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EDUCATING ALL STUDENTS WORKSHOP

SPRING 2024

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�WEBSITES�

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STATE RESOURCES

EAS 2019 Preparation Materials and Tutorials

http://www.nystce.nesinc.com/TestView.aspx?f=HTML_FRAG/NY201_PrepMaterials.html

Study materials are available on MKSANFORD.COM

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Email contact:

Drmksan@gmail.com

EDUCATING ALL STUDENTS EXAM

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“THE NEW YORK STATE EDUCATOR HAS THE PEDAGOGICAL AND PROFESSIONAL SKILLS TO TEACH �ALL STUDENTS IN NYS PUBLIC SCHOOLS.”�

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• Deaf-blindness
• Deafness
• Emotional disturbance
• Hearing impairment
• Intellectual disability
• Multiple disabilities
• Orthopedic impairment

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• Other health impairment (includes ADHD)
• Speech or language impairment
• Traumatic brain injury
• Visual impairment, including blindness
• Specific learning disability :

(includes dyslexia, dyscalculia, dysgraphia,

and other learning differences)

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Who are students with disabilities?

RESOURCES��HTTPS://WWW.AMAZON.COM/NYSTCE-EDUCATING-STUDENTS-SECRETS-STUDY-EBOOK/DP/B08H4LSN2H/REF=TMM_KIN_SWATCH_0?_ENCODING=UTF8&QID=&SR=�����STUDENTS WITH DISABILITIES�HTTPS://WWW.AMAZON.COM/NYSTCE-STUDENTS-DISABILITIES-TEACHER-CERTIFICATION/DP/073861145X�

Test/Question Format

Convergent Questions -comprehension, application, analysis, based on material read, presented or known. (DBQs) Applying your knowledge to a set of exhibits.

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“Which of the following additional actions should Ms. Finnegan have taken in response to the verbal altercation on September 16?”

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• EXHIBITS

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ANALYZE EXHIBITS

• Identify the Competency.
• What’s the issue? Think global rather than specific info.
• Who’s involved?
• Highlight key phrases.
• (Are the issues in more than one exhibit?)
• Develop a solution.
• Think research-based strategies.

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• ***Selected responses and constructed response cluster around the same set of exhibits.

Dry erase board or sheet, and magic marker.

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• Competency 0001 Diverse Student Populations

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• Case # 1 Class Description
• Ms. Finnegan is a new sixth-grade English language arts teacher whose class includes 34 students with diverse characteristics and needs. The majority of students come from one culture, which reflects the composition of the school population as a whole. Recently, the community has become home to a growing immigrant population. This shift in demographics has resulted in some tension at the school between groups of students. The principal asked teachers to make it a priority to create inclusive classroom environments and provided professional development sessions and faculty in-service training to support them in their efforts.

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Ms. Finnegan has a goal of learning as much as possible about her students and their backgrounds, interests, and needs. During the first few weeks of school, Ms. Finnegan administers a student interest survey and each day she makes notes in her journal about classroom activities, student interactions, and students' responses to various instructional approaches. She also frequently reviews assessment data. Her review of data from students' most recent standardized reading assessment indicates that, of her 34 students, only ten have achieved the level of proficient in English language arts.

Ms. Finnegan is planning a lesson on distinguishing fact from opinion in informational texts. She plans to have students work in small groups for some lesson activities. As part of the planning process, Ms. Finnegan is for ensuring that instruction is culturally responsive and helps her students understand and apply their learning in future lessons.

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• Exhibit 2 Excerpts from Ms. Finnegan's Journal

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Tuesday, September 6

Many students in the class want to associate primarily with peers from the same cultural background. I've engaged students in activities to help them get acquainted, but some of them are reluctant to interact with peers from a different background. It also appears that a few students hold negative views about individuals from different cultural groups. There are times when I sense underlying tension in the classroom.

