Thanksgiving

Define and discuss zero tolerance.

"Zero Tolerance" initially was defined as consistently enforced suspension and expulsion policies in response to weapons, drugs and violent acts in the school setting. Over time, however, zero tolerance has come to refer to school or district-wide policies that mandate predetermined, typically harsh consequences or punishments (such as suspension and expulsion) for a wide degree of rule violation. Most frequently, zero tolerance policies address drug, weapons, violence, smoking and school disruption in efforts to protect all students' safety and maintain a school environment that is conducive to learning. Some teachers and administrators favor zero tolerance policies because they remove difficult students from school; administrators perceive zero tolerance policies as fast-acting interventions that send a clear, consistent message that certain behaviors are not acceptable in the school.

Discuss and describe the legal definition of sexual abuse.

According to CAPTA, sexual abuse is the "employment, use, persuasion, inducement, enticement, or coercion of any child to engage in, or assist any other person to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a visual depiction of such conduct." Sexual abuse includes any interactions between a child and adult caretaker in which the child is used for the sexual stimulation of the perpetrator or another person. Sexual abuse may also be committed by a person under the age of 18 when that person is either significantly older than the victim or when the perpetrator is in a position of power or control over the child.

Discuss inappropriate treatment of students.

According to the U.S. Children's Bureau, "More than half (approximately 53%) of all reports alleging maltreatment came from professionals, including educators, law enforcement and justice officials, medical and mental health professionals, social service professionals, and child care providers." David Finkelhor, Director of the Crimes Against Children Research Center and Co director of the Family Research Laboratory at the University of New Hampshire says, "The key problem is that educators are confused about what child protection does and whether it does any good." Finkelhor, who has been studying child victimization, child maltreatment, and family violence since 1977, adds, "There is the other problem that schools may not support the reporting process."

How can regular physical education activities be adapted to include students with disabilities?

Adapted physical education is an individualized program of developmental activities, exercises, games, rhythms and sports designed to meet the unique physical education needs of individuals with disabilities. Adapted physical education may take place in classes that range from those in regular physical education (i.e., students who are mainstreamed) to those in self contained classrooms. Although, an adapted physical education program is individualized, it can be implemented in a group setting. It should be geared to each student's needs, limitations and abilities. Whenever appropriate, students receiving an adapted physical education program should be included in regular physical education settings. Adapted physical education is an active program of physical activity rather than a sedentary alternative program. It supports the attainment of the benefits of physical activity by meeting the needs of students who might otherwise be relegated to passive experiences associated with physical education. In establishing adapted physical education programs, educators work with parents, students, teahers, administrators, and professionals in various disciplines. Adapted physical education may employ developmental, community-based, or other orientations and may use a variety of teaching styles. It takes place in schools and other agencies responsible for education individuals.

What is considered Adequate Yearly Progress (AYP) in the No Child Left Behind Act?

Adequate Yearly Progress is the term which the No Child Left Behind Act uses to explain that a child's school has met state reading and math goals. Your school district's report card will let you know whether or not your child's school has made AYP.

Describe the importance of providing frequent updates to parents.

After sending this first letter home, it is also helpful to send home periodic notes letting parents know how the class is proceeding. If one has a small number of studeents, one may even be able to make personal phone calls to each parent. Another way to stay in contact with many parents is through email; if one finds that all (or even some) of the parents in ones calss have internet access, one may send out a short weekly update. Whatever format one chooses, one should try to keep parents informed of upcoming evaluations, field trips, and special events. If possible, one should personalize each message with some specific information about the child; this will convey the impression that one is taking a direct interest in the educational progress f each member of the class. It is important to make an effort to communicate both good news as well as bad. For many parents, the only contact they ever have with the school is when their child has gotten into trouble. One should occasionally mae a call or drop a note to praise a student for improved academic performance. Parents will respond very positively to teachers who take the time to praise their children.

Describe the importance of communicating with colleagues.

An ELL instructor should meet with his colleagues at some point during the year so that he can get a general idea of the structure and content of his colleague's classes. During the year, the ELL teacher should stay abreast of that which students are learning in their other classes, and should note associations between disciplines whenever they arise. A teacher should also know when his fellow teachers are assigning major projects or exams, so that he can avoid giving important assignments on the same day. Many schools assign a certain day of the week for tests in each subject; e.g., math tests on Monday, history tests on Tesday, and so on. If the school does not do this, the ELL teacher should make sure that major projects and examinations are scheduled such that students are not overwhelmed with a flurry of work.

Describe the appropriate protocol for meeting with the principal.

An ELL teacher should try to avoid only visiting the principal when there is something wrong. A principal, like any person, will develop certain assumptions about a teacher whom they only see in times of crisis. Also, many principals will resent those teachers who they feel are constantly passing their problems onto the administration. ELL teachers should be referring problems to the principal only as a last resort. It is appropriate to let the principal know about concerns without necessarily asking for help. A teacher should try to check in with the principal periodically when things are going well in class, so that he or she can get a more balanced appreciation of the class' progress. When a teacher maintains a good relationship with the principal throughout the year, he or she will be much more helpful on those occasions of crisis.

Discuss some ways to incorporate parents into instruction.

An ELL teacher should try to take advantage of parents' special skills or talents, especially as they relate to different content areas. For instance, if one is teaching a science-related uit and one of the student' parents is a botanist, you should invite him to speak to the class. If one is teaching a unit on Social Studies and discovers that one of the parents works for the federal government, it might be useful to invite him to speak. Whenever possible, one should be striving to make course content relevant to the daily lives of the students. There is no better way to do this than by incorporating their family members into the lesson.

Describe the importance of parent-teacher conferences.

Another important part of developing a positive rapport with parents is the parent-teacher conference. Most elementary schools schedule these near the beginning of the year, often at the end of the first grading period. In middle and high school, parent-teacher conferences are not always mandatory, though they are recommended. If one is a beginning teacher, one may approach ones first conferences with some anxiety. It is important to remember, however, that both the teacher and the parents both have the student's success as a goal. It is important to accurately communicate a student's standing within the class. It is also important for both parties to agree on a strategy for maintaining or improving the student's performance subsequent to the conference. Conferences are meant to be punishment for neither the instructor, the parent, nor the student.

Discuss the importance of the open house.

Another traditional means of making contact with parents is the open house. Most schools hold an open house at the beginning of the year so that parents can meet the teachers and see the classrooms. Besides being an opportunity to give information about the class, the open house is a chance for the teacher to present himself in a favorable light. The neatness and organization of the room is very important, as is greeting the parents as they enter. One should try to avoid getting bogged down in discussion with any one parent; discussions of individual students should be handled in another setting. The open house is a chance for one to sell oneself and the class. One should demonstrate the structure of one's class as well as present an appeal for help from parents.

Describe the value of peer review programs for ELL teachers.

Another way in which a community of ELL teachers can foster professional improvement is through peer review. In a peer review program, teachers observe one another and offer suggestions for improvement. This is especially helpful when it is done among teachers in the same grade level or subject. Another ELL teacher who is fluent in French, for instance, would be a great resource for a non-French-speaking teacher helping new immigrants from West Africa. Of course, in order for this sort of program to work, there needs to be a spirit of collaboration and constructive criticism among the teachers. Unfortunately, school politics and competitiveness often poison the relationships between colleagues, and make it difficult to offer or accept well-meaning suggestions. The best peer review programs establish a specific protocol for criticism and encouragement.

Discuss the potential benefits of arranging field trips with other classes.

