Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 1 Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 1: Trust, Partnerships, and Social Justice Learning Outcome Quizzes

1

Application Exercises

10

Test Items

15

Test Answer Key

19

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 1: Trust, Partnerships, and Social Justice Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1: Define trusting family–professional partnerships and summarize the basic concepts of the ecology of education and of trust as the core of partnerships.

[Q1] Abbie is a new 6th-grade student at Prairie Heights Elementary School located in a small rural community. Prior to Prairie Heights, Abbie went to a large school located in a city that had a very high crime rate. Consequently, Abbie’s family decided to move to a much smaller and rural community, so they could be closer to extended family. These different contexts and their impact on Abbie are best described through which theory?

1. Child development theory 2. Bronfenbrenner’s ecological theory [correct] 3. Social theory 4. The theory of moving [Feedback for Answer Choice 1] Child development theories focus on the physical, cognitive, and social growth of children from birth through early adulthood. Recognized child development theorists include Sigmund Freud, Erik Erikson, and Lev Vygotsky.

[Feedback for Correct Answer 2] Bronfenbrenner’s ecological theory explains how relationships affect children and youth.

With the student in the center of Bronfenbrenner’s ecological theory, the premise is that students are impacted by the multiple concentric circles of social justice sources, environments, and people.

[Feedback for Answer Choice 3] Social theory refers to ideas, arguments, hypotheses and other speculations about how and why human societies form, change, and develop over time and sometimes disappear.

[Feedback for Answer Choice 4] The theory of moving as it might relate to child development is a made-up term.

[Q2] Describe the three major areas of consideration for families when deciding whether they can trust a professional.

1. Cognitive, collaborative, and emotional 2. Cognitive, social, and affective 3. Communication, behavioral, and collaborative 1 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

4. Cognitive, affective, and behavioral [correct] [Feedback for Answer Choice 1] Cognitive is only one of the three areas of consideration for families when deciding whether they can trust a professional.

[Feedback for Answer Choice 2] Cognitive and affective are two of the three areas of consideration for families when deciding whether they can trust a professional.

[Feedback for Answer Choice 3] Behavior is only one of the three areas of consideration for families when deciding whether they can trust a professional.

[Feedback for Correct Answer 4] Families will usually make the decision as to whether they can trust a professional cognitively, affectively, and behaviorally.

[Q3] Over the summer, as Mrs. Goggins prepared for the upcoming school year, she decided to create a personalized website for her student’s families that would allow her to post the class schedule, relevant information throughout the year, pictures of the students and class, and she even included an area where parents can reach out to her and ask questions or seek out information directly from Mrs. Goggins. Recalling Epstein’s six types of partnerships for promoting student success, which type of partnership does Mrs. Goggins’ website address?

1. Communicating [correct] 2. Collaborating with the community 3. Technical 4. Parenting [Feedback for Correct Answer 1] Communicating is described as exchanging information about school processes and student progress.

[Feedback for Answer Choice 2] Collaborating with the community refers to working jointly with community organizations and resources.

[Feedback for Answer Choice 3] Epstein’s six types of partnerships include parenting, communicating, volunteering, extending learning in home, decision making, and collaborating with the community.

[Feedback for Answer Choice 4] Parenting is described as supporting parents to meet basic parenting needs.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Q4] Describe the intent of family engagement in the context of families and professionals.

1. Shared responsibility for improving student achievement. [correct] 2. Collaborating with the intent to develop a meaningful partnership.

3. Shared beliefs and feelings about student growth.

4. Shared time and communication about student growth.

[Feedback for Correct Answer 1] Family engagement consists of a process in which families and educators share responsibility for improving student achievement.

[Feedback for Answer Choice 2] Indeed, collaborating is part of the partnership process; however, family engagement requires more direct influence of the student.

[Feedback for Answer Choice 3] Shared beliefs and feelings about student growth do not have to occur in order to achieve family engagement. On the contrary, both parties may share different perspectives, however, they must share responsibility for improving student achievement.

[Feedback for Answer Choice 4] Time and communication may be involved in engagement; however, the intent of family engagement is more focused on the student itself.

Learning Outcome 1.2: Identify partnership dimensions and opportunities within the Sunshine Model of Family–Professional Partnerships and characterize the benefits of partnerships for students, families, and professionals.

[Q1] Mr. Elliott, a high school special education teacher, was recently made aware that one of his student’s families had become homeless during the past month because his single mother lost her job. Upon hearing this news, Mr. Elliott arranged to do an anonymous charity drive to raise money for the family to stay in a temporary housing facility until the family was able to acquire the resources needed to live independently.

Reflecting on the Sunshine Model of Family–Professional Partnerships, which partnership dimension did Mr. Elliott demonstrate?

1. Emotionality 2. Communication 3. Trust 4. Commitment [correct] [Feedback for Answer Choice 1] 3 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

The five dimensions of partnerships include equity, respect, communication, advocacy, and commitment.

[Feedback for Answer Choice 2] Communication encompasses culturally responsive and empathetic interactions that are reciprocal, frequent, and regular. Indicators include listening, connecting, and expressing.

[Feedback for Answer Choice 3] The five dimensions of a trusting partnerships include equity, respect, communication, advocacy, and commitment. Trust is the foundation of these partnerships.

[Feedback for Correct Answer 4] Mr. Elliott demonstrated commitment by assisting his student’s family. Commitment refers to a deliberate choice that educators make to identify with and value partnership as a core element of their teaching and work, and to remain dedicated to and responsible for building and sustaining trusting partnerships with families.

[Q2] Alexus was a 4th-grade girl known by most of her previous teachers as a “social butterfly” who distracted the other students in their classes by talking to them during non-social parts of the school day (i.e., independent or class work time). Up until fourth grade, most of Alexus’ teachers were able to support her and redirect her behavior by having her take frequent breaks and work with partners. At the start of this year though, everything felt different for Alexus. She would often be scolded by her new classroom teacher for talking too much, and she would spend most of her recesses and lunch in the classroom. Alexus kept this information from her mother until one night when she shared her sadness about her teacher. Upon hearing this information, Alexus’ mother, Ms. Lesser, e-mailed the teacher and requested a meeting to discuss the situation and her child’s needs with the intent to share her concerns and hopefully identify a plan to support Alexus. Reflecting on the Sunshine Model of Family–Professional Partnerships, which partnership dimension does Ms. Lesser’s action demonstrate?

1. Communication 2. Advocacy [correct] 3. Equity 4. Trust [Feedback for Answer Choice 1] Communication encompasses culturally responsive and empathetic interactions that are reciprocal, frequent, and regular. Indicators include listening, connecting, and expressing.

[Feedback for Correct Answer 2] Ms. Lesser reached out to Alexus’ teacher to document her concerns and determine an acceptable solution for her daughter. Advocacy refers to pleading one’s own or another’s 4 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

case or cause. In this case, Ms. Lesser was advocating on behalf of her daughter’s needs.

Active indicators of advocacy include: (a) developing viewpoints on key issues, (b) pinpointing and documenting concerns, (c) identifying stakeholders to find a middle ground, and (d) determining solutions.

[Feedback for Answer Choice 3] Equity is defined as enlarging, supplementing, or overriding a narrow, rigid system of law and/or educational practice to ensure that partnerships are characterized by social justice.

[Feedback for Answer Choice 4] The five dimensions of a trusting partnerships include equity, respect, communication, advocacy, and commitment. Trust is the foundation of these partnerships.

[Q3] During a recent parent meeting at night, the school principal, Mr. Heidt, announced a new school policy that allowed students who were able to raise over $500 in magazine sales for the school Parent Teacher Association (PTA) to eat lunch with their parents in a special area for the “high sales families.” Many parents at this meeting expressed extreme upset about this new policy as it did not appear to be fair to those students who lived in more rural areas, and therefore, did not have as many potential magazine sale opportunities. Reflecting on the Sunshine Model of Family–Professional Partnerships, which partnership dimension is threatened by this new policy?

1. Trust 2. Equity [correct] 3. Communication 4. Compassion [Feedback for Answer Choice 1] The five dimensions of a trusting partnerships include equity, respect, communication, advocacy, and commitment. Trust is the foundation of these partnerships.

[Feedback for Correct Answer 2] The parents identified the threat to social justice by rewarding students based on an activity that was not equitable for families. Equity is defined as enlarging, supplementing, or overriding a narrow, rigid system of law and/or educational practice to ensure that partnerships are characterized by social justice. Indicators include becoming familiar with resources that provide social support, sharing information, overcoming logistics, capitalizing on families’ linguistic strengths, making the least dangerous assumption(s), and getting to know families.

[Feedback for Answer Choice 3] Communication encompasses culturally responsive and empathetic interactions that are reciprocal, frequent, and regular. Indicators include listening, connecting, and expressing.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 4] The five dimensions of a trusting partnerships include equity, respect, communication, advocacy, and commitment.

[Q4] During a recent parent teacher meeting, a teacher and parent discovered many of the preceding events to a student’s behavior issues in the class was due to his breakfast eating. If the student ate a good breakfast, he was much more attentive at the start of school. However, if he did not eat breakfast, his behavior was non-cooperative. After this was discovered during the meeting, the teacher and parent designed a quick-check system so that the teacher would know if he had eaten. If the student did not eat, then the teacher planned to provide him one of the breakfast protein bars provided by the parent. Reflecting on the Sunshine Model of Family–Professional Partnerships, which partnership dimension does this new plan demonstrate?

1. Communication [correct] 2. Advocacy 3. Equity 4. Commitment [Feedback for Correct Answer 1] The plan for the teacher and parent to regularly communicate regarding the student’s breakfast demonstrates the communication partnership dimension. Communication encompasses culturally responsive and empathetic interactions that are reciprocal, frequent, and regular. Indicators include listening, connecting, and expressing.

[Feedback for Answer Choice 2] Advocacy refers to pleading one’s own or another’s case or cause. Active indicators of advocacy include: (a) developing viewpoints on key issues, (b) pinpointing and documenting concerns, (c) identifying stakeholders to find a middle ground, and (d) determining solutions.

[Feedback for Answer Choice 3] Equity is defined as enlarging, supplementing, or overriding a narrow, rigid system of law and/or educational practice to ensure that partnerships are characterized by social justice. Indicators include becoming familiar with resources that provide social support, sharing information, overcoming logistics, capitalizing on families’ linguistic strengths, making the least dangerous assumption(s), and getting to know families.

[Feedback for Answer Choice 4] Commitment refers to a deliberate choice that educators make to identify with and value partnership as a core element of their teaching and work, and to remain dedicated to and responsible for building and sustaining trusting partnerships with families.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Learning Outcome 1.3: Explain two sources of social justice values and three values that constitute social justice.

[Q1] Mr. Rufer, a high school English teacher, strongly believes in advocating for his students who live in a diverse community. It is well known throughout the school that Mr. Rufer is the advisor for a social justice club that is planning to run a conference for the students. They decided the two words to center in the conference flyer should reflect their club’s mission. Based on the principles of social justice, what terms would best describe the club’s mission?

1. commitment and communication 2. cooperative and fair 3. trusting and impartial 4. impartial and fair [correct] [Feedback for Answer Choice 1] Commitment and communication refer to dimensions of the family–professional partnership.

[Feedback for Answer Choice 2] Fair is only one of the terms that best describe elements of justice.

[Feedback for Answer Choice 3] Impartial is only one of the terms that best describe elements of justice.

