective progress data must guide tier placement decisions, not feelings alone. Option d is incorrect because tier placement requires objective performance data, not just parent preferences without supporting evidence documented.