Wednesday, September 7

Today I introduced a large-group lesson on identifying main ideas and supporting details. For the lesson, I chose two relatively brief informational passages. One passage was about the U.S. economy and the other passage was about the U.S. legislative system. When we read the passages together, students had questions about the content. In the course of addressing these questions, I could sense students' attention to the lesson slipping away.

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JOURNAL CONTINUED.

Monday, September 12

Today we were discussing a magazine article about a popular musician. Many students had comments or questions, but I noticed differences in how students communicated. Some students were quiet and waited to be called on before speaking, while other students were quite animated, offering many comments and even interrupting to make a point. It is going to be challenging to manage discussions so that all students have an opportunity to contribute.

Friday, September 16

Near the end of class yesterday, two students became engaged in a loud and disruptive verbal altercation. I learned that one of the students had made a culturally insensitive remark to the other. I took the students aside immediately and spoke with both of them about their behavior, but the incident created an atmosphere of unease that lasted all day today. The other students appeared distracted and anxious. Hopefully, this tension will ease over the weekend. I am also meeting to discuss this with the principal so that she is aware of the situation. I would also like to ask her to suggest strategies for creating a more positive classroom climate.

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LESSON PLAN CONT.

Lesson Component Introduction Activity

Define fact and opinion for students. Ask students to make statements about a popular and familiar book, movie, or television show. Write the statements on the board. Guide students in classifying their statements as fact or opinion.

Lesson Component Small-group Activity 1

Distribute 3 sentence strips with fact/opinion statements to each group. Have students discuss statements and decide whether they are fact or opinion. Post the large T-chart. One side is labeled FACT and the other side is labeled OPINION. Students in each group take turns placing the group's sentence strips on the appropriate side of the chart.

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Small-group Activity 2

Distribute the newspaper article about the professional basketball player. Have students read and discuss the article with the other members of their group. Students independently write two statements of fact from the article and two statements of opinion. Students take turns sharing their sentences with the group. Once the group verifies that the statements are fact/opinion, each student records the four sentences in his or her journal.

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The patterns of interaction in Ms. Finnegan's class suggest that students would benefit the most from which of the following instructional approaches?

1. implementing frequent independent study projects and self-paced learning activities
2. providing a highly structured learning environment that features strict rules and consequences
3. designing a system of concrete rewards for class-wide achievement of learning objectives
4. adopting heterogeneous grouping practices that promote shared goals and mutual learning support

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Question

Answer

Correct Response: D. Since the interactions in this class tend to be primarily between peers with similar backgrounds, heterogeneous grouping practices would provide opportunities for diverse groups of students to work together toward a common purpose. This approach also helps students recognize peers' strengths and talents as well as areas they have in common. Ultimately this approach helps promote a more inclusive learning environment because students often learn that preconceptions and views of peers from backgrounds different from their own may not be accurate.

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• Which of the following statements describes the most likely explanation for students' lack of engagement with the main idea activity on September 7?

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• The use of two passages made the activity too long to hold students' attention.
• The students prefer reading literary passages to reading informational passages.
• The teacher did not incorporate students' prior knowledge and provide other appropriate scaffolding.
• The topics of the passages were too similar and provided little variety to stimulate students' thinking.

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Answer

• Correct Response: C. Activating prior knowledge is a research-based strategy for enhancing student engagement and helping students make sense of new information. Taking time to discuss with students what they already know about a topic as well as content-specific vocabulary increases students' engagement with the text because it provides a framework for connecting the topic to their current knowledge and experiences.

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Which of the following tasks would be the most appropriate and effective method for informally assessing student learning in Ms. Finnegan's lesson on distinguishing between fact and opinion?

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1. Student groups evaluate their performance on the small-group activities on fact and opinion.
2. Individual students use different colors to highlight facts and opinions in a passage on a familiar topic.
3. Pairs of students test each other's knowledge of fact and opinion using textbook passages.
4. The teacher observes student groups as they perform the small-group activities on fact and opinion.