[Feedback for Correct Answer 4] The term justice refers to the state of being impartial or fair; it refers to the principle or ideal of just dealings and ethical action.

[Q2] This February, a new member of the school board proposed a school policy that challenged the Constitution of the United States. In response to this proposal, another more experienced member of the school board quickly denied the proposal. What situation best explains the reason for the quick proposal denial?

1. The Constitution of the United States is our fundamental law. [correct] 2. The school board member did not follow the appropriate protocol.

3. School board policies must be written in September.

4. School board members are not able to propose any board policies.

[Feedback for Correct Answer 1] The Constitution of the United States is our fundamental law. The Constitution is superior to all federal, state, and local laws. All laws, whether federal or state, must derive their authority from and conform to the Constitution; they may not conflict with it.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 2] The Constitution of the United States is our fundamental law. The Constitution is superior to all federal, state, and local laws. All laws, whether federal or state, must derive their authority from and conform to the Constitution; they may not conflict with it.

[Feedback for Answer Choice 3] The Constitution of the United States is our fundamental law. The Constitution is superior to all federal, state, and local laws. All laws, whether federal or state, must derive their authority from and conform to the Constitution; they may not conflict with it.

[Feedback for Answer Choice 4] The Constitution of the United States is our fundamental law. The Constitution is superior to all federal, state, and local laws. All laws, whether federal or state, must derive their authority from and conform to the Constitution; they may not conflict with it.

[Q3] Mr. Raymond, Del Sol School Interventionist, was asked to provide professional development for all new teachers at the start of the year. One topic he felt was important was social justice. What major values do you think Mr. Raymond should include in his professional development?

1. Advocacy, communication, and commitment 2. Fairness, equality of opportunity, and dignity [correct] 3. Testing, accommodations, and modifications 4. Communication and trust [Feedback for Answer Choice 1] The five dimensions of a trusting partnerships include equity, respect, communication, advocacy, and commitment. Trust is the foundation of these partnerships.

[Feedback for Correct Answer 2] The sources of social justice: The Constitution of the United States, civil rights activism, and federal education laws express the three values of fairness, equality of opportunity, and dignity.

[Feedback for Answer Choice 3] The sources of social justice: The Constitution of the United States, civil rights activism, and federal education laws express the three values of fairness, equality of opportunity, and dignity.

[Feedback for Answer Choice 4] The sources of social justice: The Constitution of the United States, civil rights activism, and federal education laws express the three values of fairness, equality of opportunity, and dignity.

[Q4] 8 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Brown v. Board of Education (1954), was a pivotal court case that paved the way for families and students to advocate for equity. Describe the major principle of social justice that allowed this case to be brought before the Supreme Court.

1. Equality Protection Act 2. Commitment Protection Act 3. Due process [correct] 4. Due Protection [Feedback for Answer Choice 1] The Equality Protection Act does not exist.

[Feedback for Answer Choice 2] The Commitment Protection Act does not exist.

[Feedback for Correct Answer 3] The law’s effort to be fair as it seeks to protect people against actions that may impair their liberty, property, and safety is referred to as due process—the process (treatment) that is due by government to treat all of its citizens fairly.

[Feedback for Answer Choice 4] Due process is not a protection, but rather a process (treatment), that is due by government to treat all of its citizens fairly.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 1 Application Exercises Chapter 1: Trust, Partnerships, and Social Justice Application Exercise 1.1: Understanding Trusting Family–Professional Partnerships Learning Outcome 1.1: Define trusting family–professional partnerships and summarize the basic concepts of the ecology of education and of trust as the core of partnerships.

[Q1] Describe how your own ecology of learning within your home, school, and community environment helped to shape your life today.

[Q1 Model Response] Your response should include some of the following: • A reference to the ways in which your personal learning ecology included the totality of the relationships between organisms experienced (i.e., plants, animals, and humans) and your environment. Examples might include retelling experiences you have had with learning in your environment amongst other humans, animals, and plants (e.g., peers, educators, family pet, experiences in the wilderness).

• Application of Bronfenbrenner‘s ecological theory to your own learning, including how any relationships may have affected your child and youth development.

Examples might include relaying specifics about relationships you have had with other adults in your life (e.g., teachers, parents, mentors, related service professionals, coaches, music teacher).

•

A reference to the ways in which learning contexts may have influenced and shaped your academic, behavioral, and social development. Examples might include activities completed during learning, and other interactive experiences that shaped your learning (e.g., learning in the home, school, and community).

[Q2] Reflect on a time in your life when you experienced trust, or a lack of trust, with an educator in your life, and discuss how you were impacted cognitively, affectively, and behaviorally.

[Q2 Model Response] Your response should include some of the following: • A detailed description of how you were impacted cognitively. This is defined as thinking with your head, referring to thoughts in general, and about you as a person, and how those thoughts complemented or collided with your own values, beliefs, and experiences during the incident of trust, or a lack of trust, with an educator in your life.

•

A detailed description of how you were impacted affectively. This is defined as thinking with your heart, referring to positive (e.g., confidence, acceptance, 10 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

admiration) and negative (e.g., fear, rejection, disfavor) emotions that you may have experienced in regard to interactions with or thoughts of you during the incident of trust, or a lack of trust, with an educator in your life.

•

A detailed description of how you were impacted behaviorally. This is defined as interpreting your actions and interactions, which enables partners to merge their heads and hearts in noting how you interacted with them during the incident of trust, or a lack of trust, with an educator in your life.

[Q3] Scenario: The school principal at Mead Elementary School, Ms. Ramirez, just received funding from a district-wide grant that focused specifically on partnerships with families.

Ms. Ramirez wrote the grant with the intent to create more partnerships with her students’ families, including a greater school community. Currently, there is a large disconnect with families, often resulting in minimal participation from families for schoolwide events. For example, last year less than 25% of the families from the school attended Back to School Night and only 10% of the parents attended parent–teacher conferences. Now that Ms. Ramirez has received funding, she is excited, and a little overwhelmed, about what activities she should plan so that they can begin the partner and build trust with families.

Question: Describe the different types of partnerships Ms. Ramirez can create within her school, using her grant money. In your response, be sure to specify Epstein and Associates (2019) types of partnerships for promoting student success, as described in Chapter 1.

[Q3 Model Response] Your response should include some of the following: • Examples that fall within the partnership type are referred to as parenting. This partnership should be described as including specific examples that demonstrate supporting parents to meet basic parenting needs. Examples might include daily routines, social emotional development activities at home, and preparing life transitions.

•

Examples that fall within the partnership type are referred to as communicating. This partnership should be described as exchanging information about school processes and student progress. Examples might include sending home a parent newsletter, communication notebook, and back and forth notebooks.

•

Examples that fall within the partnership type are referred to as volunteering. This partnership should be described as setting up opportunities for parents to contribute to school processes. Examples might include volunteering for classroom help, supervising field trips, and arranging fundraisers.

•

Examples that fall within the partnership type are referred to as extending learning in home. This partnership should be described as including families in supporting their child’s schoolwork. Examples might include guidance for homework assistance, preparing for exams, and completing school projects.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

•

Examples that fall within the partnership type are referred to as decision making.

This partnership should be described as involving families in making judgments about their child’s education, school governance, and educational advocacy.

Examples might include attending and interacting at parent-teacher conferences, advocacy to improve student motivation and learning, programs to improve peer support, and reviewing assessment results.

•

Examples that fall within the partnership type are referred to as collaborating with the community. This partnership should be described as working jointly with community organizations and finding supportive resources. Examples might include involvement in PTA activities, partnerships with local businesses, assistances in integrating technology for learning and communicating, and assistance in designing practices that support diversity.

Application Exercise 1.2: Understanding the Sunshine Model of Family–Professional Partnerships Learning Outcome 1.2: Identify partnership dimensions and opportunities within the Sunshine Model of Family–Professional Partnerships and characterize the benefits of partnerships for students, families, and professionals.

[Q1] Scenario: Halfway through her second year of teaching kindergarten, Tamara Gallot was asked to complete a self-evaluation about the partnerships she developed with her student’s families. Upon reflection, Tamara talked about the “Welcome to my classroom” letter that she sends home one month before school starts. The letter includes an introduction and description of her professional expertise, as well as her background, information about her family and her own upbringing, and finally, a detailed description of her classroom teaching approach and philosophy, including her approach to student learning. At the end of the letter, Tamara also requests to schedule either a home visit (preferable) or a video/phone call home prior to the start of the year so that she can get to know her students and families. Specifically, she wants to learn from the families about their dreams and hopes for their child, as well as specific targeted skills they would like to see the child achieve within the school year. She makes a point to offer both options (home visit or video call) so that her families can choose the communication mode they feel most comfortable using. Tamara engages in other partnership practices through the year; however, she strongly believes this letter and follow-up meeting are essential to creating a trusting partnership with her students’ families.

Question: Describe how Tamara’s approach at the start of the new school year helps her generate trusting partnerships with her students’ families. In your response, specify how her approach falls within the dimensions of high-quality family–professional partnerships. Be sure to discuss both the welcome letter and the introductory meeting.

[Q1 Model Response] Your response should include some of the following:

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

•

Tamara’s letter demonstrates respect to her students’ families by way of providing information about herself and requesting a follow-up meeting whereby she can learn more about her student and their families in their home context.

•

Reaching out to families prior to the start of the school year conveys a sense of commitment to support the student and their family.

•

Tamara initiated meaningful communication with families by opening up communication opportunities at the start of the school year and providing information about her family and her own upbringing.

•

Asking the families about their hopes and dreams, as well as specific targeted skills they would like to see the child achieve within the school year promotes a sense of advocacy for both Tamara and her students’ families.

•

Discussion about the dimensions of high-quality family–professional partnerships, including providing specific examples described in Tamar’s letter as examples of how the dimensions are applied when communicating with families. Examples might include specific information related to the demonstration of respect, commitment, advocacy, and communication.

[Q2] Reflecting on your own education. In what ways did your family partner with the educators who worked with you over the years? In your response, be sure to specifically discuss examples of partnership dimensions and opportunities you experienced noted on the Sunshine Model of Family–Professional Partnerships.

[Q2 Model Response] Your response should include some of the following: • A reference to the ways in which your family and educators supported one another in the areas of academic learning, social-emotional learning, behavior, student assessment, special meetings, student transitions, and school capacity enhancement.

•

A reference to the ways in which your teachers may have interacted with your family to create or enlarge a trusting partnership with them.

•

Specification of partnership opportunities that took place between home and school.

Application Exercise 1.3: Understanding and Applying Social Justice Learning Outcome 1.3: Explain two sources of social justice values and three values that constitute social justice.

[Q1] Describe how the Constitution of the United States is important to and impacts our schools.

[Q1 Model Responses]: Your response should include some of the following information: 13 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

•

The Constitution of the United States is our fundamental law.

•

The application of the Constitution depends on how the Supreme Court interprets it, as the Court has the last word on the meaning of any law.

•

The Constitution is superior to all federal, state, and local laws.

•

All laws, whether federal or state, must derive their authority from and conform to the Constitution; they may not conflict with it.

[Q2] Scenario: Dr. Tam is the administrator for a large school district that was recently involved in a major controversy involving the high school cheerleading coach who was accused of deliberately choosing new members of the cheer squad based on how much money the parents could donate to the school team. Immediately upon hearing about the scandal, Dr. Tam decided to hold a mandatory staff meeting whereby he discussed social justice, ethics, and the responsibilities of his staff members to uphold to a high ethical standard.

