Module 2 - Systematic Supports & Resources

Module 2 Quiz

This is a module quiz for the Systematic Supports & Resources for Indigenous Student with Exceptionalities.

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If you have any questions, please contact: Roberta Curtis at Curtis_R@cde.state.co.us.

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1. Students whose families speak only English may:

a. Speak a dialect of English that standardized language assessments will measure as ELL.

b. Be fluent English speakers and speak a dialect of English that is influenced by the grammatical structures of one or more other languages.

c. May speak a dialect that uses different pronunciation or vocabulary that are different from academic English.

d. All of the above

2. True or False: Cultural deficit perspectives in schools can result in Native learners feeling they don’t belong in school.

True

False

3. Culturally responsive teaching:

a. Can increase student alienation from school.

b. Can increase student alienation from their home culture.

c. Can help increase cultural dissonance.

d. Can help reduce cultural dissonance.

4. True of False: When families feel judged in school settings, it decreases their motivation to be involved and collaborate in school settings.

True

False

5. Cultural deficit perspective means:

a. Assuming that student of color are not smart enough to perform at grade level

b. Assuming that the reasons students or families do something is because they lack good values or good reasoning

c. Assuming that students receiving ESS supports becomes distanced from their cultural identities.

d. All of the above

6. Cultural asset perspective allows educators to:

a. Demonstrate respect for students and families by recognizing their values and reasoning.

b. Build on family knowledge and skills to springboard into school learning.

c. Gain a more accurate or nuanced understanding of student experiences and interests, leading to more accurate categorizations, when applicable.

d. All of the above

7. Language assessments contain cultural bias that: (select all that are true)

a. Increases test validity for newcomer students and more recent immigrants to U.S. schools.

b. Include contents that may be unfamiliar to many students and confound their scores.

c. Limit their accuracy in measuring proficiency in academic English.

d. All of the above.

e. a & c

f. d & a

g. b & c

8. Informal assessments (interviews, observations across settings) should be used: (select all that are true)

a. When the observer can observe for specific language moves.

b. When the observer begins with observing what the students knows and can do, then identifies next instructional supports.

c. Because it can add to our understanding of a student’s language proficiencies:

d. Informal assessments (interviews, observations across settings) should not be used because they are not valid.

e. a, b & c

f. a, c & d

9. Teachers need to be mindful of norm-referenced assessments chosen for Indigenous students because:

a. Norm-referenced tests are not good measures of intelligence for any student

b. these tests can be positively biased towards indigenous students

c. Norm-referenced tests are biased and lack cultural congruency of students

d. Norm-referenced tests are too hard for some students to take

10. Which of the following are ways to build on learner assets in the classroom:

a. Multiple forms of intelligence opportunities

b. Show understanding through holistic cultural practices

c. Whole to part learning for holistic view

d. All of the above

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