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Answer

Correct Response: B. Informal assessment of student learning is often accomplished through performance-type tasks that must be completed by individual students. In this way, the teacher can gain a more accurate measure of every student's understanding and ensure that students who need additional teaching or support are not overlooked because they performed a task as part of a group.

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Which of the following additional actions should Ms. Finnegan have taken in response to the verbal altercation on September 16?

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1. Discuss the code of conduct in order to restore a classroom climate that is safe and comfortable for students.
2. Encourage students to write in their journals about how the incident made them feel.
3. Have students work in small groups to reexamine classroom rules and suggest revisions as needed.
4. Send the students in question to an alternate location in the school to reflect on their behavior.

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Answer

Correct Response: A. Teachers have a responsibility to maintain a classroom environment that is conducive to learning. Though the teacher dealt with the immediate troubling behavior, the situation had a negative effect on the rest of the students. By bringing the incident into the open through discussion or other strategies, the teacher would have been able to help alleviate students' anxiety and refocus the class on learning.

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MS. FINNEGAN REVISITED�

Use the exhibits to complete the task that follows.

(the same exhibits )

• After analyzing the information provided, write a response of approximately 150–200 words in which you:
• identify one issue related to student diversity that Ms. Finnegan should address in her instructional planning related to this lesson;
• describe one strategy Ms. Finnegan could use to address the issue you identified; and explain why the strategy you described would be effective in facilitating student learning.

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Sample Constructed Response based on information in previous exhibits.

One issue related to diversity that Ms. Finnegan should address in planning the lesson on fact and opinion is that students, depending on their backgrounds or gender, may or may not be familiar with the topic professional basketball. Students with little or no background knowledge of basketball will be at a disadvantage when it comes to determining whether a statement is a fact or an opinion.

Ms. Finnegan could address this issue by allowing students to choose from texts written on several different topics that are more familiar to all students. She could then form groups according to the texts students choose.

This strategy would be effective in facilitating student learning because students would have the necessary background knowledge of their topic. They would not have to expend mental energy trying to comprehend text about an unfamiliar topic and could focus their attention on the primary objective of distinguishing between fact and opinion. This strategy would also encourage students to work with different peers and help them get to know other students who share their interests.

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EAS PRACTICE TEST 1

https://bonuspq.app.mometrix.com/practicequestion/test/NYSTCEEAS/504788#50934-1.1.1

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https://www.mometrix.com/bonus948/nystceeas

BONUS RESOURCES

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Coursera: Learning How to Learn

�https://www.coursera.org/learn/learning-how-to-learn/lecture/BuFzf/illusions-of-competence

Efficient Studying

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NAME THE COMPETENCY

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TEACHING ELLS

http://www.colorincolorado.org/teaching-english-language-learners

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SPECIAL POPULATIONS

http://www.colorincolorado.org/ell-basics/special-populations

Who are English Language Learners?

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SUPPORTING IMMIGRANT STUDENTS

http://www.colorincolorado.org/ell-basics/serving-and-supporting-immigrant-students-information-schools

SPECIAL EDUCATION AND ELLS

http://www.colorincolorado.org/school-support/special-education-and-english-language-learners

ELL GLOSSARY

What do all these words mean?

http://www.colorincolorado.org/ell-basics/ell-glossary

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NAME THE COMPETENCY

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Students with Disabilities and Other Special Learning Needs

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Accomodations & Modifications for IEPs:

https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/common-classroom-accommodations-and-modifications?_ul=1*1j0drv8*domain_userid*YW1wLThab3ZnUGJTOUk0RmNSU2pWRzZHTWc.

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RESOURCES���STUDENTS WITH DISABILITIES�HTTPS://WWW.AMAZON.COM/NYSTCE-STUDENTS-DISABILITIES-TEACHER-�CERTIFICATION/DP/073861145X�������������