Question: Describe the major components of social justice and ethics that are needed for presentation and discussion during Dr. Tam’s mandatory staff training program.

[Q2 Model Response] Your response should include some of the following information: • Social justice is the concept that leads to action undertaken to counteract bias; it seeks a society in which prejudice is unacceptable.

•

Social justice refers to the state of being impartial or fair; it refers to the principle of ideal or just dealings and ethical action.

•

Ethical action entails conforming with accepted standards, including professional standards in education, and with central values.

•

Social justice values are those fundamental ways in which professionals, families, and students should act in relationship with each other.

•

The three sources of social justice—the Constitution, civil rights activism, and federal laws—express the three social justice values of fairness, equality of opportunity, and dignity.

•

A social justice ecology refers to how professionals, families and students “act in relationship”’ to one another and should have trusting partnerships.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 1 Test Items Multiple-Choice Questions 1. The ecology of education does not consist of which of the following?

A. Social justice sources B. Industries C. Environments D. People 2. The term “partnership” refers to which of the following?

A. A close relationship between two or more people that specifies their respective rights and duties B. A collaboration between people that specifies their respective rights and duties C. A close relationship between three or more people D. An agreement between two or more people that specifies their respective rights and duties 3. The Constitution is an example of which of the following?

A. Environmental agreement B. Industry C. Social justice D. Community needs 4. The three ways a person assesses whether another is trustworthy include which of the following?

A. Cognitive, affective, and behavioral B. Personality, actions, and behaviors C. Cognitive, behavioral, and empathy D. Affective, cooperative, and behavioral 5. What is in the center of the Sunshine model?

A. Empathy B. Equity C. Trust D. Respect 6. Exchanging information about school processes and student progress is an example of which type of partnerships for promoting student success?

A. Parenting B. Communicating 15 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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C. Volunteering D. Extending learning in the home 7. Werner Elementary School decided to adopt a schoolwide goal to include families in supporting their child’s schoolwork. This is an example of which type of partnership for promoting student success?

A. Decision making B. Communicating C. Volunteering D. Extending learning in the home 8. The school social worker presented to the faculty at Green Middle School about supporting parents to meet basic parenting needs. This is an example of which type of partnership for promoting student success?

A. Extending learning in the home B. Volunteering C. Parenting D. Collaborating with the community 9. The recent middle school family–professional partnership initiative included setting up opportunities for parents to contribute to school processes. This is an example of which type of partnership for promoting student success?

A. Parenting B. Communicating C. Volunteering D. Extending learning in the home 10. At a recent board meeting, the board members discussed strategies that focused on working jointly with community organizations and resources. This is an example of which type of partnership for promoting student success?

A. Volunteering B. Collaborating with the community C. Extending learning in the home D. Parenting 11. Mrs. Jones firmly believes in involving families in making judgments about their child’s education, school governance, and educational advocacy. This is an example of which type of partnership for promoting student success?

A. Parenting B. Communication C. Decision making

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D. Collaborating with the community 12. The act of giving attention or regard to something or someone is defined in the Sunshine model as: A. Equity B. Respect C. Communication D. Trust 13. All of the following are examples of communication except: A. Develop viewpoints on key issues B. Listen C. Connect D. Express 14. All of the following are examples of equitable partnership opportunity adjustments except: A. Meetings held through the phone, rather than in person B. Letters provided in primary language C. Audio newsletter D. Videos provided in primary language 15. An Individualized Education Program (IEP) represents which opportunity within the Sunshine model for families and professionals to partner with each other?

A. Academic learning B. Social-emotional learning C. Behavior D. Special meetings Essay Questions 1. Describe how the Supreme Court’s decision in Brown v. Board of Education (1954) set the precedent on which the Supreme Court and Congress relied in creating rights and opportunities for students with disabilities in today’s schools.

2. Pretend you are a new classroom teacher. Write an essay that details how you plan to partner with families using Epstein and associates’ (2019) six types of partnerships for promoting student success. Be sure to provide detailed activities that align with the partnership.

3. Among all the literature about trust in the field of education and related disciplines, the large majority of the definitions of trust describe vulnerability as a major component. Please describe a time in your life when you had to be vulnerable and trust someone.

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4. When parents or professionals do not consider the other party to be trustworthy, it is common and likely for conflict to develop. Describe a real or pseudo story about a breakdown in trust between a teacher and parent that led to the development of conflict. Provide details about what the conflict was about and how trust was perceived to be broken. Be sure to provide details about the process of trusting someone.

5. Describe how the Sunshine Model of Trusting Family–Professional Partnerships is designed to foster meaningful partnerships between families and professionals. Be sure to include details about the dimensions and activities.

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Chapter 1 Test Answer Key ANSWER KEY: Chapter 1 Test (Multiple Choice) 1. B 2. A 3. C 4. A 5. C 6. B 7. D 8. C 9. C 10. B 11. C 12. B 13. A 14. C 15. D

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Chapter 2 Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 2: Trusting Partnerships and the Law Learning Outcome Quizzes

1

Application Exercises

12

Test Items

17

Test Answer Key

20

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 2: Trusting Partnerships and the Law Chapter 2 Learning Outcome Quizzes Learning Outcome 2.1: Explain the reason for ESSA’s policies on family engagement and identify three categories of the requirements and two specific requirements within each category.

[Q1] During the Preslion Middle School back-to-school night, the school principal announced that he is seeking parent volunteers to join a schoolwide, parent-led advisory committee aimed at generating goals and action plans to improve the school. Recalling the Every Student Succeeds Act (ESSA), which term best describes the intent of the formation of this committee?

1. School empowerment 2. Student engagement 3. Family engagement [correct] 4. Family volunteering

[Feedback for Answer Choice 1] The key participants in this example is the families.

[Feedback for Answer Choice 2] The key participants in this example is the families.

[Feedback for Correct Answer 3] One of the major goals of the Every Student Succeeds Act (ESSA) is to continue school improvement efforts for all students, including allowing state education agencies (SEAs) greater freedom in deciding how to improve all of their schools. One of these areas is referred to as family engagement, the federal term for family-professional partnerships.

[Feedback for Answer Choice 4] The actions described by the principal require more than volunteering.

[Q2] Every academic school year, the school advisory board, primarily composed of families, meets to discuss their goals and actions for the year. is one topic that is always discussed in accordance with ESSA. 1. Student report cards [correct] 2. Schoolwide behavior planning 3. Field trip opportunities 4. Fundraising community action planning

[Feedback for Correct Answer 1] Each SEA must prepare and distribute state and local report cards on indicators such as perpupil expenditures, educator qualifications, and student performance data. The report cards 1 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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must be in understandable language, formatted so that they are accessible to people with disabilities, and developed in partnership with parents in languages that parents understand.

[Feedback for Answer Choice 2] Although schoolwide behavior plans would be a good topic of discussion, it is not mandated under ESSA.

[Feedback for Answer Choice 3] Field trip opportunities is a voluntary topic of discussion for a school advisory board.

[Feedback for Answer Choice 4] Fundraising community action planning is a voluntary topic of discussion for a school advisory board.

[Q3] Mrs. Gribs, a new third grade teacher at Terad Heights Elementary, didn’t feel stressed as a new teacher until March when she was informed about the district state-wide testing. What law requires these tests?

1. IDEA 2. Section 504 3. FERPA 4. ESSA [correct]

[Feedback for Answer Choice 1] IDEA is a law that grants all students with disabilities the right to a free and appropriate education.

[Feedback for Answer Choice 2] Section 504 is a law that parallels IDEA in that it prohibits discrimination. However, Section 504 explicitly applies to discrimination and protects students with disabilities who do not “need” special education.

[Feedback for Answer Choice 3] FERPA is about privacy. FERPA enables a family and student to ‘draw a circle’ around the student’s education records, marking a boundary of privacy beyond which a government, including education agencies—may not intrude.

[Feedback for Correct Answer 4] According to ESSA, each state education agency (SEA) must assess students’ performance annually in reading/English language arts and math in grades 3–8. It also must assess students in science at least once in in each of the following grade clusters: 3–5, 6–9, and 10–12.

[Q4] According to ESSA, about how often does each State Education Agency (SEA) have to identify and report a category of need for school Improvement?

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1. This is not a requirement of ESSA 2. Once every 5 years 3. Annually 4. Once every 3 years [correct]

[Feedback for Answer Choice 1] ESSA does have a specific time requirement for reporting categorical needs for school improvement. School administrators should be aware of how often to identify and prioritize this need.

[Feedback for Answer Choice 2] The ESSA requirement for reporting a categorical need for school improvement is less than five years.

[Feedback for Answer Choice 3] It is not necessary to annually report or identify a categorical need for school improvement.

However, it is important for school administrators to know how often to identify and prioritize this need.

[Feedback for Correct Answer 4] According to ESSA, each SEA must assess students’ performance annually in reading/English language arts and math in grades 3–8. It also must assess students in science at least once in in each of the following grade clusters: 3–5, 6–9, and 10–12.

[Q5] Mr. Roberto recently acquired the school achievement data for the academic year. One of his tasks for the school performance report was to review the data and perform which of the following tasks?

1. Disaggregate achievement data according to specific student subgroups [correct] 2. Disaggregate performance indicators specific student subgroups 3. Aggregate the number of participants 4. Aggregate performance indicators specific student subgroups

[Feedback for Correct Answer 1] Schools must disaggregate achievement data according to the following subgroups: race/ethnicity, gender, socioeconomic status, disability, English-language learners, homeless status, students in foster care, and students with a parent in the military.

[Feedback for Answer Choice 2] Schools must disaggregate achievement data.

[Feedback for Answer Choice 3] Schools must disaggregate achievement data.

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Schools must disaggregate achievement data.

Learning Outcome 2.2: Summarize parents’ rights related to the FERPA requirements.

[Q1] Ms. Charlene recently relocated to a new state with her two children in an effort to remain hidden from her abusive ex-husband. Ms. Charlene worked closely with a social worker and the local domestic violence survival organization to assure her privacy and confidentiality throughout her move and relocation. Two months into the school year, Ms. Charlene became aware that her relocation information, including all of her ex-husband’s identifiable information was included in her child’s student records. According to FERPA, which rights apply to this situation?

1. Parents do not have the right to keep private family information to themselves.

2. Parents have the right to request that the school maintain their anonymity.

3. Parents have the right to request that the school amend the records. [correct] 4. Schools have the right to share any and all records of information provided about a student.

[Feedback for Answer Choice 1] Parents do have the right to keep private family information to themselves.

[Feedback for Answer Choice 2] Before an agency may disclose a student’s records, the student’s parents or the student (at age of majority) must provide a signed and dated written (paper or e-mail) consent

[Feedback for Correct Answer 3] Parents and adult students have a right to request that the school amend the records if there are any inaccuracies, misleading statements, or potential breaches of privacy for either parent or student. This includes parents having the right to make specific corrections.

[Feedback for Answer Choice 4] Before an agency may disclose a student’s records, the student’s parents must provide a signed and dated written (paper or e-mail) consent.

[Q2] Rosie is a recently hired behavior analyst who works for a private tutoring agency. One of Rosie’s approaches to evaluating the student skills is to access the child’s report cards and school records. Prior to obtaining such information, what form of consent must Rosie acquire from the parents?

1. Written consent [correct] 2. Verbal consent 3. Consent is not required 4. Verbal and written

[Feedback for Correct Answer 1] Parents of minor children and adult students themselves have the right to prevent education agencies from disclosing personally identifiable information without their prior written consent.