Another way that ELL teachers can band together is by arranging field trips with other teachers, as it is often easier to handle the logistics of a large field trip in cooperation with another teacher. Also, many field trips will have applications to multiple subject areas. For instance, a trip to a local battlefield could have relevance for American history, English, and Social studies students. A visit to the local natural science museum could be pertinent to content in math, science, and history. It is always a good idea to encourage students to make associations between content areas. Furthermore, a field trip encourages ELL students to mix with other students, forming social connections that improve investment in the academic setting.

Describe how an ELL teacher can use peer tutoring programs to collaborate with colleagues.

Another way that ELL teachers can join with their colleagues in order to improve the quality of instruction is through peer tutoring. In a basic peer tutoring program, more advanced students work with the younger students on class work. For instance, the members of a second-grade ELL class might be paired with the members of a fifth-grade ELL class. The older children will still be using many of the concepts that they learned in second grade, thus it will be beneficial for them to explain and demonstrate these concepts. The younger children, meanwhile, will enjoy working with older children and ma be more receptive to the material when it comes from a source other than the teacher.

Explain how parental education can influence a students' life and learning.

As families shrank during the last half of the past century, parental education rose. Among adolescents ages 12-17 in 1940, about 70% had parents who had completed no more than 8 years of school, while only 15% had parents who were high school graduates, and 3% had parents who were college graduates. Expenditures for education have expanded enormously since then, and the educational attainment figures have been turned on their head. by 2000, only 6% if adolescents ages 12-17 have parents with no more than 8 years of school, while 82% have parents with high school diplomas, including the 21%-29% who have mothers or fathers with 4-year college degrees. Parental educational attainment is perhaps the most central feature of family circumstances relevant to overall child well-being and family circumstances relevant to overall child well-being and development, regardless of race/ethnicity or immigrant origins. Parents who have completed fewer ears of schooling may be less able to help their children with schoolwork because of their limited exposure to knowledge taught in the classroom. They also may be less able to foster their children's educational success in other ways because they lack familiarity with how to negotiate educational institutions successfully. Children whose parents have extremely limited education may, therefore, be more likely to benefit from, or to require, specialized educational program initiatives if their needs are to be met by educational institutions.

Describe some situations in which parents should be invited to class.

Besides the open house, parents should be invited to school whenever their presence will have a positive impact on learning. For instance, if students are going to be putting on a group or individual presentation, parents should be invited to attend. This is especially important in elementary grades, where the presence of a parent can be extremely comforting and motivating to students. Other instances where parents could be invited to attend school are field days, class parties, and field trips. Too often, ELL students create a rigid separation between their school and home lives. Langauge differences reinforce this separation. By inviting parents to class, an ELL teacher breaks down the division between the academic and the family life, and encourages the student to incorporate what he is learning into all phases of his life.

How does a child with only one parent effect a students' life and learning?

Children with only one parent in the home tend to be somewhat disadvantaged in their educational and economic success. Children in immigrant families are much less likely than children in native-born families to have only one parent in the home, but there is substantial variation across groups. For example, no more than 10% of children live with one parent among children in immigrant families who have origins in India, Australia and New Zealand, Canada, China, and the Eastern and Southern former Soviet bloc, compared to more than 30% for those with origins in the English-speaking Carribbean, Haiti, and the Dominican Republic. Similarly, the proportion with one parent in the home is 17% to 25% for children in native-born families who are white or Asian, compared to aout 50% or more for those who are Central American and mainland-origin Puerto Rican. The variation in number of parents in the household appears to be highly associated with level of parental education. For example, among children in immigrant families, only 10% live with one parent in the high education group, while 17% live with one parent in the medium and low education groups. Among children in native-born families, proportions are 18% for children with high education parents versus 49% for children with low education parent. The proportion with one parent rises from 20% at ages 0-2, to 24% at ages 3-8 and then to 25% at ages 9-13, and 26% at ages 14-17

Discuss the case of Soler and Peters (1993) as it relates to confidentiality.

Confidentiality provisions help protect families from embarrassing disclosures, discrimination against themselves or their children, differential treatment, and threats to family and job security. Confidentiality provisions also may encourage students or families to take advantage f services designed to help them. Many of the legal protections to confidentiality are constitutionally based in the fundamental right "to be let alone". Right-to-privacy protections also are reflected in federal and state statutes, statutory privileges, agency regulations, ethical standards and professional practice standards.

What is the Oberti test and how is it used?

Court cases have produced guidelines that can be helpful in determining the best placement for a student. One of these is Oberti v. Board of Education, which specified three considerations for determining placement: 1) the steps taken by the school to try to include the child in the general education classroom; 2) the comparison between the educational benefit the child would receive in a general education classroom, including social and communication benefits, and the benefits the child would receive in a segregated classroom, and 3) possible negative effects inclusion would have on the other children in the general education class.

How many children are emotionally disturbed?

Estimates of the number of school-age children and adolescents with emotional or behavioral disorders depend on the definitions and criteria that are used. At some point in their lives, most individuals exhibit behavior that others consider excessive or inappropriate for the circumstances. Thus, frequency, intensity, duration, and context must be considered in making judgments of disturbance. Unlike some other educational disabilities, emotional and behavioral disorders are not necessarily lifelong conditions. Although teachers typically consider 10-20 percent of their students as having emotional or behavioral problems, a conservative estimate of the number whose problems are both severe and chronic is 2-3 percent of the school-age population. Currently, less than one-half that number are formally identified and receive special education services.

Define Code of Ethics.

Ethical codes are specialized and specific rules of ethics. Such codes exist in most professions to guide interactions between specialists with advanced knowledge, e.g., doctors, lawyers and engineers, and the general public. They are often not part of any more general theory of ethics but accepted as pragmatic necessities. Ethical codes are distinct from moral codes that apply to the education and religion of a whole larger society. Not only are they more specialized, but they are more internally consistent, and typically can be applied without a great deal of interpretation by an ordinary practitioner of the specialty.

Discuss some ways to encourage parent involvement in their child's education.

Every teacher needs to develop ways in which to involve parents in the education of their children. Some communication methods may be more effective than others depending upon the age of the students, the educational level and time limitations of the parents, and the administrative support and resources available to the teacher. Some schools encourage a parent orientation program at the beginning of the year, in which the teacher informs parents what his expectations are concerning behavior and outlines classroom rules. He presents a broad picture of the material to be covered, projects that will be assigned and homework requirements. If a meeting isn't possible, the same information can be conveyed in a letter sent home just before school starts or during the first week. Besides regularly scheduled parent/teacher conferences, a periodic newsletter, perhaps when report cards are issued, can be sent to update parents.

What is FAPE?

FAPE (Free Appropriate Public Education) is requirement coined in order to comply with the federal mandate, Public Law 102-119, known as the Individuals with Disabilities Education Act. More specifically, part B of the act, which mandated that all disabled children receive a free appropriate public education and as such a school district must provide special education and related services at no cost to the child or his parents.

Who are gifted children?

Former U.S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated, "Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society." The same report continued: "Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: 1. General intellectual ability 2. Specific academic aptitude 3. Creative or productive thinking 4. Leadership ability 5. Visual or performing arts 6. Psychomotor ability

Define and discuss students with dual exceptionalities.

Gifted students with disabling conditions remain a major group of undeserved and under-stimulated youth. The focus on accommodations for their disabilities may preclude the recognition and development of their cognitive abilities. It is not unexpected, then, to find a significant discrepancy between the measured academic potential of these students and their actual performance in the classroom. In order for these children to reach their potential, it is imperative that their intellectual strengths to be recognized and nurtured, at the same time as their disability is accommodated appropriately.

Define SED.

