Diverse Student Populations
28%of exam
Culturally Responsive TeachingUDL PrinciplesAsset-Based PracticeEquitable AssessmentGifted Support
English Language Learners
28%of exam
Second-Language AcquisitionTranslanguagingLau v NicholsENL Part 154Comprehensible Input
Students with Disabilities and Other Special Learning Needs
28%of exam
IDEA 13 CategoriesIEP vs 504LRE and FAPERTI MTSS PBISAssistive Technology
Teacher Responsibilities
8%of exam
Mandated ReportingFERPADASAConfidentialityDue Process
School-Home Relationships
8%of exam
Two-Way CommunicationLanguage AccessFamily Decision-MakingTake-Home Activities
Quick Facts
- Exam
- EAS 201
- Credential
- NY teacher cert
- Questions
- 40 SR + 3 CR
- Time
- 135 min testing
- Pass
- 520 / 400-600
- Format
- CBT, Pearson VUE
- Level
- All NY teachers
- Blueprint
- March 2014 framework
UDL Three Means
Represent, Engage, Act/Express
Represent how content shownEngage how students motivatedAct Express how students respond
UDL vs Differentiation
UDL
- Built in for all
- Planned before lesson
Differentiation
- Adjusted per student
- Applied after planning
Proactive vs reactive
Classroom Equity Response
- Calling on some students more→Equitable questioning(Random, wait time)
- Advanced learner masters content early→Curriculum compacting(Depth, not repetition)
- Curriculum shows only stereotypes→Add accurate diverse sources(Don't remove topic)
- Student is newly homeless→McKinney-Vento enrollment rights(Immediate, discreet support)
- New foster-care student arrives→Build rapport proactively(Don't wait for problems)
Culturally Responsive Teaching Terms
- Culturally responsive teaching
- Uses students' backgrounds as assets
- Funds of knowledge
- Home-community skills seen as assets
- Deficit thinking
- Frames students by what's lacking
- Asset-based thinking
- Builds on existing student strengths
- Equitable questioning
- Random calling, not volunteers only
- Stereotype curriculum fix
- Add accurate, contemporary community voices
UDL and Differentiation Terms
- UDL
- Proactive flexible design for all
- UDL representation
- Multiple ways to present content
- UDL engagement
- Multiple ways to motivate learners
- UDL action/expression
- Multiple ways to show learning
- Differentiation
- Adjusts content, process, product later
- Scaffolding
- Temporary support for grade-level work
- Curriculum compacting
- Pre-test, then enrich advanced learners
Equity and Special Populations
- Gifted/talented support
- Depth and complexity, not repetition
- Equitable assessment
- Varied formats, transparent criteria
- Safe classroom climate
- Clear norms, prompt bias response
- McKinney-Vento Act
- Protects homeless students' school access
- Homeless liaison
- School's McKinney-Vento point contact
- Foster care students
- Build rapport, connect supports early
- SIFE
- Interrupted formal education studentsDiverse Pop
Five Language Stages
Silent, Early, Emergence, Intermediate, Advanced
Silent no speech yetEarly one to two wordsEmergence simple phrases formAdvanced near native fluency
Content vs Language Objective
Content objective
- What students learn
- Topic knowledge
Language objective
- How students express it
- Vocabulary, syntax
Topic vs language
ELL Support Selector
- Student in silent period→Comprehensible input(No forced speech)
- Grade-level text too hard→Scaffolds not simpler text(Vocabulary, visuals)
- Writing not yet developed→Oral or visual assessment(Measures content, not English)
- Need language support plan→ENL bilingual program(Part 154)
- Family speaks little English→Interpreter, translated materials(Legal right)
- Building academic vocabulary→Explicit language objectives(Not social English alone)
Second-Language Acquisition Stages
- Preproduction stage
- Silent period, no forced speech
- Early production
- Short one to two words
- Speech emergence
- Simple phrases and sentences form
- Intermediate fluency
- Conversational English, academic gaps remain
- Advanced fluency
- Near-native academic language use
- Affective filter
- Anxiety blocks language acquisition
- Comprehensible input
- Input slightly above current level
- i+1
- Input just above learner levelKrashen
ELL Legal and Program Terms
- ENL
- NY term replacing ESL
- Part 154
- NY Commissioner's Regulation for ELLs
- Lau v Nichols
- Meaningful curriculum access required
- NYSESLAT
- NY's ELL proficiency test
- WIDA
- Consortium behind NY ELL standards
- Primary language right
- Legal right, not obstacle
- Translanguaging
- Fluid use of full repertoire
ELL Instructional Strategy Terms
- Cognates
- Similar words across two languages
- Language objective
- States academic language target