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[Feedback for Answer Choice 2] Verbal consent is not required.

[Feedback for Answer Choice 3] Consent is required.

[Feedback for Answer Choice 4] Verbal consent is not required.

[Q3] Just after moving their family across the country, Mr. Rodriquez realized that he had forgotten to go to the school district to request copies of his children’s school records. Upon telephoning the district office records department, Mr. Rodriquez was told that he must be physically present to obtain his children’s school records. Recalling FERPA parent rights, what information is important to this scenario?

1. Parents do not have the right to a copy of their student’s records.

2. Only students have the right to a copy of their records.

3. Parents have to be present to obtain a copy of their student’s records.

4. Parents have the right to a copy of their records, regardless of their location. [correct]

[Feedback for Answer Choice 1] Parents do have the right to a copy of their records.

[Feedback for Answer Choice 2] Parents or adult students have the right to inspect their records.

[Feedback for Answer Choice 3] Parents do not have to be present to obtain a copy of their student’s records.

[Feedback for Correct Answer 4] Parents or adult students also have the right to inspect and copy their student’s records. They may also have copies when they are unable to inspect the originals personally at the agency’s location (e.g., lives too far away and lacks adequate transportation to the district or school offices).

[Q4] Two major components of FERPA include the following: 1. Confidentiality and empowerment 2. Transparency and information 3. Privacy and empowerment 4. Privacy and confidentiality [correct]

[Feedback for Answer Choice 1] One of the two major components of FERPA includes a families’ and students’ constitutional rights of confidentiality.

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[Feedback for Answer Choice 2] Transparency is defined as able to view. FERPA includes a families’ and students’ constitutional rights of privacy.

[Feedback for Answer Choice 3] One of the two major components of FERPA includes a families’ and students’ constitutional rights of privacy.

[Feedback for Correct Answer 4] FERPA codifies families’ and students’ constitutional rights of privacy and confidentiality.

Learning Outcome 2.3: Describe the IDEA’s six principles and explain how each advances an appropriately ambitious education for students with disabilities.

[Q1] What is the main objective for including the requirement of nondiscriminatory evaluation as one of the six principles of IDEA? 1. Discourage inclusion 2. Identify eligibility 3. Eliminate bias [correct] 4. Provide individualized services

[Feedback for Answer Choice 1] All students with disabilities have the right to be instructed in the least restrictive environment, within the general education environment.

[Feedback for Answer Choice 2] Nondiscriminatory evaluation aims to eliminate bias in evaluating a student to determine whether the student has a disability.

[Feedback for Correct Answer 3] The intent of nondiscriminatory evaluation is to eliminate bias in evaluating a student to determine whether the student has a disability and, if so, the nature of special education and related services that the student requires.

[Feedback for Answer Choice 4] Unrelated to nondiscriminatory evaluation, all students with disabilities have the right to the development of an individualized program that is reasonably calculated to enable the student to make progress and have appropriately ambitious goals.

[Q2] Trixie, a 12-year-old girl with autism, was preparing for transition to the middle school along with her friends. Prior to attending the middle school, Trixie attended the general education classroom for the entire day, with resource support as needed. However, as the school team prepared Trixie’s parents for the coming year, the IEP team of professionals suggested a special education classroom specifically designed for students with autism. Trixie’s parents 6 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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were adamant that this placement was not in Trixie’s best interest. Which legal argument, best supports Trixie staying in the general education classes for the majority of her day?

1. Zero reject 2. Least restrictive environment [correct] 3. Parent participation 4. Procedural due process

[Feedback for Answer Choice 1] Zero reject is one the six principles of IDEA that refers to a student being denied services.

[Feedback for Correct Answer 2] Least restrictive environment is described as the maximum extent appropriate for the student, ensure that the student receives education in the general education environment and do not remove the student from general education unless the nature or severity of the student’s disability is such that education in general education classes with the use of supplementary aids and services cannot be achieve satisfactorily.

[Feedback for Answer Choice 3] Parent participation is one the six principles of IDEA, however it describes the right for parents.

[Feedback for Answer Choice 4] Procedural due process is one the six principles of IDEA that protects family’s rights to an impartial hearing.

[Q3] Suzie Correa-Cortez is a parent to an 8-year-old child with autism. Recently, Suzie attended her son’s Individualized Education Program (IEP) meeting and was incredibly discouraged to see her son’s educational team suggest the exact same IEP goals as the year before. After repeated meetings with the school district, Suzie decided to contact a special education lawyer to advocate for her child’s needs. According to IDEA, which principle of IDEA is Suzie exercising?

1. Due process [correct] 2. Legal protection program 3. Least restrictive environment 4. Nondiscriminatory practices

[Feedback for Correct Answer 1] Families of students with disabilities have the right to challenge the implementation of their child’s free and appropriate education through due process, including any IDEA procedural violations.

[Feedback for Answer Choice 2] IDEA is the overarching legal protection of individuals with disabilities.

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The intent of the least restrictive environment is that all students with disabilities have the right to be instructed in the least restrictive environment, within the general education environment.

[Feedback for Answer Choice 4] The intent of nondiscriminatory evaluation is to eliminate bias in evaluating a student to determine whether the student has a disability and, if so, the nature of special education and related services that the student requires.

[Q4] Priscilla López was scheduled to present to a new group of families of children who had recently qualified for an IEP. One of the key phrases Priscilla continued to use with the families was the importance of developing student goals that are written to meet the appropriate education principle of IDEA. What adjectives best describe the way goals should be written for a student’s IEP? 1. Appropriately restrictive 2. Appropriately ambitious [correct] 3. Appropriately detailed 4. Appropriately written

[Feedback for Answer Choice 1] All students with disabilities have the right to an education that is in the least restrictive environment.

[Feedback for Correct Answer 2] IDEA describes appropriate education as relying on the development of an individualized education program that has appropriately ambitious goals. Appropriately ambitious are goals for the student that presents challenging learning objectives.

[Feedback for Answer Choice 3] IEP goals must be more than just detailed.

[Feedback for Answer Choice 4] IEP goals must be more than just appropriately written.

Learning Outcome 2.4: Compare the definition of “disability” in IDEA with the definition in Section 504.

[Q1] Sarah recently learned that she is eligible for a 504 plan because of her chronic asthma. How long will Sarah be protected by Section 504?

1. Birth to school-age 2. 3–21 years of age 3. Birth to death [correct] 4. Birth to 21 years of age

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[Feedback for Answer Choice 1] Section 504 provide protections for individuals with disabilities beyond school age.

[Feedback for Answer Choice 2] Section 504 provide protections for individuals with disabilities before age 3.

[Feedback for Correct Answer 3] Section 504 provide protections for individuals with disabilities from birth to death.

[Feedback for Answer Choice 4] Section 504 provide protections for individuals with disabilities beyond 21 years of age

[Q2] Tory is a new paraprofessional who has been hired to provide students with traumatic brain injury who have an Individualized Education Program (IEP) support in general education classrooms. Tory was hired in response to the identified student needs, based on what law?

1. Individuals with 504 Act 2. Individuals with Disabilities Equity Act 3. Individuals with Disabilities Education Act [correct] 4. Family Educational Rights and Privacy Act

[Feedback for Answer Choice 1] Section 504 covers individuals who (1) have a physical or mental impairment that substantially limits a major life activity, (2) have record of such an impairment, or (3) is regarded as having such an impairment.

[Feedback for Answer Choice 2] Individuals with Disabilities Education Act (IDEA) coverage includes 13 categories of identified disabilities, including students with traumatic brain injury (TBI).

[Feedback for Correct Answer 3] Individuals with Disabilities Education Act (IDEA) coverage includes 13 categories of identified disabilities, including students with traumatic brain injury (TBI).

[Feedback for Answer Choice 4] Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records.

[Q3] IDEA requires education agencies to provide services to every “qualified” student with a disability, regardless of the nature or severity of the student’s disability, including disciplinary actions that may take place. What principle of IDEA does this address?

1. Nondiscriminatory evaluation 2. Least restrictive environment

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3. Procedural due process 4. Zero reject [correct]

[Feedback for Answer Choice 1] Nondiscriminatory evaluation aims to eliminate bias in evaluating a student to determine whether the student has a disability.

[Feedback for Answer Choice 2] The least restrictive environment is described as the maximum extent appropriate for the student, ensure that the student receives education in the general education environment and do not remove the student from general education.

[Feedback for Answer Choice 3] Procedural due process is described as a system of mutual accountability of educators and parents through mediation, dispute resolution, or due process hearings.

[Feedback for Correct Answer 4] The zero reject principle states that all students with disabilities have the right to an education.

[Q4] Ms. Yolanda is parent to twin 5th-grade boys that both have a disability. She was recently talking with a friend and explained that one son is on an IEP and the other is on a 504 plan to address their educational needs. What could explain the reason for these two different educational plans?

1. The boys have different disability definitions and characteristics [correct] 2. The boys have different fathers 3. The boys go to different schools 4. The boys have different teachers

[Feedback for Correct Answer 1] Both IDEA and Section 504 provide protections for students with disabilities, however they define them differently. IDEA coverage includes 13 categories of identified disabilities, whereas 504 covers individuals who (1) have a physical or mental impairment that substantially limits a major life activity, (2) have record of such an impairment, or (3) is regarded as having such an impairment.

[Feedback for Answer Choice 2] IDEA and Section 504 have different disability categories; it is unlikely that the boys have different fathers.

[Feedback for Answer Choice 3] IDEA and Section 504 have different disability categories; the boys may go to different schools dependent on the disabilities but the laws are in place for all schools.

[Feedback for Answer Choice 4]

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IDEA and Section 504 have different disability categories; different teachers may see or manage the disabilities differently. However, the boys’ mother can advocate for the law that best meets the needs of each child.

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Chapter 2 Application Exercises Chapter 2: Trusting Partnerships and the Law Application Exercise 2.1: Understanding and Applying the Every Student Succeeds Act Learning Outcome 2.1: Explain the reason for ESSA’s policies on family engagement and identify three categories of the requirements and two specific requirements within each category.

[Q1] In Chapter 2, you learned about the Every Student Succeeds Act (ESSA) which has two major goals: 1) to continue the school improvement efforts for all students, giving state education agencies (SEAs) greater freedom in determining how to improve their schools and 2) to strengthen Title I schools, engaging their families in their education. Describe four of the primary goals of ESSA’s focus for all schools. Be sure to include details in each of the four areas.

[Q1 Model Response] Your response should include some of the following: 1) Accountability. Each SEA must establish long-term goals and indicators on which to document student achievement. It may identify its own goals, including abbreviated shortterm goals and larger long-term goals. Those goals, however, must address three areas: proficiency on tests, English-language proficiency, and graduation rates. Each agency also must disaggregate achievement data according to the following subgroups: race/ethnicity, gender, socioeconomic status, disability, English-language learners, homeless status, students in foster care, and students with a parent in the military.

2) Standards and assessments. Each SEA must adopt challenging academic standards in reading and math. Each SEA must assess students’ performance annually in reading/English language arts and math in grades 3–8 and assessed once in grades 10–12.

It also must assess students in science at least once in in each of the following grade clusters: 3–5, 6–9, and 10–12. Assessment scores must be disaggregated by student subgroups, including racial classification, English learning status, and disability. With regard to standards, approximately 40 states and the District of Columbia have adopted the Common Core State Standards. The standards define the knowledge that students need to acquire to be successful in 2-year and 4-year college programs.