IDEA defines a serious emotional disturbance (SED) as "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: -An inability to learn which cannot be explained by intellectual, sensory, or health factors. -An inability to build or maintain satisfactory interpersonal relationships with peers and teachers -Inappropriate types of behavior or feelings under normal circumstances -A general pervasive mood of unhappiness or depression -A tendency to develop physical symptoms or fears associated with personal or school problems" The federal definition includes children who are diagnosed as schizophrenic, but excludes socially maladjusted children "unless it is determined that they are seriously emotionally disturbed." Although autism was formerly included under the SED designation, in 1981 it was transferred to the category of "other health impaired."

Discuss the assessment of students with dual exceptionalities and the difficulties that may be encountered.

Identification of giftedness in students who are disabled is problematic. The customary identification methods (i.e., standardized tests and observational checklists) are inadequate without major modification. Standard lists of characteristics of gifted students may be inadequate for unmasking hidden potential in children who have disabilities. Children whose hearing is impaired, for example, cannot respond to oral directions, and they may also lack the vocabulary which reflects the complexity of their thoughts. Children whose speech or language is impaired cannot respond to tests requiring verbal responses. Children whose vision is impaired may be unable to respond to certain performance measures, and although their vocabulary may be quite advanced, they may not understand the full meaning of the words they use (e.g., color words). Children with learning disabilities may use high-level vocabulary in speaking but be unable to express themselves in writing, or vice versa. In addition, limited life experiences due to impaired mobility may artificially lower scores. Because the population of gifted/disabled students is difficult to locate, they are seldom included in standardized test norming groups, adding to the problems of comparison. In addition, gifted children with disabilities often use their intelligence to try to circumvent the disability. This may cause both exceptionalities to appear less extreme; using one to mask the other normalizes both.

List some promises that can be included in a parent/student/teacher agreement.

If a teacher should wish to use a formal parent/student/teacher agreement as a way to involve parents, provide students with a written set of expectations and explain their commitment to a successful educational experience, there are several activities that can be included: Parent Priorities: 1. Show respect for and support of the student, teacher and the discipline policy. 2. Monitor homework assignments and projects 3. Attend teacher conferences 4. Ask about the student's day. Student Priorities: 1. Show respect for parents, teachers, peers and school property. 2. Put forth his best effort both in class and at home 3. Come to class prepared 4. Talk to his parents about school Teacher Priorities 1. Show respect for the student, his family and his culture 2. Help each student strive to reach his potential 3. Provide fair progress evaluations to students and parents 4. Enforce rules fairly and consistently.

List some things to do after the parent/teacher conference is concluded.

If either the teacher or the parents feel that there is more to discuss or that a follow-up meeting is necessary for an update on progress made, a time can be scheduled before the parents leave. As soon as possible after the conversation while the details are fresh, the teacher should make notes of the general discussion and record any specific actions that he or the parents agreed to take as well as the parent' attitude and willingness to offer support. Any private information and/or family issues which the parents shared should be kept in the strictest confidence. If a cooperative relationship is to be established, parents need to know that their family business will remain private. It is very important and even required in some states that teachers report any indication of or concerns about possible child abuse or endangerment to the authorities. All teachers and administrators need to be familiar with the pertinent statutes in their state.

What does the federal law FERPA guarantee

In 1974 federal law, the Family Educational Rights and Privacy Act (FERPA), protects the privacy interests of students in elementary and secondary schools (and their parents) with regard to certain types of education records. FERPA requires that prior consent be obtained from the student (if 18 or older) or the student's parents before certain types of information can be released from school records. FERPA also gives parents and students access to records, along with the right to challenge the accuracy of those records and make necessary modifications. Changes to FERPA most recently were enacted as part of the Improving Schools Act of 1994

What are some of the developmental consequences of poverty?

In general, poverty has been found to have negative developmental consequences for children. Children in impoverished families may be at risk of educational failure because they lack access to adequate nutrition, health care, dental care, or vision care, as well as lacking access to educational resources that parents with higher incomes can afford to purchase for their children. Children whose parents possess less education have parents who are less able to find full-time year-round work, and the work they find pays less well. As a consequence, policymakers and program administrators in areas with large numbers of children in groups with low parental education tend to have children as clients who not only have parents with limited education, but who work more sporadically, and who have limited income to provide for the needs of their children.

List some activities that can be used to prepare for a parent/teacher conference.

In order to avoid wasting everyone's time during a parent/teacher conference, there are several things a teacher can do to set the scene for a productive meeting. Make initial contact early by sending a note or newsletter home briefly outlining plans and objectives for the year and providing contact information (e.g., phone number, email address, days and times available). This tells parents the teacher is willing to talk and/or meet when necessary. When a date for a conference is set, the teacher should be certain to invite both parents. It is the best way to gauge how involved they are, yet individual family circumstances need to be considered (one-parent families, parents' work commitments, et cetera). Schedule twenty to thirty minute conferences; if more time becomes necessary, schedule a follow-up meeting. Develop a flexible agenda and gather necessary paperwork. Verify parent and student names just before the meeting.

What does a principal need to know about inclusion?

Inclusion is the meaningful participation of students with disabilities in general education classrooms. To practice inclusion successfully the school principal and staff must understand the history, terms, and legal requirements involved as well as have the necessary levels of support and commitment. The word inclusion is not a precise term, and it is often confused with similar concepts such as least restrictive environment (LRE) and mainstreaming. Educating children in the least restrictive environment has been mandated since the 19702, when it was a major provision of the Education for All Handicapped Children Act. The law states that to the maximum extent appropriate, children with disabilities are educated with children who are nondisabled; and that special classes, separate schooling, or other removal of children from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily.

Discuss some ways that parents can be involved in the classroom.

Increase involvement of parents and families often is cited as one of the most important ways to improve public schools. A variety of studies confirm that parent involvement makes an enormous impact on students' attitude, attendance, and academic achievement. Although some working and single parents may be unable to contribute to schools because of work commitments and time constraints, educators are discovering many additional ways that parents can help students and their schools. Some of these ways are dependent upon the school's desire to involve parents. To effect change, parents must find time to participate in their children's education while schools must provide the supports necessary for them to be involved. The resulting partnerships between parents and teachers will increase student achievement and promote better cooperation between home and school. Together these efforts will connect families and schools to help children succeed in school and in their future. Traditionally, parent involvement in education has included home-based activities (such as helping with homework, encouraging children to read, and promoting school attendance) and school-based activities (such as attending PTA meetings, parent-teacher conferences, concerts, and other school events; helping to raise money for various school-improvement projects; and volunteering at school during the day).

Describe the importance of keeping parents alert to student performance.

It is also important to let parents know how their children are faring in class by sending home their grades regularly. Many teachers require students to take home their major tests and have them signed by a parent. Increasingly, teachers are posting student grades on a class website so that parents and students alike can keep track. Whichever method one chooses, one should make sure that one does not wait until the end of the term to let a parent know that their student is in danger of failing. As soon as any student falls behind, it is imperative to alert his parents so that a strategy for improvement can be developed. Do not assume that students will keep their parents informed as to how they are doing in class. Many students will claim to be doing well even if they know that this will be disproved by their final grade. As a teacher, it is ones responsibility to keep parents informed.

What is the Relationship between Section 504 and the ADA?

The Americans With Disabilities Act (ADA), enacted in 1990, has deep roots in Section 504. In many ways, the ADA is Section 504 "writ large." The primary difference is that while Section 504 applies only to organizations that receive Federal funding, the ADA applies to a much broader universe. However, with respect to education, the ADA's objectives and language are very similar to Section 504, and for this reason both statutes are administered by the Office for Civil Rights and considered essentially identical.

