NYSTCE EAS (State Teacher Licensure Exams) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Funds of knowledge

Skills, knowledge, and experiences households develop through daily living that teachers identify through visits or interviews and connect to classroom curriculum.

Stereotype threat

The risk of confirming a negative stereotype about one's own social group, which raises anxiety and can lower test performance for affected students.

Culturally responsive teaching

An approach that uses students' cultural backgrounds, prior knowledge, and frames of reference as assets and scaffolds for new academic learning.

Equity versus equality

Equality provides identical resources to all students, while equity distributes supports according to individual need so achievement outcomes can become comparably high.

Disproportionality

Overrepresentation of a racial or linguistic group in special education identification, suspension, or restrictive placement relative to that group's share of enrollment.

Deficit thinking

An assumption that students' families and cultures cause low achievement through deficiency; it lowers teacher expectations and hides strengths usable for instruction.

BICS

Basic interpersonal communicative skills: context-embedded conversational English that typically develops within one to three years of exposure to the language.

CALP

Cognitive academic language proficiency: context-reduced academic language needed to master content-area texts, typically requiring five to seven years to develop fully.

Comprehensible input

Language pitched slightly beyond the learner's current level and made understandable through visuals, gestures, modeling, realia, repetition, and slower speech.

Affective filter

Krashen's concept that anxiety, low motivation, or embarrassment raises a filter that blocks language input from being processed and acquired.

WIDA proficiency levels

Six English language development levels-Entering, Emerging, Developing, Expanding, Bridging, Reaching-used to describe and monitor academic English proficiency.

Sheltered instruction (SIOP)

A lesson-planning framework that makes grade-level content understandable for ELLs through background building, language objectives, interaction, and structured review.

Language transfer

Application of knowledge and skills from a first language to a second; strong first-language literacy supports the development of English reading and writing.

Free appropriate public education

The IDEA entitlement to a free, appropriate public education in the least restrictive environment for eligible students, delivered through an individualized education program.

Least restrictive environment

The requirement to educate students with disabilities alongside nondisabled peers to the maximum extent appropriate, removing them only when supports prove insufficient.

Individualized Education Program

A written plan containing present levels of performance, measurable annual goals, special education and related services, accommodations, placement, and progress reporting.

Accommodations versus modifications

Accommodations change how content is accessed, such as extended time or breaks; modifications change what is taught or expected, such as reduced content.

Response to intervention

A tiered framework-Tier 1 core, Tier 2 targeted small-group, Tier 3 intensive-that uses progress-monitoring data to adjust instruction before or during referral.

Section 504 plan

An accommodation plan for a student whose disability substantially limits a major life activity, providing access rather than specialized instruction or an IEP.

Procedural safeguards

Parental rights under IDEA, including consent, prior written notice, record access, independent evaluation, mediation, and due process hearings to challenge school decisions.

Mandated reporting

The legal duty of educators to report suspected child abuse or neglect to the state central register, usually by phone immediately and in writing within 48 hours.

FERPA

Federal law allowing parents to inspect and amend education records and requiring consent before disclosure, with narrow exceptions such as directory information.

Co-teaching models

Structures such as one teach/one assist, station, parallel, alternative, and team teaching that define how two teachers share a classroom and its students.

DASA

New York's Dignity for All Students Act, which requires schools to prevent and respond to harassment and bullying and report incidents to a Dignity Act Coordinator.

Test bias

Systematic error in an assessment that disadvantages a group for reasons unrelated to the construct, such as unfamiliar vocabulary or culturally specific references.

Reflective practice

A cycle of using student data, observation, and feedback to evaluate and revise one's own instruction, often documented through a teaching portfolio.

Epstein's six types

A framework of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community.

School-parent compact

A Title I agreement jointly developed with families that describes how school staff, parents, and students share responsibility for improving student achievement.

Family engagement

A partnership in which families participate in decisions about their children's learning and school governance, going beyond attending school events.

Two-way communication

An ongoing exchange in which schools share information and also solicit and act on family input, using multiple languages and communication modes.

Home-school conference

A structured meeting about student progress that opens with strengths, cites specific data, invites family input, and ends with agreed written action steps.

Interpreter services

Providing qualified interpretation and translated documents so families with limited English proficiency can participate fully in school communication and decisions.