3) Annual report cards. Each SEA must prepare and distribute state and local report cards on indicators such as per-pupil expenditures, educator qualifications, and student performance data. The report cards must be in understandable language, formatted so that they are accessible to people with disabilities, and developed in partnership with parents in languages that parents understand.

4) School improvement. Once every 3 years, each SEA must identify a category of needed school improvement and give it priority for concentrated improvement efforts. The SEA must also categorize the lowest-performing 5% of schools, as well as high schools at which more than one-third of students not graduating. Additionally, schools at which one or more student subgroups do not improve after a state-specified number of years (4 or fewer) must be identified. Local education agencies (LEAs) must use research-based interventions in developing and implementing comprehensive support and improvement plans.

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[Q2] Go to the Common Core State Standards website http://www.corestandards.org/ Question: Describe what parents should know about the Common Core standards. In your response, specify the intent of the Common Core standards as it relates to student development.

[Q2 Model Response] Your response should include some of the following: • The intent of the Common Core standards is to ensure all students are ready for success after high school.

•

Common Core standards establish consistent and clear guidelines regarding what every student should be able to know and do in the areas of math and English language arts for grades kindergarten through 12th grade.

•

Common Core standards focus on the development of critical thinking, problem solving, and analytical skills that students need to be successful adults.

•

The Common Core standards provide a way for educators to measure student progress throughout the school year.

Application Exercise 2.2: The Federal Education Rights and Privacy Act (FERPA)

Learning Outcome 2.2: Summarize parents’ rights related to FERPA requirements.

[Q1] Scenario: A new parent of a 16-year-old recently relocated their family to the Unites States from New Zealand. The parent is concerned because her daughter has a number of mental health issues, including having been hospitalized for a suicide attempt last year. She wants to share the information about her daughter’s situation and needs with her school counselor, however, she is terribly worried the other parents and students will find out and alienate her daughter from the student body.

Question: Pretend you are meeting with this new parent. Describe how (FERPA) can protect her daughter’s privacy, including confidentiality safeguards.

[Q1 Model Response] Your response should include some of the following: • FERPA codifies families’ and students’ constitutional rights of privacy and confidentiality.

•

Parents of minor children and adult students themselves have the right to prevent education agencies from disclosing personally identifiable information without their prior written consent.

•

FERPA’s records rights relates to disclosure, inspection, correction, and retention of students’ records.

•

FERPA applies to students and their families who are migrants and has special provisions related to those students.

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[Q2] Describe the key parent rights requirements of the Federal Education Rights and Privacy Act (F ERPA).

[Q2 Model Response] Your response should include some of the following: • Parents of minor children and adult students themselves have the right to prevent education agencies from disclosing personally identifiable information without their prior written consent.

•

Parents or adult students also have the right to inspect and copy their records. They may have copies when they are unable to inspect the originals personally at the agency’s location (e.g., lives too far away and lacks adequate transportation to the district or school offices).

•

Parents and adult students have a right to request that the school amend the records if there are any inaccuracies, misleading statements, or potential breaches of privacy for either parent or student. This includes parents having the right to make specific corrections.

•

The local education agency (LEA) must retain and maintain the student‘s education records for as long as the student attends a school in the LEA.

Application Exercise 2.3: The Six Principles of IDEA Learning Outcome 2.3: Describe IDEA’s six principles and explain how each advances an appropriately ambitious education for students with disabilities.

[Q1] Being familiar with the six principles of IDEA is critical to the understanding of how to have a trusting professional relationship with families of children with disabilities. Describe each of IDE A’s six principles. Be sure to provide a detailed definition of each principle and how it relates to the rights of families of children with disabilities.

[Q1 Model Response] Your response should include some of the following: • Zero reject. All students with disabilities have the right to an education. Enroll all children and youth with disabilities and comply with the discipline policies related to school safety and school codes of conduct.

•

Nondiscriminatory evaluation. Eliminate bias in evaluating a student to determine whether the student has a disability and, if so, the nature of special education and related services that the student requires. All students with disabilities have the rights to a nondiscriminatory evaluation that is designed to appropriately assess knowledge and skills.

•

Appropriate education. All students with disabilities have the right to a free and appropriate public education that is designed to meet their unique needs. Relying on the student’s evaluation, develop an individualized program that is reasonably calculated to enable the student to make progress, have appropriately ambitious goals, and meet challenging objectives, and also takes into account the student’s unique circumstances.

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•

Least restrictive environment. All students with disabilities have the right to be instructed in the least restrictive environment, within the general education environment. To the maximum extent appropriate for the student, ensure that the student receives education in the general education environment and do not remove the student from general education unless the nature or severity of the student’s disability is such that education in general education classes with the use of supplementary aids and services cannot be achieve satisfactorily.

•

Procedural due process. Families of students with disabilities have the right to challenge the implementation of their child’s free and appropriate education, including any IDEA procedural violations. Implement a system of mutual accountability of educators and parents through mediation, dispute resolution, or due process hearings.

•

Parent participation. Families of students with disabilities have the right to participate in all educational decision-making, including the evaluation for special education services.

Implement the parent participation rights related to every principle, especially by providing written notice, obtaining written consent, ensuring access to educational records, and offering opportunities to serve on state and local special education advisory committees.

[Q2] Recall the information you read in Chapter 2 about how the Supreme Court interpreted IDEA’s appropriate-education principle in the case Endrew F. v. Douglas County RI-1 (2017). Using this court case as an example, describe how Endrew F. challenged the concept of generating an IE P that is appropriately ambitious education for students with disabilities.

[Q2 Model Response] Your response should include some of the following: • IDEA sets out as the standard of the Endrew F. case in terms of being appropriately ambitious with challenging objectives for students to make progress consistent with their potential for growth.

•

IEP goals shall be written so that they are appropriately ambitious and challenging for students with disabilities.

•

Individualization and progress can be considered satisfied when professionals, parents, and students partner with each other in developing and carrying out appropriate, individualized curriculum and instruction for the student.

•

All students with a disability should have the opportunity to receive a commensurate education to that of their non-disabled peers, that is appropriately ambitious.

[Q3] [Need link to Figure 2.8: Implementing IDEA’s Parent Participation Requirements] Scenario: Mrs. Kruxton has a 4-year-old daughter who was recently assessed and found eligible to receive special education services under the eligibility category of Autism. As her daughter’s new teacher, you have scheduled a meeting to review the IDEA parent participation guidelines with Mrs. Kruxton.

Question: Review Figure 2.8. Describe the specifics of parent participation for Mrs. Kruxton so that she is informed of how she can partner as a member of her daughter’s Individualized Education Program (IEP) team meeting.

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Your response should include some of the following: • IDEA parent participation guidelines include the right for school staff to provide written notice to parents before proposing or refusing to initiate or change the student’s identification, evaluation, placement, and/or provision of services.

•

The notices must also contain the action being proposed or refused, the reason for the action, and a description of the due process safeguards that are available to parents.

•

IDEA parent participation guidelines include the right to obtain written parents’

consent, including educators being required to inform the student’s parents in the parents’ native language or other communication mode unless it is clearly not feasible to do so.

•

IDEA parent participation guidelines include the right to provide parents access to

records. Specifically, parents have the right to inspect and review all educational records about their student and family.

•

IDEA parent participation guidelines include the right to protect student and family

personally identifiable information.

•

IDEA parent participation guidelines include the right for parents to serve on special

education advisory committees.

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Chapter 2 Test Items Multiple-Choice Questions 1. Mr. Ruffer, school superintendent, recently created a plan that established long-term goals and indicators used to document graduation rates. According to the Every Students Succeed Act (ESSA), this action represents which primary area of focus?

A. Accountability B. Standards and assessments C. Annual report cards D. School improvement 2. In relation to FERPA, confidentiality refers to the conversations that a person wants or needs to keep: A. Safe B. Private C. Encrypted D. Public 3. FERPA applies to the education records of how many students in an education agency?

A. Students who are identified as at risk or with a disability B. Students with mental health disorders C. Students who are nominated D. All students 4. Which of the following is not a disability category covered under the Individuals with Disabilities Education Act (IDEA)?

A. Traumatic brain injury B. Autism C. Special learning disability D. Other health impairment 5. According to IDEA, which part of the law covers services for children birth through 2?

A. Part A B. Part B C. Part C D. Part D 6. Serna is a 12-year-old girl who receives special education services. Recently, Serna broke one of the school rules and was terrified that she would be removed from the school district permanently. Serna’s mother assured her daughter that she couldn’t be removed because of her behavior. Which principle of IDEA does this represent?

A. Due process 17 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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B. Least restrictive environment C. Nondiscriminatory evaluation D. Zero reject 7. Jimmy is a very outgoing and sometimes disruptive middle school student. He was identified as having traumatic brain injury as a young child and remains in his general education classroom for the majority of his day. Which principle of IDEA does this represent?

A. Appropriate education B. Least restrictive environment C. Nondiscriminatory evaluation D. Most meaningful environment 8. All of the following are related services covered under IDEA EXCEPT: A. Counseling services B. Audiology C. Interpreting services D. Student regulation 9. Under IDEA, long-term discipline begins on the discipline.

day of

A. 9th B. 10th C. 11th D. Last 10. Under IDEA, professionals must conduct what type of evaluation?

A. Exhaustive B. Nondiscriminatory C. Cumulative D. Chronological 11. Section 504 dispute resolution options include the following: A. Due process, mediation, and state complaints B. Mediation only C. State complaints only D. File a complaint with the Office of Civil Rights 12. Under IDEA, a parent has the right to receive written notice whenever professionals decide: A. Whether to evaluate or reevaluate a student B. To share student information with another provider for the student C. To invite the student to partner with general education peers D. To record cumulative data for the student.

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13. What is the most current federal school-reform law?

A. Individuals with Disabilities Education Act (IDEA) B. Section 504 C. Family Educational Rights and Privacy Act (FERPA) D. Every Student Succeeds Act (ESSA) 14. The IDEA due process hearing is described as including procedures similar to: A. A school board meeting B. Mediation C. A mini-trial D. State complaint 15. FAPE is an acronym for: A. Free appropriate public education B. Free accommodations in public education C. Free appropriate public engagement D. Formal appropriate public education

Essay Questions 1. Describe two of IDEA’s six principles and explain how each advances an appropriately ambitious education for students with disabilities.

2. Compare and contrast IDEA, ESSA, and Section 504. Be sure to describe each of the laws independently, then compare them.

3. Define and describe specific examples of family engagement.

4. Describe the intent and use of due process for families and school districts.

5. Explain the significance behind the least restrictive environment principle for individuals with disabilities.

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Chapter 2 Test Answer Key ANSWER KEY: Chapter 2 Test (Multiple Choice) 1. A 2. B 3. D 4. C 5. C 6. D 7. B 8. D 9. C 10. B 11. D 12. A 13. D 14. C 15. A

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Chapter 3 Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 3: Family Systems and Family Characteristics Learning Outcome Quizzes

1

Application Exercises

12

Test Items

19

Test Answer Key

23

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 3: Family Systems and Family Characteristics Chapter 3 Learning Outcome Quizzes Learning Outcome 3.1: Describe the three major assumptions of family systems theory.