Describe some basic steps for establishing a positive relationship with school administration.

It is important for the ELL teacher to have a strong relationship with the school administration. The principals and support staff of a school are supposed to be there to make life easier, but they can only do this with cooperation. In order to maintain a happy partnership with the school administration, teachers should remember one guideline of great importance: namely, teachers should always report any significant problems immediately; these problems can include disciplinary matters, personal problems, or conflict with school protocol. In large schools where there is little one-on-one contact between the administration and the faculty, it is common for teachers to let their grievances fester in silence. The result is that what could be a cooperative relationship becomes poisoned by resentment and frustration. Teachers who have complaints or concerns about the way the school is being run, or who need help, should immediately discuss the problem with the principal.

Give an overview of education law.

One function of government is education, which is administered through the public school system by the Federal Department of Education. The states, however, have primary responsibility for the maintenance and operation of public schools. The Federal Government does maintain a heavy interest, however, in education. The National Institute of Education was created to improve education in the United States. Each state is required by its state constitution to provide a school system whereby children may receive an education, and state legislatures exercise power over schools in any manner consistent with the state's constitution. Many state legislatures delegate power over the school system to a state board of education.

Describe a parent/student/teacher agreement.

Many schools use some sort of parent/student/teacher agreement to ensure everyone understands the rules and agrees to abide by them. It can be as simple as requiring parents, students and teachers to sign a copy of the student handbook or it can be a formal contract drafted with specific activities each pledges to perform. Whichever format is used, it should detail each party's responsibilities. This accomplishes several goals: - Parents are recognized as an important part of the educational experience. They are also made aware of what is expected of them, their children, the teachers and the administration. -Students are given written expectations, which prevent an "I didn't know" attitude. It encourages respect for himself, his parents, his teachers, his peers, and the rules -Teachers make a written commitment to students and parents to provide a environment that encourages learning. They list specific, observable behavior which they pledge to perform

Describe the value of mentoring programs for ELL teachers.

Mentoring is another professional improvement program that can be extremely valuable to an ELL teacher. In a mentoring program, experienced teachers develop relationships with beginning teachers. The schools that use these programs find that they are able to retain a larger proportion of their beginning teachers. When mentoring programs are not offered, new teachers should ask a veteran ELL teacher to act as a mentor, as a mentor can provide guidance on any aspect of teaching, from classroom management to lesson plans. New teachers get the most out of the relationship if they consiously remain open to constructive criticism. A mentor should observe his or her mentee directly in the teacher's classroom, but the mentee should also keep a list of concerns and questions to bring to private meeting. Teachers who accept advice and are willing to see things from a different perspective will grow immeasurably from the mentoring experience.

Discuss neglect as a form of child abuse.

Neglect is the most common type of reported and substantiated maltreatment. According to the National Child Abuse and Neglect Data System, of the estimated 826,000 victims of child abuse and neglect in 1999, 58.4% - more than 482,000 children - suffered from neglect; 21.3% were physically abused, and 11.3% were victims of sexual abuse. Whereas physical abuse tends to be episodic, neglect is more often chronic and involves inattention to a child's basis needs, such as food, clothing, shelter, medical care, and supervision. When considering the possibility of neglect, educators should look for consistencies and ask themselves such questions as: Does the child steal or hoard food consistently? Does the child consistently demonstrate disorganized thinking or unattended needs? Would observing the family in the context of the community provide any answers? Is this culturally acceptable child rearing, a different lifestyle, or true neglect?

Discuss the importance of cooperating with colleagues.

To be successful, an ELL teacher must be constantly cooperating with and learning from colleagues. There are a number of ways to do this; one is to set up regular meeting with them. Many ELL teachers are part of a team of teachers who instruct the same group of students, and these meetings will therefore already be in place. If this is not the case, however, teachers should try to set up frequent meetings with colleagues who either teach the same students or the same subject.

Describe the value of scheduling an observation by the principal.

One great way to cultivate a positive relationship with the principal is to invite him or her to sit in on a class. A teacher should invite the principal on a day when a particularly innovative and exciting lesson is planned. It is a good idea to let the students know ahead of time that the principal will be joining the class, so they need to be on their best behavior. During the observation, the teacher should invite the principal to participate whenever appropriate. Many principals were teachers at one time, and will welcome the opportunity to join in with the activities of the class. After the class, the teacher should ask the principal for his opinion. As in relationships with other teachers, teachers should try to remain open to criticism and accepting of advice. These kinds of observations can be very useful for beginning teachers, who may be unaware of some fundamental mistakes they are making.

Describe the value of coordinating subject matter with other teachers.

One of the most positive ways for ELL teachers to work with their fellow teachers is by coordinating subject matter. This strategy is often used in teacher "teams" in elementary and middle school, but it can also be effective in high school. Let us consider a brief example of how teacher can coordinate subject matter with great results. Imagine that you are a sixth-grade ELL teacher. Before the school year begins, you could propose that the sixth grade uses "cities" as a theme. Each teacher can then construct lessons in their instructional domain that connect with this theme. As the ELL teacher, you could look at texts that focus on life in the city. The history teacher could teach students about the rise of the big urban centers during the Industrial Revolution. The math teacher could incorporate some study of the various statistics and charts that are used to describe and learn about cities. If your school is located in or near a large city, you might also take some field trips so students can observe first-hand the things that they have learned.

Define and describe respectful, reciprocal communication.

One simple way to communicate more effectively is to treat the person whom you are addressing respectfully regardless of one's own emotional inclinations. Exhibiting disrespect is almost never helpful, as it immediately places the listener in an adversarial, and probably hostile frame of mind, and encourages them to disregard or dispute anything that is said. This does not mean that one has to agree with everyone and hide any opposition which one may hold to their attitudes, beliefs, values, or positions; it simply means that one should state ones differences in a way that does not belittle another's. For instance, instead of saying "that is a really stupid way of looking at the situation," it is usually more helpful to say "well, I see the situation somewhat differently." Then you can go on to explain how you see it, without ever saying directly that they are "stupid" or even wrong, but simply that it is possible to see things in different ways. Reciprocal communication involves each party receiving equal respect for their ideas and views.

Describe the role of the school as a resource to the larger community.

Our mission is to work with communities to ensure learner success and stronger communities through family-school-community partnerships. Through schools, individuals value learning; learn how to learn; demonstrate effective communication, thinking and problem solving; enjoy a better quality of life; are fulfilled; experience the joy of learning; and contribute to and benefit from the intergenerational transmission of culture. In supporting the educational role and function of local education agencies (and organizations), families, and communities increase local capacity to improve and ensure learning opportunities for the children and citizens of the community.

How does an overcrowded home environment influence a students' life and learning?

Overcrowded housing has deleterious effects on child health and well-being, including psychological health and behavioral adjustment, as well as the ability to find a place to do homework undisturbed. Nearly 1 in 5 children live in crowded housing conditions (that is, with more than one person per room). But nearly half of the children in immigrant families live in overcrowded housing, compared to only 11% of children in native-born families. There is wide variation among groups, however. Among children in native-born families, the proportion in overcrowded housing ranges from 7% for whites to 40% for Native Hawaiian and other Pacific Islanders. Among children in immigrant families, the proportion in overcrowded housing among white groups is about the same as for native-born white groups, while the highest levels of overcrowding are experienced by children in immigrant families from Central America (59%) and Mexico (67%). Overcrowding is strongly correlated with parental education and poverty across racial/ethnic and immigrant generation groups, suggesting the need to double-up with relatives or non-relatives to share resources. This appears to be especially true among immigrant-origin groups. Moreover, while overcrowding improves slightly for older versus younger age groups, these reductions tend to be smaller among children in immigrant families, despite their initially higher levels.

