EAS Exam Study Guide ACTUAL UPDATED QUESTIONS AND CORRECT
ANSWERS
Tips for ELL -Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding Such as graphic organizers, visual aids, peer help, or home language help, and
removing these supports as students' skills develop.
Heterogeneous Classrooms ELLs need to be given ample opportunities to have extended interaction (such as
doing 'jigsaw'-type activities) with peers of varying English proficiency levels, who
can provide ELLs with a range of models for how to use English words or
structures appropriately, as well as abundant, personalized feedback on ELLs'
own developing English use. It is best for ELLs if, within their classrooms, teachers
sometimes group students heterogeneously according to English proficiency, and
sometimes homogeneously, depending on the purpose of the task at hand.
Background Knowledge about a topic to be discussed in class, or activate their existing knowledge of a
topic. Besides increasing student interest, this allows students to focus more fully
on the instructional goals, rather than being overwhelmed with too much new
information at once. It also allows ELLs to bridge new knowledge to old
knowledge, increasing understanding, and it helps some ELLs fill in contextual
information (such as American political history or cultural details) that they may
not have due to coming from different cultural backgrounds.
Extended Discussion • Though teachers have generally attempted to teach ELLs difficult vocabulary
before having them read texts, ELLs learn new vocabulary best through extended
discussion with their classmates after reading or between multiple readings.
Use of Cultural Schools and teachers can help ELLs greatly by learning about ELLs' home cultures
and languages, treating cultural and linguistic differences as resources rather than
obstacles, and reaching out to students' homes and communities to build learning
opportunities together.
When students receiving special education for eligible o One exception is when a court assigns a legal guardian, who holds the student's
disabilities reach the age of majority or 18 years, their educational rights.
parents' educational rights transfer to them the same as o Another exception is when the school district assigns an educational
for students without disabilities. The 3 exceptions are: representative because a student is certified unable to make education decisions.
o A qualified adult or the student can always challenge certification.
, Included among the rights to which special education o during IEP meetings they attend
students are entitled at the age of 18 years are the rights o to understand how their school district measures their progress toward
to receive needed accommodations, not only in measurable goals AND receive periodic progress reports of these measurements
classrooms but also o to receive all needed special education-related services, including not only
transportation, physical therapy, occupational therapy, speech-language therapy,
etc., but also counseling
o to request reevaluation and have it completed within 35 school days of giving
their written consent.
At 18, special education students _____ the legal right to have
membership on their IEP teams and participation in their
IEP meetings.
If their rights have not yet transferred from their parents, may
students ___ participate in their IEP meetings whenever
appropriate.
Their rights include o to have an IEP meeting within 30 calendar days after eligibility determination,
not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree
with the school to excuse that member
o to invite others to join their IEP team, including those outside home and school.
Current federal law requires public schools receiving 16
federal funding to set appropriate, measurable IEP goals
for transitions to post-secondary living by the student's
sixteenth birthday. Age 14 was an older regulation,
changed to age __ in the 2004 IDEA reauthorization
This law requires the student IEP to specify both transition • Transition goals must be based on age-appropriate transition evaluations of
goals AND which transition services the student requires. student education, training, employment, and independent living skills.
• If they find it appropriate, IEP teams may begin transition planning for students
younger than 16, not older.
In some circumstances it is permissible, necessary, and o This is inappropriate when teachers communicate unfavorable student
helpful for students to interpret for their parents. information, which students may omit or misrepresent to parents
o or when unfavorable student reports are directly attributable to parents, e.g.,
tardiness from parents' getting them to school late, which pits students against
parents.
o To prepare students and parents for such times when students should not
interpret, teachers should inform them in advance that they will use interpreters or
ELL teachers as needed
When teachers maintain classroom websites or blogs, this Parents can stay informed about their children's school progress best through the
technology solution benefits parents (and students, school's database of student test scores and class grades.
teachers, and schools) by enabling more regular o They can support their children for turning in scores and class grades.
communication despite language barriers, schedule o They can support their children for turning in assignments on time and preparing
conflicts, transportation difficulties, etc. for important tests through teachers' sharing student calendars with them.