[Q1] Tanya works hard to support her family. Her shifts at the hospital are 10 hours, 4 days a week. Whenever overtime is offered, she takes it. It is so hard to make ends meet. Her family of four includes herself and her three children, ages 5, 8, and 11. An elderly neighbor and long-time family friend, who they call Mamma George, is a huge source of support. Mamma George watches Tanya’s children after school, feeds them a healthy snack, and makes sure they finish their homework. The children love Mamma George, and Tanya is beyond grateful for her generosity. She pays Mamma George what she can for the after-school care, and she also watches after her; Mamma George comes over for a family meal once a week, and Tanya does her grocery shopping. They also go over on the weekends to help Mamma George with household tasks. Tanya’s biggest challenge right now is making sure her oldest child, Trey, is healthy. He was diagnosed with Type 1 diabetes a couple of years ago and while it is under control now, Trey is starting to push back on the rules. Tanya knows that it is normal pre-teen stuff to not want to follow what adults tell you to do, but for Trey, consequences of not following his diet are severe. Considering the characteristics of Tanya’s family, which of the following is an example of the assumption of family systems theory that family characteristics are inputs to into the family system?

1. Mamma George’s assistance with after-school care 2. Trey’s Type 1 diabetes [correct] 3. Tanya’s overtime hours at the hospital 4. The family’s help at Mamma George’s house on weekends [Feedback for Answer Choice 1] Mamma George’s assistance with after-school care is example of interactions with extended family within the family system, not family characteristics.

[Feedback for Correct Answer 2] Trey’s Type 1 diabetes is an example of family characteristics, as it is a characteristic of an individual family member. Trey’s diabetes will interact with other family characteristics such as Tanya’s single parenthood and the size of the family (I.e., three children), and will be processed within family interactions to influence the outputs of the family system: family functions.

[Feedback for Answer Choice 3] Tanya’s overtime hours at the hospital is an example of an output of the family system, relating to the family function of economics.

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[Feedback for Answer Choice 4] The family’s help at Mamma George’s house on weekends is an example of family interactions as well as the outputs of daily care, affection, and socialization.

[Q2] Tanya works hard to support her family. Her shifts at the hospital are 10 hours, 4 days a week. Whenever overtime is offered, she takes it. It is so hard to make ends meet. Her family of four includes herself and her three children, ages 5, 8, and 11. An elderly neighbor and long-time family friend, who they call Mamma George, is a huge source of support. Mamma George watches Tanya’s children after school, feeds them a healthy snack, and makes sure they finish their homework. The children love Mamma George, and Tanya is beyond grateful for her generosity. But recently Mamma George’s back has been getting pretty bad; she has been in lots of pain. With consultation from her doctor, she has decided to have surgery. This means that Mamma George will not be able to watch the children after school for about a month. Tanya will have to turn down overtime and she needs to find temporary after-school care. Tanya decides to enroll the children in after-school care at the school, which costs a pretty penny, and they rarely do homework there or have a snack that holds the children over until dinner. So, when they get home in the evening, all three children are starving, and there is still homework to complete. Now evenings feel pretty stressful for everyone in the family, and they realize again how grateful they are for Mamma George’s help. Considering the description of Tanya’s family, which of the following is an example of the assumption of family systems theory of wholeness?

1. Mamma George’s back pain (characteristic) 2. The children’s love for Mamma George (interaction) 3. Tanya turning down overtime [correct] 4. Mamma George living so close [Feedback for Answer Choice 1] Mamma George’s back pain is a characteristic that offers an example of an input into the family system that affects the ways in which members intact.

[Feedback for Answer Choice 2] The children’s love for Mamma George is an example of the influence of family interactions, which serve as the processes by which characteristics influence family functions.

[Feedback for Correct Answer 3] According to the chapter, “The second assumption of family systems theory is that the family is a complete unit that must be understood as a whole and cannot be understood through only one or more of its parts or subsystems. Simply understanding a student with a specific set of characteristics (e.g., disability, race, gender identity) does not mean that you will understand the family, yet understanding the family as a whole is necessary for understanding students and what matters in their lives.” Tanya turns down overtime 2 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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because Mamma George is no longer able to care for her children in the evening, illustrating how the parts of the family system, which includes Mamma George’s help, influences the family unit as a whole.

[Feedback for Answer Choice 4] Having Mamma George as a neighbor is a characteristic that creates an input into the family system.

[Q3] Tanya works hard to support her family. Her shifts at the hospital are 10 hours, 4 days a week. Whenever overtime is offered, she takes it. It is so hard to make ends meet. Her family of four includes herself and her three children, ages 5, 8, and 11. An elderly neighbor and long-time family friend, who they call Mamma George, is a huge source of support. Mamma George watches Tanya’s children after school, feeds them a healthy snack, and makes sure they finish their homework. The children love Mamma George, and Tanya is beyond grateful for her generosity. But when Mamma George had surgery last month and she was unavailable to help out in the afternoons, things got pretty tough for Tanya to manage. She had to request a change in hours so that she could leave work by 5:30 p.m., and she had to turn down overtime. She also had to find temporary after-school care, which was frankly not possible for her financially, but she made it work, in part, through a financing option with the after-school program. She is also piecing the funds for the childcare together by cutting extras like putting their ritual of ordering pizza on Fridays on hold, and scrimping and saving wherever she can.

Considering the description of Tanya’s family, which of the following is an example of the assumption of family systems theory that family functions are the outputs of the system?

1. The children’s ages: 5, 8, and 11 2. The family size, a family of four 3. Tanya’s job at the hospital 4. Tanya’s financial struggles [correct] [Feedback for Answer Choice 1] The children’s ages are an example of the characteristics that serve as inputs into the family system. Their ages could also represent the developmental stages that the family system is in terms of the family life cycle.

[Feedback for Answer Choice 2] The family size an example of the characteristics of the family as a whole that serve as inputs into the family system.

[Feedback for Answer Choice 3] Tanya’s job at the hospital is a characteristic of an individual family member, Tanya.

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[Feedback for Correct Answer 4] Tanya’s financial struggles illustrate the ways in which the family is functioning economically and is the result of the change in interaction patterns (i.e., Mamma George no longer being available to care for the children).

[Q4] Tanya works hard to support her family. Her shifts at the hospital are 10 hours, 4 days a week. Whenever overtime is offered, she takes it. It is so hard to make ends meet. Her family of four includes herself and her three children, ages 5, 8, and 11. An elderly neighbor and long-time family friend, who they call Mamma George, is a huge source of support. Mamma George watches Tanya’s children after school, feeds them a healthy snack, and makes sure they finish their homework. The children love Mamma George, and Tanya is beyond grateful for her generosity. Tanya’s biggest challenge right now is making sure her oldest child, Trey, is healthy. He was diagnosed with Type 1 diabetes a couple of years ago and while it is under control now, Trey is starting to push back on the rules. Tanya knows that it is normal pre-teen stuff to not want to follow what adults tell you to do, but for Trey, consequences of not following his diet are severe. She decides to have a conversation with Mamma George about how they can work together to help shape Trey’s attitude about his health condition. Considering the description of Tanya’s family, which of the following is an example of the assumption of family systems theory related to boundaries?

1. Mamma George living so close 2. Trey’s attitude about his health condition 3. Trey’s diagnosis of Type 1 diabetes 4. Tanya and Mamma George shaping Trey’s attitudes [correct] [Feedback for Answer Choice 1] Within family systems theory, boundaries refer more to lines that exist between individual family members and family subsystems, not geographic boundaries.

[Feedback for Answer Choice 2] Trey’s attitude about his health condition is a result of his developmental age and personality characteristics. This is not specific to boundaries within the family system.

[Feedback for Answer Choice 3] Trey’s diagnosis of Type 1 diabetes is an example of a characteristic of an individual family member that is part of the inputs into the family system.

[Feedback for Correct Answer 4] According to the chapter, “The third assumption in family systems theory is that boundaries exist between individual family members and family subsystems and that these boundaries result from interactions of family members with each other and from interactions of the family unit with outside influences such as teachers and other professionals.” In Tanya’s family, she is breaking down the boundaries between her 4 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

family unit and Mamma George in working together to support Trey in learning how to cope with his health condition.

Learning Outcome 3.2: Analyze key considerations and implications for partnerships for the four microcultures of race/ethnicity, household income, geography, and disability.

[Q1] Ms. Fort understands that the high school students in her English 1 class have their own unique identities that are complex, and she invites them to write a biography the first week of school describing where they have lived, their heritage, what language(s) they speak, and anything else they want to share about themselves that makes them uniquely them. The goal of the assignment is that students articulate their identity, as they define it for themselves. Which of the following concepts is Ms. Fort considering by assigning this biography?

1. Culture 2. Microcultures [correct] 3. Intersectionality 4. Ethnicity [Feedback for Answer Choice 1] Culture is a broad concept referring to the knowledge, values, and beliefs that are the foundations for how people perceive, interpret, and behave in the world. While identity is shaped by culture, Ms. Fort is targeting multiple factors that make up culture, so the answer to this question is more discrete than the broad concept of culture.

[Feedback for Correct Answer 2] Microcultures are an approach to culture that considers the presence of many factors that contribute to a person’s identity. By assigning a written biography that asks students to describe their geography, ethnicity, and language, as well as other factors they would like to share, Ms. Fort is considering microcultures as a key to understanding students’ identities.

[Feedback for Answer Choice 3] Intersectionality focuses on the ways in which cultural factors are fluid and interact with society in complex ways, and often focuses on how societal barriers can be experienced differently based on one’s identity. This assignment is not about how identity interacts with societal barriers, so there is a better answer choice for this question.

[Feedback for Answer Choice 4] Ethnicity refers to cultural patterns, including language, celebrations, and daily routines and is one factor contributing to a person’s identity. This assignment is about students defining their identity by discussing more than one factor such as their ethnicity.

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[Q2] Talia has started a petition to stop the school fundraising model that asks families to donate money to the school and includes special privileges for students whose family members donate such as free dress and extended recess. What is Talia concerned about this fundraising causing?

1. Systemic barriers 2. Equitable remedies 3. Social constructs 4. Marginalization [correct] [Feedback for Answer Choice 1] Systemic barriers result in negative outcomes, but they are implemented at the macrolevel through policies and procedures within political, economic, and social systems.

This fundraiser will not cause systemic barriers but is rather likely the result of systemic barriers.

[Feedback for Answer Choice 2] Equitable remedies provide adjusted and substituted implementation to ensure equal opportunity. There is no reference to remedies in this scenario.

[Feedback for Answer Choice 3] Social constructs refer to the ways in which social categories are defined uniquely within in each society. Social constructs influence the planning for this fundraiser, but this fundraiser will not cause social constructs.

[Feedback for Correct Answer 4] Marginalization is the result of imbalanced power structures that target specific groups or populations of people. This fundraising event targets those who have the money to contribute and will result in the marginalization of those who do not.

[Q3] Mr. Hernandez teaches in a school where most students have cultures and microcultures that are different from his own. He knows that to connect with his students, he needs to understand their cultures and experiences better. Which of the following would assist Mr. Hernandez in understanding his students?

1. Reaching out to a cultural broker [correct] 2. Learning to avoid microaggressions 3. Paying attention to intersectionality 4. Learning the difference between race and ethnicity

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[Feedback for Correct Answer 1] Reaching out to a cultural broker would help Mr. Hernandez understand his students better because cultural brokers have deep knowledge of two or more cultures and can help build a bridge between persons of differing cultural backgrounds.

[Feedback for Answer Choice 2] While avoiding microaggressions would assist Mr. Hernandez in building relationships with his students and in promoting equity in the school community, this is not a strategy —in and of itself—that would lead to better cross-cultural awareness.