List some topics teachers should be prepared to answer during parent/teacher conferences.

Parent/teacher conferences are the best time for candid communication. For the encounter to be productive, both parties need to be prepared to discuss the student's strengths and weaknesses, share any concerns and decide upon the best way to help the student meet required goals and reach his potential. Some topics to consider in preparation for this important meeting: -The skills and knowledge that should be learned and mastered -Required academic standards. Give parents a copy to which to refer during the year, and explain these standards. -Discuss projects planned and assignment required to complete academic requirements. -Explain the evaluation method, what data is considered and when progress reports are issued -Discuss how parents can help. Suggest concrete activities which they can do at home in order to encourage learning and support the teacher's efforts. -Explain programs available for both fast and slow learners. -Discuss what programs are available to prepare students for life after high school.

Discuss some strategies for parent/teacher conferences.

Parent/teacher conferences can be stressful experiences for both parties. But with a positive attitude and much preparation, they can be pleasant, provide a forum for the exchange of information and improve the educational experience for the students. The first step is for the teacher to be rested. Fatigue can cause an inability to concentrate, unfortunate misunderstandings and inappropriate reactions. If a teacher thinks parents might be difficult to handle, it might be wise to ask an administrator to sit in. The teacher needs to have a plan prepared with discussion points and copies of the student's work available to review. He needs to keep in mind that the parents may have items to discuss as well, and therefore the plan needs to be flexible and allow time for questions. The discussion should focus on the positive and present negative information with a "we can fix it" approach.

List some reasons why parental education attainment affects a student.

Parents with limited educational attainment may also be less familiar with how to access successfully social institutions, such as healthcare, with which children and their parents must interact in order to receive needed services. Equally important is that parent educational attainment influences their income levels. Parents with limited education tend to command lower wages in the labor market and are, therefore, constrained in the educational, health, and other resources that they can afford to purchase for their children. For all of these reasons, among children generally, negative educational and employment outcomes have been found for children with low parental educational attainment.

Describe the benefits for students of peer tutoring programs.

Peer tutoring relationships are especially fruitful when they are between students from similar backgrounds. In a modern ELL class, there may be students from several different linguistic backgrounds. Some students may be the sole representative of their native culture in their grade level. If there are other students in the school with the same origin, however, they may be profitably united through peer tutoring. Also, peer tutoring programs are a great chance for students to develop their social skills; the older children will practice being generous and considerate of someone younger, while the younger children will practice being attentive and receptive to counsel. Of course, only those older students who have a good grasp of the content and are well-behaved should be involved in a peer tutoring program.

Why should one advocate for learners? What is the educator's role?

Public support for education is fragile. Poverty jeopardizes the well-being and education of our young people and some communities are caught in a downward spiral of cynicism and mistrust. Teachers must necessarily be advocates for education. One might become involved in efforts to change policies, programs, and perceptions to benefit learners; such involvement is crucial for educators today, for when they do not create effective channel of communication with legislators, the media, and community members, their opinions will likely go unfulfilled legislatively. These consequences can be devastating to children and to learning. The stakes are simply too high for educators not to engage in advocacy efforts. Just as teaching and learning require commitment, energy, and perseverance, so too does advocacy.

How does having grandparents and others in the home influence a students' life and learning?

Relatives, such as grandparents and older siblings, and non-relatives in the home can provide childcare or other important resources for children and families, but they may also act as a drain on family resources. Especially in families with few financial resources, doubling-up with other family or non-family members provides a means of sharing scare resources, and benefiting from economies of scale in paying for housing, energy, food, and other consumable goods. At the same time, doubling-up can also lead to overcrowded housing conditions with negative consequences for children. Taking grandparents, other relatives, and non-relatives together, many children have someone other than a parent or dependent sibling in the home. However, children in newcomer families are nearly twice as likely as those in native-born families to have such a person in the home. Children in white, non-Hispanic native-born or immigrant-origin families are least likely to live with such other persons. About 9% of all children in the United States have at least one grandparent in the home, and whether or not a child lives with a grandparent is strongly correlated with racial/ethnic and immigrant status. For example, living with grandparents is much less common for white children (3%-8%) than for nonwhite children (12%-22%).

Explain some of the dynamics involved in reporting child abuse.

Reporting child abuse involves a complex array of dynamics. Individual subjectivity, personal perceptions, education, training, and life experiences affect everyone involved in the reporting and investigation process. To maintain objectivity, getting as many facts as possible is essential. Before calling, the reporter should have all the important information, including the child's name, date of birth, address, telephone number, details of the suspected abuse and information about the suspected perpetrator. Are there bruises or marks/. Is the child at risk if he returns home? Callers should be clear about what they are reporting. Vague statements of concern limit the screener's ability when determining whether to assign a case for investigation. Educators need enough information to answer basic questions that will be asked if they call CPS.

How is it possible to meet the needs of gifted students in the regular education (inclusion) classroom?

Research indicates that the needs of students who are gifted can be met in the inclusive classroom under certain prerequisite conditions; for example, 1) the students are appropriately grouped in clusters or other homogeneous arrangement; 2) teachers match their instructional strategies to the specific learning needs of the students; 3) the students receive an appropriately differentiated curriculum or have access to the full range of curriculum. Access to the full range of curriculum may be achieved in many ways; for example, through distance education programs, acceleration, or specifically designed programs. It is not easy for teachers to provide a learning environment where each child is working at his or her level of challenge, particularly in an inclusive classroom. However, homogeneous or cluster grouping makes it easier for teachers to differentiate curriculum and use strategies such as curriculum compacting that have proven to be effective. Additional strategies for providing effective differentiated instruction are discussed in the literature included in this frequently asked question.

Give a brief definition of Section 504 of the rehabilitation act.

Section 504 of the Rehabilitation Act (regarding nondiscrimination under federal grants and programs) states: Sec. 504. (a) No otherwise qualified individual with a disability in the United States, as defined in section 7 (20), shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service. The head of each such agency shall promulgate such regulations as may be necessary to carry out the amendments to this section made by the Rehabilitation, Comprehensive Services, and Developmental Disabilities Act of 1978.

Who is protected under Section 504

Section 504 protects qualified individuals with disabilities. Under this law, individuals with disabilities are defined as persons with a physical or mental impairment which substantially limits one or more major life activities. People who have a history of, or who are regarded as having a physical or mental impairment that substantially limits one or more major life activities, are also covered. Major life activities include caring for one's self, walking, seeing, hearing, speaking, breathing, working, performing manual tasks, and learning. In addition to meeting the above definition, for purposes of receiving services, education or training, qualified individuals with disabilities are persons who meet normal and essential eligibility requirements. For purposes of employment, qualified individuals with disabilities are persons who, with reasonable accommodation, can perform the essential functions of the job for which they have applied or have been hired to perform. (Complaints alleging employment discrimination on the basis of disability against a single individual will be referred to the U.S. Equal Employment Opportunity Commission for processing.) Reasonable accommodation means an employer is required to take reasonable steps to accommodate your disability unless it would cause the employer undue hardship.

What is the Purpose of Section 504?

Section 504 was enacted to "level the playing field"; to eliminate impediments to full participation by persons with disabilities. In legal terms, the statute was intended to prevent intentional or unintentional discrimination against persons with disabilities, persons who are believed to have disabilities, or family members of persons with disabilities. Though enacted almost 25 years ago, until recently Section 504 has been largely ignored by schools. Given the statute's tempestuous history, this is little short of shocking. Two years after Section 504 was enacted, advocates held highly publicized demonstrations on the doorstep of the then-U.S. Department of Health, Education and Welfare simply to get the Department to adopt implementing regulations. But since then, the statute, regulations and their mandate have been considered by many as the "black hole" of the education law universe.

