Essential Practices for Supporting Diverse
Learners - D169 Exam UPDATED
ACTUAL QUESTIONS AND CORRECT
ANSWERS
Which requirements are included in Title III of ESSA? - CORRECT ANSWER 1.
Consistent methods to determine whether students are eligible for English language
instruction services
2. Options to assess ELs in their native language
3. Greater emphasis on parent and family communication
True or False? It is appropriate to place ELs in classrooms with students of significantly
different ages if their overall English proficiency levels are similar. - CORRECT
ANSWER False. Placement of ELs should be tied to their age, grade level, and ability
to access grade-level content; as a result, they should not be placed with significantly younger
or older children who are learning different grade-level content.
School districts typically administer a home language survey to families in order to identify
any students who may use other languages and should be tested to see whether they are
eligible for English language instruction services. Which question might typically appear on a
home language survey? - CORRECT ANSWER What is the language most often
spoken by the student?
True or False?
Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather
than in the general classroom. - CORRECT ANSWER False. Title III does not regulate
how EL services must be provided, and students can receive support in a variety of ways:
self-contained, pullout, push-in, or co-taught instruction.
Title III requires schools to report on the number of ELs receiving services and their progress
toward language: - CORRECT ANSWER English proficiency
, True or False. Dual language is another name for two-way immersion programs. - CORRECT
ANSWER True. Dual language, or two-way immersion, is a type of program model in
which students receive content instruction in two languages (such as English and Spanish). It
is also sometimes called bilingual education.
Which characteristic might indicate a potential exceptionality in an eighth-grade EL student
who has recently arrived to the United States? - CORRECT ANSWER Student learned
to read in his native country but has difficulty comprehending text in both his native language
and English.
True or False? Education plans (IEPs or 504 plans) for ELs with disabilities should address
students' native language proficiency as well as their English proficiency and academic skills.
- CORRECT ANSWER True. IEPs and 504 plans should be formulated based on
students' native language skills as well as their English skills and should include goals and
supports in both languages as appropriate.
Which practice may reduce inappropriate over- or under-identification of ELs for special
education services? - CORRECT ANSWER Consider native literacy and language.
True or False? Requiring bilingual testing for all ELs would eliminate over- and under-
identification of ELs in special education. - CORRECT ANSWER False. English-only
testing is one reason that students who are not yet proficient in English may be erroneously
identified for special education services.
You are the teacher of an EL who has been placed in English language instruction. The EL is
new to the United States and, when the state-mandated tests are given, she will have been
enrolled in school for only three months. Under ESSA, which option would be most
appropriate? - CORRECT ANSWER The student takes the required state-mandated test
in math, administered in her native language, but does not take the reading assessment this
year.
Which provisions of ESSA will significantly impact testing of ELs? - CORRECT
ANSWER 1. Native language testing
2. State choice of accountability measures
Learners - D169 Exam UPDATED
ACTUAL QUESTIONS AND CORRECT
ANSWERS
Which requirements are included in Title III of ESSA? - CORRECT ANSWER 1.
Consistent methods to determine whether students are eligible for English language
instruction services
2. Options to assess ELs in their native language
3. Greater emphasis on parent and family communication
True or False? It is appropriate to place ELs in classrooms with students of significantly
different ages if their overall English proficiency levels are similar. - CORRECT
ANSWER False. Placement of ELs should be tied to their age, grade level, and ability
to access grade-level content; as a result, they should not be placed with significantly younger
or older children who are learning different grade-level content.
School districts typically administer a home language survey to families in order to identify
any students who may use other languages and should be tested to see whether they are
eligible for English language instruction services. Which question might typically appear on a
home language survey? - CORRECT ANSWER What is the language most often
spoken by the student?
True or False?
Title III requires that all ELs receive instruction in self-contained, EL-only classrooms rather
than in the general classroom. - CORRECT ANSWER False. Title III does not regulate
how EL services must be provided, and students can receive support in a variety of ways:
self-contained, pullout, push-in, or co-taught instruction.
Title III requires schools to report on the number of ELs receiving services and their progress
toward language: - CORRECT ANSWER English proficiency
, True or False. Dual language is another name for two-way immersion programs. - CORRECT
ANSWER True. Dual language, or two-way immersion, is a type of program model in
which students receive content instruction in two languages (such as English and Spanish). It
is also sometimes called bilingual education.
Which characteristic might indicate a potential exceptionality in an eighth-grade EL student
who has recently arrived to the United States? - CORRECT ANSWER Student learned
to read in his native country but has difficulty comprehending text in both his native language
and English.
True or False? Education plans (IEPs or 504 plans) for ELs with disabilities should address
students' native language proficiency as well as their English proficiency and academic skills.
- CORRECT ANSWER True. IEPs and 504 plans should be formulated based on
students' native language skills as well as their English skills and should include goals and
supports in both languages as appropriate.
Which practice may reduce inappropriate over- or under-identification of ELs for special
education services? - CORRECT ANSWER Consider native literacy and language.
True or False? Requiring bilingual testing for all ELs would eliminate over- and under-
identification of ELs in special education. - CORRECT ANSWER False. English-only
testing is one reason that students who are not yet proficient in English may be erroneously
identified for special education services.
You are the teacher of an EL who has been placed in English language instruction. The EL is
new to the United States and, when the state-mandated tests are given, she will have been
enrolled in school for only three months. Under ESSA, which option would be most
appropriate? - CORRECT ANSWER The student takes the required state-mandated test
in math, administered in her native language, but does not take the reading assessment this
year.
Which provisions of ESSA will significantly impact testing of ELs? - CORRECT
ANSWER 1. Native language testing
2. State choice of accountability measures