[Feedback for Answer Choice 3] Paying attention to intersectionality would help Mr. Hernandez identify systemic barriers that marginalize students, but it is not a primary strategy for learning about cultures other than one’s own.

[Feedback for Answer Choice 4] Learning the difference between race and ethnicity will help Mr. Hernandez with language needed to begin to gain cross-cultural competence, but it is not a strategy for learning about other cultures.

[Q4] Maite makes a point to tell her students every day that they matter. She knows firsthand the negative messages that society gives people with disabilities about themselves, because she has cerebral palsy, a physical disability that affects a person’s ability to move and maintain posture. Maite is an activist herself, and she takes pride in her disability. By modeling a positive message about disability, what is Maite seeking to build for her students?

1. A positive school culture 2. Trust 3. Equal opportunity 4. Empowerment [correct] [Feedback for Answer Choice 1] While Maite’s modeling of a positive message about disability might indeed influence the school culture, there is a more immediate impact that Maite is making on her students.

[Feedback for Answer Choice 2] While modeling a positive message about disability may build trust with students, this is not the primary goal for this strategy.

[Feedback for Answer Choice 3] A long-term goal of modeling a positive message about disability would be that her students would believe in themselves and advocate for equal benefit in, access to, and 7 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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participation in government-sponsored or private-sector programs, policies, and activities, but this is not an immediate goal of using this strategy.

[Feedback for Correct Answer 4] By modeling a positive message about disability, Maite is seeking to build capacity for her students to become stronger and more capable of directing their own lives through empowerment.

Learning Outcome 3.3: Summarize key considerations and implications for partnerships for the lived experiences of immigration and trauma.

[Q1] Chéckina and her two children, ages 5 and 10, are refugees living in the U.S. They are from the Democratic Republic of the Congo. Which of the following is true of Chéckina and her family?

1. Chéckina and her family are undocumented immigrants.

2. Chéckina and her family are documented immigrants. [correct] 3. Chéckina and her family have been granted the right to reside temporarily in the U.S. 4. Chéckina’s children will not be able to attend school, because they do not have a social security number.

[Feedback for Answer Choice 1] Refugees are immigrants who have been granted the right by the U.S. to reside permanently and work without restrictions. People who have been granted the right to reside temporarily in the U.S. are nonimmigrants.

[Feedback for Correct Answer 2] Refugees are immigrants who have been granted the right by the U.S. to reside permanently and work without restrictions.

[Feedback for Answer Choice 3] Refugees are immigrants who have been granted the right by the U.S. to reside permanently and work without restrictions. They have the proper authorization and documents and entered the U.S. legally.

[Feedback for Answer Choice 4] The Phyler Doe decision ruled that all students, regardless of their immigration status or the status of their family members, have the right to receive access to a free K–12 education.

[Q2] Having witnessed violence and persecution in their home country of the Democratic Republic of the Congo, which of the following are Chéckina and her two children most likely to experience?

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1. Trauma [correct] 2. Traumatic brain injury 3. Systemic barriers 4. Reasonable accommodations [Feedback for Correct Answer 1] The experience of trauma involves a deeply disturbing experience that results in significant emotional stress or physical injury and that creates a likelihood for ongoing adverse effects. Trauma can result from terrorism (bombings, shootings, mass violence) and community violence that Chéckina and her two children experienced in their country of origin prior to resettling to the U.S. as refugees.

[Feedback for Answer Choice 2] While traumatic brain injury, which is an acquired injury to the brain that is caused by external physical force that results in disability, could result from being exposed to violence and persecution, this is not the most likely experience among the answer options for this question.

[Feedback for Answer Choice 3] Indeed, Chéckina and her two children may experience systemic barriers as refugees living in the U.S., but they will not experience them as a direct result of the violence and persecution in their home country.

[Feedback for Answer Choice 4] It is possible that Chéckina’s two children will need reasonable accommodations at school, but the decision to implement accommodations will not be based on the violence they experienced but rather documentation of a disability.

[Q3] At breakfast, Tiffany scarfs down her food. Noticing this, Ms. Ray, Tiffany’s 3rd-grade teacher, remarks, “Wow Tiffany, you have a hearty appetite this morning!” Tiffany replies, “Yeah, my parents were not home last night and there was just some crackers and peanut butter to eat. Tommy was really hungry, so I gave most of the food to him.”

Ms. Ray knows Tommy. He is in Ms. Stark’s kindergarten class. Wondering if the two children were home alone, she asks Tiffany, “Were you and Tommy home alone all night?” Tiffany says, “Yeah, we usually are a few nights a week. My parents must work so I take care of Tommy. It is just that last night, there was not a lot of food to eat so I’m really hungry this morning.” Based on this scenario, which of the following is true?

1. Tiffany and Tommy may be experiencing emotional abuse.

2. Tiffany and Tommy may be experiencing emotional neglect.

3. Tiffany and Tommy may be experiencing physical abuse.

4. Tiffany and Tommy may be experiencing physical neglect. [correct]

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[Feedback for Answer Choice 1] Based on the information provided, Tiffany and Tommy do not appear to be experiencing a pattern of behavior consistent with emotional abuse such as constant criticism, threats, or rejection.

[Feedback for Answer Choice 2] Based on the information provided, Tiffany and Tommy do not appear to be experiencing a lack of care for their emotional needs or psychological care.

[Feedback for Answer Choice 3] Based on the information provided, Tiffany and Tommy do not appear to be experiencing nonaccidental physical injury because of physical harm inflicted by a parent, caregiver, or other guardian.

[Feedback for Correct Answer 4] Based on the information provided, Tiffany and Tommy appear to be experiencing physical neglect, as their parents are failing to provide appropriate supervision and they have experienced inadequate food and nutrition.

[Q4] At breakfast, Tiffany scarfs down her food. Noticing this, Ms. Ray, Tiffany’s 3rd-grade teacher, remarks, “Wow Tiffany, you have a hearty appetite this morning!” Tiffany replies, “Yeah, my parents were not home last night and there was just some crackers and peanut butter to eat. Tommy was really hungry, so I gave most of the food to him.”

Ms. Ray knows Tommy. He is in Ms. Stark’s kindergarten class. Wondering if the two children were home alone, she asks Tiffany, “Were you and Tommy home alone all night?” Tiffany says, “Yeah, we usually are a few nights a week. My parents must work so I take care of Tommy. It is just that last night, there was not a lot of food to eat so I’m really hungry this morning.” Based on this scenario, which of the following is true about mandatory reporting?

1. If Ms. Ray reports abuse/neglect, and the report is documented as inaccurate, she will be protected if she made report in good faith. [correct] 2. If Ms. Ray fails to report abuse/neglect, she will be protected under the “wait-andsee" protection clause.

3. If Ms. Ray reports abuse/neglect, by law her report will be anonymous.

4. If Ms. Ray learns that another teacher in her school reported abuse/neglect for this case, she does not need to report as duplicate reports are discarded.

[Feedback for Correct Answer 1] This is correct. Educators making reports in good faith are protected from legal action should the report be determined inaccurate.

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[Feedback for Answer Choice 2] If Ms. Ray fails to report child abuse/neglect, depending on state law, she could lose her teaching license or be sued for damages, fined, and even imprisoned. There is no “waitand-see" protection clause.

[Feedback for Answer Choice 3] Depending on state law, Ms. Ray may have the option to make an anonymous report or a confidential report. There is not blanket law that all reports are anonymous.

[Feedback for Answer Choice 4] Being a mandatory reporter means that Ms. Ray is required by law to report suspected abuse/neglect, regardless of whether a report has already been made.

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Chapter 3 Application Exercises Chapter 3: Family Systems and Family Characteristics Application Exercise 3.1: Influences of Culture and Bias on Partnerships Learning Outcome 3.2: Analyze key considerations and implications for partnerships for the four microcultures of race/ethnicity, household income, geography, and disability.

[Link to Figure 3.2 Identities Shaped Through Microcultures] [Q1] Scenario: Cynthia is a 4th-grade teacher in an urban area of California. Her city has about 250,000 residents, and she was proudly born and raised there. Cynthia loves how diverse both the city and her school is, but she has hated to see the toll that the economic downturn has taken on so many families. The unemployment rate just seems to keep rising, now almost 15%. Growing up, it was just Cynthia and her dad, and he had a steady job at the Air Force Base in town. She and her dad did not have much, but they always had enough. She hated to see that Air Force Base close with so many military and civilian jobs going with it. Cynthia has a new student, Chandler, whose family just moved to town from Alabama. Chandler’s dad took a prestigious faculty position at the university nearby. Cynthia hates to say it, but Chandler’s family just doesn’t seem to fit in. Chandler comes to school in crisply ironed, smocked dresses, and hairbows. No one in this town dresses with such formality, and the children definitely don’t: shorts, T-shirts, jeans, tennis shoes…aren’t children supposed to be comfortable so that they feel free to run, play, and get dirty? When Cynthia ask Chandler a question, she adds “ma’am” to her reply (e.g., “yes, ma’am”). She seems to talk slower, or is Cynthia just imagining that? And, Chandler just moves at her own pace. And then there is her accent. Some of the children think it is cute, and others poke fun; but they all notice. Cynthia wishes that the family had moved to California when Chandler was younger; it would be so much easier to fit in. Fourth grade is a tough year socially for children. Chandler spends most of the school day by herself, and Cynthia is beginning to worry.

Question: Using Figure 3.2, identify the microcultures that shape Cynthia’s identity and views about her new student, Chandler.

[Q1 Model Response] Language is one prominent microculture identity shaping Cynthia’s views about Chandler. Chandler speaks with an accent and at a different rate/speed that Cynthia is not used to, and she uses phrases that are uncommon in Cynthia’s experiences (e.g., “ma’am”). In the Southern U.S., there tends to be more formality than in the Western U.S., and Chandler’s formal dresses are something that Cynthia struggles to understand or make sense of. In this way, geography is a microculture identity shaping Cynthia’s views about Chandler. Based on the information included in the scenario 12 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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about Chandler’s dad taking a prestigious faculty position at the university, contrasted with Cynthia’s experience growing up with not having “much,” but “enough,” Cynthia’s identity related to income is another microculture that is shaping how she views Chandler and her family.

[Q2] Scenario: Lea is concerned for one of her students, R.J., because he is considerably overweight. R.J.’s parents are obese as well. At the class potluck this fall, Lea paid attention to the food choices R.J. and his family made. She noticed plates filled with carbs, so she suggested that they try the salad. Lea grew up having a mom who was a nurse, so she knows that this level of obesity only comes from an unhealthy lifestyle.

For someone who prioritizes health and wellness, this is hard for her to see. It is also hard to hear some of the children poke fun at R.J. because of his weight. Lea wants to be helpful so she has invited R.J.’s parents to meet with her, the P.E. teacher, and the school nurse. They have each pulled nutrition and exercise resources that they will share with R.J.’s family. When Lea starts the meeting, she gently explains to R.J.’s parents that they are sensitive to the fact that it can be overwhelming to start the path to a healthy lifestyle, and she invites them to stop them at any time if they have questions or if they feel overwhelmed. During the meeting, R.J.’s family listened, but they did not say much. Lea is hopeful that they will try some of the strategies discussed, as R.J.’s health and social-emotional well-being are clearly on the line.

Question: Is there evidence of implicit or explicit bias? Why or why not?