List some general characteristics of a gifted student (These are typical factors stressed by educational authorities as being indicative of giftedness. Obviously, no child is outstanding in all characteristics.)

Show superior reasoning powers and marked ability to handle ideas; can generalize readily from specific facts and can see subtle relationships; has outstanding problem-solving ability. Shows persistent intellectual curiosity; asks searching questions; shows exceptional interest in the nature of man and the universe. Is markedly superior in quality and quantity of written or spoken vocabulary; is interested in the subtleties of words and their uses. Reads avidly and absorbs books well beyond his or her years. Learns quickly and easily and retains what is learned; recalls important details, concepts and principles; comprehends readily. Shows insight into arithmetical problems that require careful reasoning and grasps mathematical concepts readily. Shows creative ability or imaginative expression in such things as much, art, dance, drama; shows finesse in bodily control. Sustains concentration for lengthy periods and shows outstanding responsibility and independence in classroom work. Sets realistically high standards for self; is self-critical in evaluation. Shows initiative and originality in intellectual work; shows flexibility in thinking and considers problems from a number of viewpoints. Observes keenly and is responsive to new ideas. Shows social poise and a mature ability to communicate with adults. Gets excitement and pleasure from intellectual challenge.

Describe the importance of positive relationships with teacher aides and assistants.

Some teachers are lucky enough to have full- or part-time aides and assistants. When this is the case, the teacher should make sure that the aide is being used appropriately. For the most part, an aide should not be busy doing paperwork during class time. It is certainly useful to have another person to help with grading, but this can be done during the planning period or lunch. While the children are in the classroom, the aide should be another set of eyes are ears. In other words, the aide should circulate around the room while students are working. He can answer any questions students may have about the lesson, and can make sure that students stay on-task. Aides are also useful when some members of the class have fallen behind the others. The aide can assemble those students and give them a brief refresher on the recent material as the teacher instructs the rest of the class.

Define social ineptitude.

Social ineptitude is defined as a lack of social skills; in most societies, this term is considered disrespectful. There are medical conditions that may cause a deficiency in social skills such as autism and Asperger syndrome. Someone who believes himself socially inept may have an avoidant personality disorder. A shy person or an overly bold person may observe social conventions but still exhibit social incompetence; the behavior is simply manifested in different ways. The criteria for social ineptitude are different in different cultures, which makes it difficult to cite specific examples. People trying to integrate into a new environment may unknowingly commit a social faux pas thereby earning the damaging label unfairly. In a culturally diverse classroom, it is critical to create an atmosphere of acceptance so if a student does something inappropriate, the behavior can be quietly and gently corrected without causing humiliation or embarrassment.

Discuss the importance of social skills.

Social skills are the tools used to interact and communicate with others. They are learned during the socialization process and are both verbal and non-verbal. These skills are integral to becoming an active and accepted member of any environment. There are general skills needed to complete daily transactions such as being able to ask sensible questions and provide logical answers and knowing how to read and write and understand simple directions. If these skills are missing or poorly executed, it can cause various problems and misunderstandings, some of which could have long-lasting and/or life-changing consequences. In smaller groups, other skills may be needed such as the ability to engage in interesting conversation, present ideas to peers, teach new concepts or actively participate in discussion. Using body language and gestures appropriate to the situation and the message, having the ability to resolve conflicts and being diplomatic when necessary are examples of advanced social skills.

Define and discuss socialization.

Socialization is the process of learning the written and unwritten rules, acceptable behavioral patterns, and accumulated knowledge of the community in order to function within its culture. It is a gradual process that starts when a person is born and, in one form or another, continues throughout his life. There are many "communities" within a culture: e.g., family, school, neighborhood, military and country. There are six forms of socialization: -Reverse Socialization: deviation from acceptable behavior patterns -Developmental Socialization: the process of learning social skills -Primary Socialization: learning the attitudes, values and actions of a culture. -Secondary Socialization: learning behavior required in a smaller group within the culture. -Anticipatory Socialization: practicing behavior in preparation for joining a group -Resocialization: discarding old behavior and learning new behavior as part of a life transition; e.g., starting school, moving to a new neighborhood or joining the military.

Discuss the different levels of parent involvement in their child's education.

Some parents are eager to participate in their child's education, some do so only when required, and others avoid involvement of any kind. All three approaches can be a challenge. Eager parents may bombard the teacher and administration with notes, phone calls, emails, and requests for information ad meeting. Setting reasonable, well-defined limits may be necessary. Parents who only show up when specifically requested (e.g., semi-annual parent/teacher conferences, meeting with the administration about a behavior problem), might only be going through the motions in order to keep their child enrolled in school. They may be incapable of or don't really care to address any underlying issues; they show up because they are required to do so. Parents who are never available ad impossible to contact provide no help or insight and offer no support.

Define and describe an IEP.

Special education teachers help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets personalized goals for each student and is tailored to the student's individual needs and ability. When appropriate, the program includes a transition plan outlining specific step to prepare students with disabilities for middle school or high school or, in the case of older students, a job or post-secondary study. Teachers review the IEP with the student's parents, school administrators, and the student's general education teacher. Teachers work closely with parents to inform them of their child's progress and suggest techniques to promote learning at home.

Give a general description of the work of Special Education Teachers

Special education teachers work with children and youths who have a variety of disabilities. A small number of special education teachers work with students with mental retardation or autism, primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the child's individual needs. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some teachers work with infants and toddlers.

Discuss and describe what is meant by the term "behavioral disorders."

Students who have emotional and behavioral disturbances exhibit significant behavioral excesses or deficits. Many labels are used to denote deviant behavior; these labels include: emotionally handicapped or disturbed, behaviorally disordered, socially maladjusted, delinquent, mentally ill, psychotic, and schizophrenic. Each of these terms refers to patterns of behavior that depart significantly from the expectations of others. In recent years, "behavioral disorders" has gained favor over "emotional disturbance" as a more accurate label leading to more objective decision-making and fewer negative connotations.

Discuss the importance of meeting with parents and some ways to share information with them.

Studies have shown that the more parents are involved in their children's education, the better the students learn and the fewer behavior problems one must handle. Teachers are an integral part of the process. It is up to them to keep parents informed about the academic and social progress of the students. Report cards only provide letter or number grades and are not designed to explore and explain how well the student is learning and progressing in the intangible skills like critical thinking, reasoning ability, study habits, attitude, communication with adults and peers and other social and interactive development. Sending home periodic progress reports is an effective way to keep parents abreast of changes. Meeting with parents regularly to discuss their child's particular progress and being available to answer questions are excellent ways to work together as a team to ensure the student benefits the most from educational experience.

Discuss the impact which cultural influences have on students' ability and readiness to learn.

Study after study has shown that a student's culture has a direct impact on learning. Since educational standards are based on white, middle class cultural identification, students who do not fall into that demographic face challenges every day. It's not that these students are incapable of learning; they simply judge that which is important and how they express that importance differently. Sometimes it is difficult for them to understand and relate to curriculum content, teaching methods and social skills required because their culture does things differently, emphasizes different choices and rewards different behavior. Adolescents identify with their culture; they become what they know. If teachers ignore cultural differences, it causes communication issues, inhibits learning and increases the potential for behavior problems. As long as a child has no physical or mental health issues, he is capable of learning. He simply needs that the information presented and exampled used to be relevant to his life experiences; otherwise, it does not seem to make sense to him.