ANSWERS
Tips for ELL -Scaffolding
-Heterogeneous classrooms
-Background Knowledge
-Extended discussion
-Use of Culture
Scaffolding Such as graphic organizers, visual aids, peer help, or home language help, and
removing these supports as students' skills develop.
Heterogeneous Classrooms ELLs need to be given ample opportunities to have extended interaction (such as
doing 'jigsaw'-type activities) with peers of varying English proficiency levels, who
can provide ELLs with a range of models for how to use English words or
structures appropriately, as well as abundant, personalized feedback on ELLs'
own developing English use. It is best for ELLs if, within their classrooms, teachers
sometimes group students heterogeneously according to English proficiency, and
sometimes homogeneously, depending on the purpose of the task at hand.
Background Knowledge about a topic to be discussed in class, or activate their existing knowledge of a
topic. Besides increasing student interest, this allows students to focus more fully
on the instructional goals, rather than being overwhelmed with too much new
information at once. It also allows ELLs to bridge new knowledge to old
knowledge, increasing understanding, and it helps some ELLs fill in contextual
information (such as American political history or cultural details) that they may
not have due to coming from different cultural backgrounds.
Extended Discussion • Though teachers have generally attempted to teach ELLs difficult vocabulary
before having them read texts, ELLs learn new vocabulary best through extended
discussion with their classmates after reading or between multiple readings.
Use of Cultural Schools and teachers can help ELLs greatly by learning about ELLs' home cultures
and languages, treating cultural and linguistic differences as resources rather than
obstacles, and reaching out to students' homes and communities to build learning
opportunities together.
When students receiving special education for eligible o One exception is when a court assigns a legal guardian, who holds the student's
disabilities reach the age of majority or 18 years, their educational rights.
parents' educational rights transfer to them the same as o Another exception is when the school district assigns an educational
for students without disabilities. The 3 exceptions are: representative because a student is certified unable to make education decisions.
o A qualified adult or the student can always challenge certification.
, Included among the rights to which special education o during IEP meetings they attend
students are entitled at the age of 18 years are the rights o to understand how their school district measures their progress toward
to receive needed accommodations, not only in measurable goals AND receive periodic progress reports of these measurements
classrooms but also o to receive all needed special education-related services, including not only
transportation, physical therapy, occupational therapy, speech-language therapy,
etc., but also counseling
o to request reevaluation and have it completed within 35 school days of giving
their written consent.
At 18, special education students _____ the legal right to have
membership on their IEP teams and participation in their
IEP meetings.
If their rights have not yet transferred from their parents, may
students ___ participate in their IEP meetings whenever
appropriate.
Their rights include o to have an IEP meeting within 30 calendar days after eligibility determination,
not evaluation completion
o to be informed if an IEP team member cannot attend the meeting, AND agree
with the school to excuse that member
o to invite others to join their IEP team, including those outside home and school.
Current federal law requires public schools receiving 16
federal funding to set appropriate, measurable IEP goals
for transitions to post-secondary living by the student's
sixteenth birthday. Age 14 was an older regulation,
changed to age __ in the 2004 IDEA reauthorization
This law requires the student IEP to specify both transition • Transition goals must be based on age-appropriate transition evaluations of
goals AND which transition services the student requires. student education, training, employment, and independent living skills.
• If they find it appropriate, IEP teams may begin transition planning for students
younger than 16, not older.
In some circumstances it is permissible, necessary, and o This is inappropriate when teachers communicate unfavorable student
helpful for students to interpret for their parents. information, which students may omit or misrepresent to parents
o or when unfavorable student reports are directly attributable to parents, e.g.,
tardiness from parents' getting them to school late, which pits students against
parents.
o To prepare students and parents for such times when students should not
interpret, teachers should inform them in advance that they will use interpreters or
ELL teachers as needed
When teachers maintain classroom websites or blogs, this Parents can stay informed about their children's school progress best through the
technology solution benefits parents (and students, school's database of student test scores and class grades.
teachers, and schools) by enabling more regular o They can support their children for turning in scores and class grades.
communication despite language barriers, schedule o They can support their children for turning in assignments on time and preparing
conflicts, transportation difficulties, etc. for important tests through teachers' sharing student calendars with them.
