NYSTCE EAS (NYSTCE) cheat sheet

Equity provides support according to individual need; equality provides the same support to all students.

Culturally responsive instruction uses students' cultural referents and maintains high academic expectations.

Stereotype threat is anxiety that one's performance may confirm a negative group stereotype; it can depress test scores.

Funds of knowledge are skills and knowledge learned in students' homes and communities that can become instructional resources.

Deficit thinking treats cultural or linguistic differences as deficiencies and can lead to biased referrals and lower expectations.

Acculturation is a process of adapting to a new culture; students may adapt at different rates across home and school contexts.

English language proficiency, disability, and cultural background are separate factors; none can be inferred from another.

Schools must communicate with parents in a language they understand, using interpreters when needed for meaningful participation.

Assessment bias occurs when items or procedures favor one cultural group; multiple measures reduce its impact.

BICS is conversational language, typically developed in 1–3 years; CALP is academic language, typically taking 5–7 years.

Second-language acquisition stages include preproduction, early production, speech emergence, intermediate fluency, and advanced fluency.

Comprehensible input is language and content made understandable through visuals, gestures, modeling, and scaffolded vocabulary.

SIOP components include lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, delivery, and review/assessment.

Language objectives identify the academic language functions or forms students will use; content objectives identify subject-matter learning.

In New York, potential ELLs are identified through the Home Language Questionnaire, interview, and NYSITELL; annual progress is measured by NYSESLAT.

Limited English proficiency alone cannot be used to classify a student as having a disability; assessment must distinguish language difference from disability.

Allowing strategic use of a student's home language can support content learning and English development; support needs vary by student.

Extended wait time and multiple response modes can increase ELL participation in classroom assessment.

IDEA requires FAPE, LRE, due process, and an IEP for eligible students with disabilities.

An IEP includes present levels of performance, measurable annual goals, special education and related services, progress monitoring, and transition planning no later than age 16.

LRE means education with nondisabled peers to the maximum extent appropriate; removal occurs only when supplementary aids and services cannot meet the student's needs.

Accommodations change how a student accesses content; modifications change what content or performance is expected.

Section 504 provides accommodations for a disability that substantially limits a major life activity; it does not always require specialized instruction.

RTI uses tiered, research-based interventions and progress monitoring; it cannot be used to delay a special education evaluation.

UDL provides multiple means of engagement, representation, and action/expression.

Related services such as speech-language therapy, occupational therapy, and counseling are provided when needed for a student to benefit from special education.

A manifestation determination review is required before a disciplinary change of placement for a student with a disability to decide whether behavior is related to the disability or inadequate services.

Teachers must report reasonable suspicion of child abuse or neglect to child protective authorities; they do not conduct their own investigation.

FERPA protects education records and generally requires parental consent before disclosure, with exceptions such as school officials with legitimate educational interest and health or safety emergencies.

Confidential student information should be shared only with those who have a legitimate educational need to know.

Prior written notice is required before a school proposes or refuses to change a student's special education identification, evaluation, or placement.

Due process hearings resolve disputes between parents and schools over special education identification, evaluation, or services.

Teachers have a duty to reasonably supervise students and may be liable for foreseeable harm caused by negligent supervision.

Co-teaching requires joint planning, instruction, and assessment by general and special educators for shared students.

Professional development and reflective practice support continued certification and instruction aligned to student needs.

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