Describe Supplemental Educational Services (SES) in the No Child Left Behind Act.

Supplemental Educational Services is the term which the No Child Left Behind Act uses to refer to the tutoring and extra help with schoolwork in subjects such as reading and math that children from low-income families may be eligible to receive. This help I provided free of charge and generally takes place outside the regular school day, such as after school or during the summer.

Describe a teacher's responsibility in reporting abuse.

Teachers are in a unique position to observe and report suspected allegations of child abuse and neglect, but they are in a precarious position for educators - especially neophytes struggling to comprehend various community systems and the vast arena of child abuse reporting laws. Educators should be guided by their school's internal administrative policies for reporting abuse. Sometimes, however, these polices can be confusing. Some schools, for example, encourage educators to report suspected abuse internally before contacting CPS. Nevertheless, state and federal laws mandate educators to report suspected child maltreatment-allowing school administrators to determine if a teacher's suspicions should be reported is unlawful. Because educators are not trained investigators, it is especially important for them to report suspected maltreatment and not assume the responsibility of determining whether a child has been abused.

Give a brief overview of The Individuals with Disabilities Education Act.

The Individuals with Disabilities Education Act (IDEA) is the law that guarantees all children with disabilities access to a free and appropriate public education. It addresses the educational needs of children from birth through age 26 and accounts for 13 categories of educational special needs.

What is the National School Lunch Program and who can participate?

The National School Lunch Program (NSLP) is the oldest and largest of the child nutrition programs operated by the Food and Consumer Service (FCS) of the U.S. Department of Agriculture. Since 1946, the NSLP has made it possible for schools to serve nutritious lunches to students each school day. States receive federal reimbursement and other assistance in establishing, maintaining, and operating the program. To participate in the NSLP, schools and institutions must agree to: Operate food service for all students without regard to race, color, national origin, sex, age, or disability. Provide free and reduced price lunches to students unable to pay the full price based on income eligibility criteria. Such students must not be identified nor discriminated against in any manner. Serve lunches that meet the nutritional standards established by the Secretary of Agriculture. Operate the food service on a nonprofit basis.

List the agents responsible for socialization.

The agents of socialization are the people, groups and institutions that influence the self-esteem, emotions, attitudes, behavior and acceptance of a person within his environment. The first agents are the immediate family (mother, father, siblings) and extended family (grandparents, aunts, uncles, cousins). They influence religious affiliation, political inclinations, educational choices, career aspirations and other life goals. The school's role is explaining society values, reinforcing acceptable behavior patterns and teaching necessary skills such as reading, writing, reasoning, and critical thinking. Peer groups (people who are about the same age) share certain characteristics (attend the same school, live in the same neighborhood) and influence values, attitudes, and behavior. The media (radio, television, newspapers, magazines, the Internet) have an impact on attitude, values, and one's understanding of the activities of society and international events. Other institutions that influence people include religion, the work place, the neighborhood, and city, state, and federal governments.

Discuss the federal Child Abuse Prevention and Treatment Act (CAPTA).

The federal Child Abuse Prevention and Treatment Act (CAPTA) provides a foundation for states by identifying a minimum set of acts or behaviors that characterize maltreatment. CAPTA also defines what acts are considered physical abuse, neglect, and sexual abuse. Individual states determine and define what warrants further investigation. Civil laws, or statutes, describe the circumstances and conditions that obligate mandated reporters to report known or suspected cases of abuse, with each state providing definitions. Physical abuse is an intentional injury to a child by the caretaker. It may include but is not limited to burning, beating, kicking, and punching. It is usually the easiest to identify because it often leaves bruises, burns, broken bones, or unexplained injuries. By definition, physical abuse is not accidental, but neither is it necessarily the caretaker's intent to injure the child.

Describe some of the positive consequences of coordinating instructional content.

The net effect of coordinating content seems to be that ELL studets learn more. Educational research suggests that all knowledge is associative, and people therefore tend to remember those things that they can easily fit into their existing store of information. If an ELL teacher and his colleagues can link diverse disciplines together by looking at the same subject from a number of different perspectives, they can help students develop a well-rounded and coherent way of intellectualy exploring the world. This is especially true for ELL students, who will be encountering a dizzying amoung of new information at school. If this material is disconnected and seemingly random, students will be more likely to forget it. Thematic content in multiple subjects helps avoid this problem.

How does having siblings in the home effect a students' life and learning?

The presence of brother and sisters in the home is a mixed blessing for most children. Siblings provide companionship, but they must share available resources. Insofar as parental time and financial resources are limited, parental resources must be spread more thinly in families with a larger number of siblings than in smaller families. Dependent siblings under age 18 are especially likely to compete for parental time and income. As a result, family size can have important consequences for the number of years of school that a child completes, and hence, for economic attainment during adulthood. Among families of diverse native-born groups, the proportion with four or more siblings in the home ranges from 9% to 11% for Asians, Central Americans, and whites, to 18% for blacks and American Indians. In contrast among children in immigrant families, the proportion in large familes ranges more widely - from a low of 4% to 5% for children with origins in India and China, to a high of 35% for those with origins in the Pacific Islands (other than Australia and New Zealand). As was the case with the number of parents, the number of siblings in the home also appears to be highly associated with level of parent education. Those children in families with high parental education are least likely to live with four or more siblings.

Discuss the effects of the social environment in a classroom setting.

The social environment is the set of people and institutions with which one associates and communicates. It has both a direct and indirect influence on behavior by the individuals within the group. It is sometimes defined by specific characteristics such as race, gender, age, culture, or behavioral patterns. When defined by behavioral patterns it can lead to unproven assumptions about entire groups of people. In America's diverse society, it is essential that teachers recognize that various social groups exist within a classroom and thus determine the best strategies not only to facilitate the learning of "book" facts, but also to encourage understanding and acceptance between the groups. The learning theory called social cognitivism believes that people learn by observing others, whether they are aware of the process or not. Creating opportunities for students to interact with diverse social groups in a neutral, non-threatening situation can bring about positive interpersonal growth that could have long-term society impact outside of the educational environment.

Give a brief history of compulsory attendance laws.

The state of Connecticut enacted a law in 1842 which stated that no child under fifteen could be employed in any business in the state without proof of attendance in school for at least three months out of twelve. The compulsory attendance act of 1852 enacted by the state of Massachusetts included mandatory attendance for children between the ages of eight and fourteen for at least three months out of each year, of these twelve weeks at least six had to be consecutive. The exception to this attendance at a public school included: the child's attendance at another school for the same amount of time, proof that the child had already learned the subjects, poverty, or the physical or mental ability of the child to attend. The penalty for not sending your child to school was a fine not greater than $20.00 and the violators were to be prosecuted by the city. The local school committee did not have the authority to enforce the law and although the law was ineffective, it did keep the importance of school before the public and helped to form public opinion in favor of education. In 1873 the compulsory attendance law was revised. The age limit was reduced to twelve but the annual attendance was increased to twenty weeks per year. Additionally, a semblance of enforcement was established by forming jurisdictions for prosecution and the hiring of truant officers to check absences.

What are some qualifications to be classified as a special needs student?

The various types of disabilities that qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups. Early identification of a child with special needs is an important part of a special education teacher's job. Early intervention is essential in educating children with disabilities.

What requirement must lunches meet?

To qualify for federal reimbursement, schools must serve lunches which meet meal pattern requirements specified by the Secretary of Agriculture. The lunch pattern is designed to provide, over a period of time, approximately one-third of a student's Recommended Dietary Allowance for key nutrients and calories. Meals are planned to include foods from the USDA's MyPlate dietary recommendations. While there are different specific requirements for each age group, it is not difficult to plan good tasting, healthy meals that offer the required balance of meats, breads, dairy products and fruits or vegetables - while reducing salt, fat and sugar.

