Eas Prep

Front 1

Students Rights

Back 1

- free public education kindergarten to 21y (or get diploma)

-to safe learning environment

-know about school policies, procedures, programs

- receive instruction and info about one's educational progress

- expect confidentiality of student records

Front 2

Students Responsibilities

Back 2

- regular attendance

- appropriate behavior

- non confonatational methods to resolve conflict

- adherence to guidelines for dress & activities

- informing parents/guardians of school related matters

Front 3

Students Right to Freedom of Expression and Person

Back 3

stud can express opinions, assemble to discuss issues, demonstrate peacefully, and be free from indiscriminate searches, corporal punishment and verbal abuse

Front 4

Students Right to Due Process

Back 4

every student has right to be treated fairly

Front 5

Students Right 18 yrs or older

Back 5

rights over education records

Front 6

due process

Back 6

- both stud/teachers

-be treated fairly by gov't authorities, including educational institutes

- examples

- fairness in procedures

- student suspensions or teacher dismissals - protection against rules/decisions that are arbitrary and capricious

Front 7

discrimination/bullying/harassment

Back 7

Federal Level

- office for civil rights

- enforces civil rights laws

- prevents discrimination in educational

programs/activities that rec fed funding

- enforcing laws Americans with Disabilities Act

Front 8

Title VI of the Civil Rights Act 1964

Back 8

- prohibits discrimination based on race, color, national origin

Front 9

Title IX of the Educational Amendment 1972

Back 9

- bans discrimination based on sex

Front 10

Section 504 of the Rehabilitation Act

Back 10

- bans discrimination based on disability

Front 11

Dignity for All Students Act

(state level)

Back 11

• give stud safe and supportive environment free of discrimination, harassment, intimidation and bullying

protect stud from all forms of harassment:

• actual or perceived race
• color, weight
• national origin, ethnic group
• religion/religious practice
• disability
• sexual orientation
• gender, sex
• cyber bullying

Front 12

DOE Discipline

Back 12

Stud in appropriate behavior

• contact parent/guardian
• if illegal - cops too

must consider

• age/maturity
• disciplinary record
• nature, severity, scope of behavior
• circumstances
• frequency and duration of behavior
• # of persons involved in behavior
• IEP & 504 Accommodation Plan

Front 13

progressive discipline approach (DOE)

Back 13

• incremental approach to interventions that address behavior
  
• intended to seek behavioral change not just punish

Front 14

superintendents suspension

Back 14

• most severe consequence
  
• go to alternative instruction site for one yr

Front 15

stud rights when facing short term suspension

Back 15

• school must give written notice for short term
• short term right to request conference with principal accompanied by parent
• right to question person who accused stud if person is a school employee
• right to question stud accuser if principal agrees
• right to alt/equivalent instruction

Front 16

stud rights when facing long term suspension

Back 16

• must notify stud/parent before start
• automatically scheduled for hearing conducted by someone in district
• have witnesses and lawyer
• right to alt/equivalent instruction

Front 17

suspension appeal

Back 17

• parents have right to appeal a designee of chancellor
• if not successful, stud can appeal state commissioner of education

Front 18

right to confidentiality

Back 18

• given by FERPA (family education rights and privacy act)
• prohibits disclosure of info that could id stud from records

Front 19

if parent disagrees with stud record and initial request to amend denied as well as formal hearing parent can

Back 19

• present objections to a court appointed mediator
• place a statement in their child's records, stating their disagreement with the report

Front 20

Response to Intervention (RtI)

Back 20

• instructional approach & preventative tool to ensure all stud have = access to high quality rigorous education
• ids struggling stud early and give supports

Front 21

special education process

Back 21

1. initial referral/request for referral
2. evaluation
3. CSI meeting
4. arranging special ed services
5. annual review/reevaluation

Front 22

special ed process

1. initial referral/request for referral

Back 22

• must be in writting
• for a parent to request

- send letter to principal

- send letter to district CSE

- written statement to professional staff

member of school

- ask school professional to help

• who can make initial referral besides parent

- school district official

- commissioner/public agency official

- official of ed prog

• who can make request for initial referral

- staff member

- physician

- judicial officer

- stud 18+

• after request made school has 10 days to

- start referral process by sending Notice of Referral Letter

- provide you with copy of request for referral

Front 23

culturally relevant classroom environment

Back 23

provide excellent teaching for stud of diverse backgrounds to achieve academic success, dev/maintain cultural competence, dev critical consciousness

Front 24

universal design

Back 24

school/CR/tech arrangements that consider needs of all stud in design of (tech related) learning prog

ex: devising ways to help all stud acdess info from web regardless of physical limitations like blindness

Front 25

patterns of 1st & second language acquistion

Back 25

lang learners acquire new lang in similar stated of dev

how we learn 1st lang different than add'l lang but some similarities in dev skills in speaking, listening, reading, writing

Front 26

cognitive learning styles

Back 26

• info processing habits of stud
• includes: mode of thinking, perceiving, remembers, prob solving
• described as personality dimension that influences attitudes, values, social interaction