- Content objective
- States topic knowledge target
- Content-area literacy
- Discipline-specific vocabulary and structures
- Literacy transfer
- Primary-language skills aid English
- ESL/bilingual collaboration
- Coordinate scaffolds with ENL teacher
- Alternate assessment format
- Diagrams or oral, not writing
IDEA Core Guarantees
FAPE via IEP in the LRE
FAPE free appropriate educationIEP individualized education programLRE least restrictive environment
IDEA vs Section 504
IDEA IEP
- 13 disability categories
- Specialized instruction
- Team includes CSE
Section 504
- Any substantial impairment
- Accommodations only
- No specialized instruction
Instruction vs accommodation
Disability Support Selector
- 13-category disability, needs instruction→IDEA IEP(Specialized instruction)
- Impairment limits major activity→Section 504 plan(Accommodations only)
- Struggling, no disability yet→RTI MTSS tiers(Before referral)
- Behavior needs school-wide support→PBIS framework(Proactive teaching)
- Disciplinary removal exceeds 10 days→Manifestation determination(IEP team decides)
- Under age 3, needs services→Part C referral(Early intervention)
IDEA and Disability Law Terms
- IDEA
- Guarantees FAPE, 13 categories
- 13 disability categories
- Federal IDEA eligibility list
- FAPE
- Free appropriate public education
- LRE
- Educate with peers when possible
- Part B
- IDEA services ages 3-21
- Part C
- Early intervention, birth to 2
- Section 504
- Accommodations, broader eligibility standard
- IDEA vs Section 504
- Instruction duty vs accommodation only
Accommodation vs Modification
Accommodation
- Same content
- Extended time, audio text
Modification
- Different content
- Lower expectation
How vs what changes
IEP and Service Delivery Terms
- IEP
- Goals, services, progress measures
- CSE
- NY's special-education eligibility team
- Accommodation
- Changes access, not content
- Modification
- Changes content or expectation
- Assistive technology
- Any tool aiding function
- Procedural safeguards
- Parent consent and due process
- Manifestation determination
- Review after 10+ day removal
RTI vs PBIS
RTI MTSS
- Academic tiered support
- Data-monitored progress
PBIS
- School-wide behavior support
- Teaches expected behavior
Academic vs behavior
Behavior and Intervention Systems
- RTI
- Tiered academic support before referral
- MTSS
- Multi-tiered academic and behavior support
- PBIS
- Teaches, reinforces expected behavior
- Referral trigger
- Data shows suspected disability
- Special education referral
- Evidence-based, not assumption
Teacher Non-Negotiables
Report, Protect, Document, Confidentiality, Collaborate
Report mandated abuse reportingProtect safety and dignityDocument keep clear recordsCollaborate stay within your role
FERPA vs DASA
FERPA
- Protects education records
- Parent access rights
DASA
- Bans bullying, harassment
- Dignity Act Coordinator required
Records vs dignity
Legal and Ethical Teacher Duties
- FERPA
- Protects student record privacy
- Mandated reporter
- Report suspected abuse immediately
- NY SCR
- Statewide Central Register hotline
- DASA
- Dignity for All Students Act
- Dignity Act Coordinator
- Trained staff in every school
- Confidentiality duty
- Need-to-know record access only
- Due process
- Fair procedure before discipline
Family Engagement Terms
- Two-way communication
- Share successes and concerns both
- Language access
- Interpreters, translated materials required
- Family decision-making
- Partner before decisions are made
- Take-home activities
- Extend learning families can support
- Parent-teacher conference
- Two-way, culturally responsive dialogue
Common Traps
IEP vs 504 plan
IEP is instruction ≠ 504 is accommodation
Modification vs accommodation
Modification changes content ≠ Accommodation changes access
UDL vs differentiation
UDL is proactive ≠ Differentiation is reactive
ESL simplification vs scaffolding
Simplifying lowers rigor ≠ Scaffolding keeps grade level
RTI vs special education
RTI is general-ed tiers ≠ Special ed needs an IEP
FERPA vs DASA
FERPA protects records ≠ DASA bans harassment
Last Minute
- 1.70% selected-response, 30% constructed-response
- 2.Top 3 domains: 28% each
- 3.Teacher duties, school-home: 8% each
- 4.520 scaled score passes
- 5.IEP means specialized instruction
- 6.504 means accommodation only
- 7.UDL is proactive, built-in
- 8.Manifestation review after 10+ days
- 9.Mandated reporters call SCR immediately
- 10.DASA requires Dignity Act Coordinator
- 11.ELLs keep primary-language rights
- 12.Pick access, dignity, participation always
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