Discuss two differences between Section 504 and IDEA.

There are a number of differences between the two statutes, which have very different, but complementary, objectives. Perhaps the most important is, as has been stated, that Section 504 is intended to establish a "level playing field" (usually by eliminating barriers that exclude persons with disabilities) whereas IDEA is remedial (often requiring the provision of programs and services in addition to those available to persons without disabilities). Thus, Section 504 precludes hurdles to participation, whether physical (e.g., steps that prevent a person in a wheelchair from accessing a building) or programmatic (e.g., excluding a child with hepatitis from a classroom). By distinction, IDEA is similar to an "affirmative action" law: as some have asserted, school children with disabilities who fall within IDEA's coverage are sometimes granted "more" services or additional protections than children without disabilities. The "more" and "additional" denote another important difference between Section 504 and IDEA. While IDEA requires "more" of schools for children of disabilities, it also provides schools with additional, if insignificant, funding. Section 504 requires that schools not discriminate, and in some cases undertake actions that require additional expenditures, but provides no additional financial support. For this reason, schools often drag their feet in providing needed services to children under Section 504, and are less hesitant to openly discuss the limitations of funding.

What are some of the laws and differences across the United States concerning Homeschooling and parental reporting?

There are states that require no notice: No state requirement for parents to initiate any contact. There are states with low regulation: The state requires parental notification only. There are states with moderate regulation: The state requires parents to send notification, test scores, and/or professional evaluation of student progress. There are states wit high regulation: The state requires parents to send notification or achievement test scores and/or professional evaluation, plus other requirements (e.g. curriculum approval by the state, teacher qualification of parents, or home visits by state officials).

Describe and discuss what The Equal Education Opportunities Act of 1974 granted.

There is a strong concern for equality in education. Within states this leads to efforts to assure that each child receives an adequate education, no matter where he or she is situated. The Equal Education Opportunities Act of 1974 provides that no state shall deny equal educational opportunity to an individual on the basis of race, color, sex, or national origin.

What are typical patterns of disordered behavior?

There is considerable agreement about general patterns or types of disordered behavior. One researcher suggests two discrete patterns that he calls "externalizers" (aggressive, disruptive, acting out) and "internalizers" withdrawn, anxious, depressed). He identifies the following four dimensions: Conduct disorders (aggression, disobedience, irritability); personality Disorders (withdrawal, anxiety, physical complaints); immaturity (passivity, poor coping, preference for younger playmates); and socialized delinquency (involvement in gang subcultures). In addition to these, other researchers discuss pervasive developmental disorders (including autism and childhood schizophrenia) and learning disorders (including autism and childhood schizophrenia) and learning disorders (including attention deficit disorders with hyperactivity). Not all behaviorally disordered students experience academic difficulties, but the two factors are often associated.

Discuss a School in Need of Improvement as defined in the No Child Left Behind Act.

This is the term No Child Left Behind uses to refer to schools receiving Title I funds that have not met state reading and math goals (AYP) for at least two years. If a child's school is labeled a "school in need of improvement," it receives extra help to improve and the child has the option to transfer to another public school, including a public charter school. Also, your child may be eligible to receive free tutoring and extra help with schoolwork. Contact your child's school district to find out if your child qualifies.

Who is considered a Highly Qualified Teacher (HQT) in the No Child Left Behind Act?

This is the term which the No Child Left Behind Act uses for a teacher who proves that he or she knows the subjects he or she is teaching, has a college degree, and is state-certified. No Child Left Behind requires that a child be taught by a Highly Qualified Teacher in core academic subjects.

What is meant by state assessments in the No Child Left Behind Act?

This refers to the tests developed by your state that your child will take every year in grades 3-8 and at least once in high school. Using these tests, the state will be able to compare schools to each other and know which ones need extra help to improve. Parents can contact your child's school or school district to find out more details about your state's tests.

Discuss title 1 of the No Child Left Behind Act.

Title 1 of the No Child Left Behind supports programs in schools and school districts to improve the learning of children from low-income families. The U.S. Department of Education provides Title I funds to states to give to school districts based on the number of children from low-income families in each district.

What are students' rights under Title 20 - Equal Access?

Title 20 states that denial of equal access is prohibited. More precisely: (a) Restriction of limited open forum on basis of religious, political, philosophical, or other speech content is prohibited. It shall be unlawful for any public secondary school which receives Federal financial assistance and which has a limited open forum to deny equal access or a fair opportunity to, or discriminate against, any students who wish to conduct a meeting within that limited open forum on the basis of the religious, political, philosophical, or other content of the speech at such meetings.

List some things to remember during parent/teacher conferences.

Try to use a table rather tha a desk and chairs so that the parents and the teacher meet as equals; this creates a more relaxed environment. State with a positive statement about the student and the briefly review the objectives of the meeting. The teacher should not do all of the talking; it should be a conversation, not a monologue. Avoid educational jargon. Many parents will not understand it or will interpret it incorrectly. Focus on strengths, give specific examples, provide suggestions for improvement and refer to actions rather than character. For example: "Sam turned in his essay the day after it was due," instead of "Sam is irresponsible." Ask for parents' opinions and listen to their responses. Use body language that shows interest and concern and make eye contact. Do not judge the parents' attitude or behavior, and consider cultural differences. Briefly summarize the discussion and end with a positive comment or observation about the student.

Describe some important elements of a teacher-parent phone call.

When an ELL student is struggling, contacting his parents should not be a last resort. Rather, it should be done soon so that the student's course can be corrected. Many students act out at school because of problems they are having at home; learning about these motivating factors cannot only help one understand the behavior, but can lead to possible solutions. In any case, when one calls a parent to communicate bad news, it is important to always maintain a focus on the steps that should be taken for improvement. Do not call a parent simply to gripe. At the end of the call, make plans to talk again in the near future, so that everyone can assess how the strategy for improvement is proceeding. Always treat the parent as part of a team whose aim is the success of the student.

What are some benefits of families and communities having a partnership with schools?

When schools and families work together to support learning, everyone benefits: students perform better in schools and in life, parents become empowered, teacher morale improves, schools get better and communities grow stronger. Educators sometimes are content to let parents and families take the initiative in becoming involved in their children's education. But for a real partnership to occur, educators must look at ways in which the school can initiate this involvement. In such a partnership, the school and the home share responsibility for children's learning; the relationship is based on mutual respect and acknowledgement of the assets and expertise of each member. As an extension of this partnership, schools can emphasize a broad base of community involvement. When schools develop and implement strategies for promoting effective school-family-community partnerships, the result is improved learning for all students and strengthened schools, families, and communities.

Describe some behaviors that would be detrimental for an abuse case if an educator responded in this manner.

When talking to children about suspected abuse , it's imperative not to ask leading questions or insert information. A case can easily become tainted if anyone involved asks leading questions or fills in statements for a child. The incident must be conveyed in the child's own words. Investigators, attorneys, social workers, psychologists, police detectives, and judges will scrutinize statements for information that could appear tainted if a case goes to court. A recent study published by the American Psychological Association examined how misleading suggestions from parents influenced children's eyewitness reports. Psychologist and coauthor of the study, Debra Ann Poole, says even children as old as 7 or 8 will repeat misinformation. "Apparently," she says, "general instructions to report only what 'really happened' does not always prompt children to make the distinction between events they actually experienced versus events they only heard described by a significant adult."