Front 27

cultural background

Back 27

• influences how one thinks, learns and behaves
• impacts attitudes and exceptions w/ schools

Front 28

SIFE - students with interrupted ed (due to immigration)

Back 28

• ELLs w/o consistent formal ed
  
• at risk for academic difficulties/below grade level - must give special considerations & accomodations

Front 29

ELL CR environment

Back 29

must feel represented and valued, bring culture into CR in meaningful way

Front 30

ELL primary lang

Back 30

• should be supported and dev in school
• beneficial to use primary lang to promote 2nd lang and content area knowledge

Front 31

literacy in primary lang

Back 31

• those good at reading/writing in native lang more likely to dev 2nd lang literacy skills faster and w/ greater ease

Front 32

types of bilingualism

Back 32

• simultaneous bilinguals
• sequential bilinguals
• balanced bilingual
• lang dominant

Front 33

simultaneous bilinguals

Back 33

two lang from birth

Front 34

sequential bilinguals

Back 34

learn add'l lang after acquiring 1st lang

Front 35

balanced bilinguals

Back 35

proficiency in both lang

Front 36

lang dominant bilingual

Back 36

proficiency stronger in 1 lang

Front 37

types of bilingual programs

Back 37

• transitional
• developmental
• dual language

Front 38

transitional bilingual ed (TBE)

Back 38

to help ELLs progress academically content instruction in native lang while they acquire eng

Front 39

dev bilingual ed

Back 39

• native lang w/ ed in english for extended duration
  
• goal to dev literacy in native lang first then transfer skills to 2nd lang

Front 40

ELL legal rights

Back 40

• 1974 supreme court
  
• Lau v Nichols
• decreed ELLs must be lang support

Front 41

scaffolding

Back 41

• consistent, targeted guidance by modeling tasks and lang
• builds background knowledge
• offers ongoing feedback
• reduces complexity of task

Front 42

13 IDEA disability categories

Back 42

Brain injury

Austim

Deaf/blindness

Mentral retardation

Orthopedic

Other health imparement

Developmental delay

Visual imparement

Emotional disturbance

Learnig disability

Multiple disabilities

Hearing imparment

Front 43

types of learning disabilites

Back 43

• dyslexia
• dyscalculia
• dysgraphia
• auditory/visual processing
• nonverbal learning

Front 44

dyslexia

Back 44

• trouble understanding written words
• reading dis/reading disorder

Front 45

dyscalculia

Back 45

• math dis
  
• hard time solving arithmetic probs and grasping math concepts

Front 46

auditory/visual processing

Back 46

hard understand lang despite normal hearing/vision

Front 47

nonverbal learning dis

Back 47

• in right side of brain
• probs w/ visual-spatial, intutitive, organizational, evaluative processing fucntions

Front 48

universal design of lesson

Back 48

• design of instructional mat'ls, methods, ass that are compatible w/ diverse range of stud needs
• minimizes adaptations
• known as accessibility / access

Front 49

INCLUDE

Back 49

Id CR demands

Note stud strenghts/needs

Check for success

Look for prob area

Use info to brainstorm

Differentiate instruction

Evaluate progress

Front 50

adaptive physical educator

Back 50

designs special ed activities for those w/ physical health/other special needs that affect participation in traditional progs

Front 51

intervention assistance team

Back 51

• team w/ gen ed teacher, special service personal, administrator
  
• analyzes strengths/challenges of referred stud to id strat to address

Front 52

IDEA - individuals w/ disabilities ed act

Back 52

free and appropriate public ed

Front 53

section 504

Back 53

• part of vocational rehab act 1973
  
• prohibits discrimination against all w/ dis in progs that rec fed funds

Front 54

universal screening

Back 54

• used in RtI
• assess all stud to id those having difficulty despite evidence based Tier 1 instruction

Front 55

Tier 1 Instruction

Back 55

• instruction in RtI
  
• evidenced based
• given to whole class

Front 56

Tier 2 Instruction

Back 56

• instruction in sm gp
  
• extra practice of targeted skill and content covered in tier 1

Front 57

Tier 3 Instruction

Back 57

• highly intensive
• matched to needs of stud who continue to struggle after tier 2 inst

Front 58

PBIS - positive behavior interventions and supports

Back 58

• strat for preventing behavior challenges
  
• techniques for addressing common and intensive behavior problems
• based on clearly defined outcomes, behavioral science, research validated practices and systemic approaches

Front 59

BIP - behavior intervention plam

Back 59

detailed strat dev on basis of functional behavior ass to address significant behavior prob

Front 60

FBA - functional behavior ass

Back 60

process of gathering detailed data on stud behaviors and the context in which it occurs so that BIP can be created

Front 61

IEP components

Back 61

• present level of perf
• annual goals and short term obj
• extend of participation in gen ed
• services and mods needed
• BIP
• 
  

Front 62

teacher responsibilites

Back 62

School safety act

Advocationg to meet stud needs

Reproting potential abuse

Addressing safety issues