[Q2 Model Response] Yes, there is evidence of implicit or explicit bias. Lea holds negative attitudes and perceptions about obesity and poor nutrition habits, and these views create a prejudiced outlook related to R.J. and his family. It appears that she does not call the meeting with R.J.’s family with mal-intent, but rather with the intent to be helpful, so in this way, her bias may be implicit .such that she holds these negative attitudes and perceptions about R.J. and his family unconsciously. However, she also openly admits her negative attitudes about obesity, so in this way her bias may be explicit.

[Q3] Scenario: Lea is concerned for one of her students, R.J., because he is considerably overweight. R.J.’s parents are obese as well. At the class potluck this fall, Lea paid attention to the food choices R.J. and his family made. She noticed plates filled with carbs, so she suggested that they try the salad. Lea grew up having a mom who was a nurse, so she knows that this level of obesity only comes from an unhealthy lifestyle.

For someone who prioritizes health and wellness, this is hard for her to see. It is also hard to hear some of the children poke fun at R.J. because of his weight. Lea wants to be helpful so she has invited R.J.’s parents to meet with her, the P.E. teacher, and the school nurse. They have each pulled nutrition and exercise resources that they will share with R.J.’s family. When Lea starts the meeting, she gently explains to R.J.’s parents that they are sensitive to the fact that it can be overwhelming to start the path to a healthy lifestyle, and she invites them to stop them at any time if they have questions 13 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

or if they feel overwhelmed. During the meeting, R.J.’s family listened, but they did not say much. Lea is hopeful that they will try some of the strategies discussed, as R.J.’s health and social-emotional well-being are clearly on the line.

Question: Is there evidence of microaggressions? If so, explain.

[Q3 Model Response] Microaggressions occurred when Lea suggested that R.J. and his family try the salad while at the potluck, and when Lea suggested to them that they would be overwhelmed by trying a healthy lifestyle. These actions were microaggressions because they resulted from bias and involved disparate treatment of R.J. and his family.

Application Exercise 3.2: Influences of Microcultures on Partnerships Learning Outcome 3.2: Analyze key considerations and implications for partnerships for the four microcultures of race/ethnicity, household income, geography, and disability.

[Link to Figure 3.3 Indicators of Challenges to Family Well-being] [Q1] Use Figure 3.3, Indicators of Challenges to Family Well-being, to answer the following question: Considering how your own experiences compare to the key findings about racial and ethnic disparities from the National Survey of America’s Families, what reflections do you have about how your own race/ethnicity and cultural lens will influence your future partnerships with families?

[Q1 Model Response] Your response should include some of the following: • Compare/contrast your own race/ethnicity considering hardships: low income, oneparent family, food hardship, housing hardship, adult in fair or poor health. For example, you might say that you identify as Asian and that you grew up in a low income context with some food hardship, but that you had two parents.

•

Statement about how your race/ethnicity and cultural lens will influence your future partnership with families. For example, you might say that your experiences with having two parents growing up may put you at a disadvantage of understanding the experiences of your students who are growing up in one-parent families.

[Q2] Scenario: At Newberry Elementary, the PTA has decided to try a new approach for the fundraiser this year. Instead of working with expensive vendors that take a 30–40% cut of the fundraising profit, they are going to simply ask families to donate money. In this way, all donations go directly to the school to purchase needed materials and updates.

The PTA has just about hammered out all the details. They have come up with a catchy slogan: W.I.N.!, which stands for “We Invest (in) Newberry!” They’ve also created 14 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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challenge competitions at the grade, class, and student levels: the grade that raises the most money gets a field trip to the high school stadium for a bonus field day; the class that raises the most money gets a pizza party across the street at the park; and each student who contributes at least $25.00 earns admission to an outdoor “color” party during the last week of school where they get to blast their friends with little balls filled with colored powder. The color party is all in good fun, and they’ve done their research: the colored powder is nontoxic, and the packets do not hurt when thrown. Students who contribute at least $50 get free dress the last week of school as well.

Question: Would you describe this fundraising idea as culturally sensitive, or culturally insensitive, and why? In your response, specify the microculture to which this scenario most readily applies.

[Q2 Model Response] I would describe this fundraising idea as culturally insensitive because it is not accessible to families with limited resources. It creates disparities between students from low and mid-to-high household incomes by making it obvious who has the money to contribute and who does not: students from families who have the money to contribute will be able to attend the color party and have free dress; those from families who do not have the money to contribute will be side-lined. This is an example of shaming students from low income backgrounds. The microculture is household income.

[Q3] Scenario: Horatio is a 4th-grade teacher at Newberry Elementary School. One afternoon just after dismissal while he is cleaning up his classroom and getting things in order for the next day, Xiu, the mother of one of his students, Chang, arrives at his door.

She asks Horatio if he has a few minutes to talk. Horatio says yes, finds two adult-sized chairs, and invites her to sit down. Xiu thanks him for his time, and says she is sorry to bother him, but that she feels worried about some things that one of the kids in his class is saying to Chang. She says that this student is telling Chang that it is unfair that he gets breaks during lessons, and extra time to complete his classwork. This child is telling Chang that he must be “the teacher’s pet.” In hearing this, Horatio feels awful. He says, “Oh Xiu, I had no idea that another student was saying these things to Chang. As we both know, the breaks and extra time are not because Chang is my favorite; they are a part of his IEP that ensure he has an equitable learning experience due to his learning disability.” Xiu replies, “Yes, I know, but Chang does not understand this. He is asking me if these things really are unfair. He just does not want to appear different, I think.

‘Looking cool’ in front of peers is important at this age, you know?”

Question: In what ways is the disability microculture influencing the experiences Chang is having at school?

[Q3 Model Response] Your answer should include some of the following:

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•

Peer pressures are an added barrier in Chang’s class that add complexity to how his disability impacts his learning.

•

Chang’s experiences with his disability should not be overlooked; that is, while professional and conventional definitions of disability are important, Chang’s experiences and input are important as well.

•

Chang’s disability is affecting other members of his family; in this scenario, we see the emotional impact that it has on his mother, Xiu, to hear about the peer challenges her son is having at school.

•

As many individuals take pride in their disability, steps could be taken to enhance Chang’s empowerment, and to learn to be a self-advocate.

Application Exercise 3.3: Influences of Life Experiences on Partnerships Learning Outcome 3.3: Summarize key considerations and implications for partnerships for the lived experiences of immigration and trauma.

[Q1] Scenario: Alon immigrated to the United States as a young child to live with his grandparents. When he was a teenager, he learned from his grandparents that he was not a U.S. citizen. Upon hearing this, Alon was filled with emotions. He had to grapple with what it meant to be an “undocumented immigrant,” an “illegal,” words he had often heard, but never thought about in such a personal way. He did not feel as if he were “alien” to this country. He had a strong identity as American. He struggled to understand what this meant for him and his future. He kept these feelings to himself until one day when he decided he had to disclose his citizenship status. Alon was the president of his high school’s Habitat for Humanity chapter, and his faculty advisor approached him about a wonderful opportunity for their entire chapter to travel to Mexico over spring break for a special project. His advisor, Mr. Rand, told him that he was still working out the details, but that it looked like he could get the entire trip funded through a local education foundation. Alon knew he could not travel without the proper papers, so he decided that he had to tell Mr. Rand about his undocumented status. There were no excuses for him to hide behind. The trip was fully funded and everyone knew of his passion for helping communities in need. No one would believe that he just did not want to go, or that his grandparents would not let him. To his surprise, Mr. Rand said, “Well then, there is no need for a trip to Mexico. There are plenty of special projects to complete here in the U.S. Let’s find a new location and then announce the exciting news to the club.” Alon had not expected such kindness. He had been thinking that once he told people he was undocumented, they would view him in a bad light, and that may still be true of others. But it was not true of Mr. Rand. Because of Mr. Rand, Alon became hopeful that the way he viewed himself—as an American—could also be the way others viewed him.

Question: In what ways did Alon’s experience with immigration shape his identity and interactions with educators?

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[Q1 Model Response] Your response should include some of the following: • Alon’s grandparents kept his undocumented status secret from him until he was in high school. While the reasons for this are unknown, possible explanations include the cost of visas and immigration lawyers, or their lack of understanding of the U.S. education system.

•

Alon worried about disclosing his undocumented status, despite the right he has under the 14th Amendment for equal protection to a free K–12 education, as decided in the U.S. Supreme Court case Plyler v. Doe (1982). This could be because of his worries about discrimination, or shame for “breaking the rules/law.”

•

Upon learning about Alon’s undocumented status, Mr. Rand did not discriminate against him, but rather demonstrated that he valued Alon as a part of the school community.

•

It appears that Alon struggled with understanding his identity as American; he believes he fits the definition of what it means to be an American, despite the fact that he does not have the right papers.

[Q2] Scenario: Tara, age 11, is having a hard time walking. When she sits down, she grimaces. When her teacher, Ms. Ray, asks her if she is in any pain or if there is something else bothering her, she says everything is fine. She explains that she has been riding her horses a ton and her muscles are just sore. But a couple of days later, Ms. Ray notices faded purple bruises on her thigh, and she also notices that Tara is not speaking up much in class or joking around with her friends like she normally does. She just seems to be acting like a completely different child.

Question: Should Ms. Ray suspect abuse? Why or why not?

[Q2 Model Response] Yes, Ms. Ray should suspect sexual abuse since Tara is having difficulty sitting and walking, has physical bruises, and has changes in behavior.

[Q3] Scenario: Tara, age 11, is having a hard time walking. When she sits down, she grimaces. When her teacher, Ms. Ray, asks her if she is in any pain or if there is something else bothering her, she says everything is fine. She explains that she has been riding her horses a ton and her muscles are just sore. But a couple of days later, Ms. Ray notices faded purple bruises on her thigh, and she also notices that Tara is not speaking up much in class or joking around with her friends like she normally does. She just seems to be acting like a completely different child.

Question: What actions should Ms. Ray take if she suspects abuse, and why should she take these actions?

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[Q3 Model Response] Ms. Ray should follow her school’s procedures for reporting abuse and neglect. She should be prepared to provide the child’s and parent’s names, type of abuse she is observing, and prior observations, actions she has taken, and her name and contact information.

Ms. Ray should take this action because as a teacher, she is a mandatory reporter, which means she is required by law to report suspected abuse within 48 hours. As long as she reports the abuse in good faith, she is protected even if, after investigation, it is determined that there was no abuse. If Ms. Ray fails to report abuse, she could lose her teaching license or be sued for damages, fined, or imprisoned.

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Chapter 3 Test Items Multiple-Choice Questions 1. The three assumptions of family systems theory are: A. Inputs and outputs, wholeness and subsystems, and boundaries B. Family characteristics, family interactions, and family functions C. Inputs, processes, and outputs D. Process, cohesion, and adaptability 2. Knowledge, values, and beliefs that are foundations for how people perceive, interpret, and behave in the world refers to: A. Intersectionality B. Social constructs C. Culture D. Microcultures 3. The presence of many factors that contribute a person’s identity refers to: A. Intersectionality B. Social constructs C. Culture D. Microcultures 4. Where a specific disability may be common in one society and virtually nonexistent in another is the result of which of the following: A. Intersectionality B. Social constructs C. Culture D. Microcultures 5. The ways in which cultural factors such as race, class, gender, and disability are fluid and interrelate with society in complex ways refers to: A. Intersectionality B. Social constructs C. Culture D. Microcultures 6. Attitudes and perceptions that an individual from various groups or entities openly recognizes and expresses refers to: A. Explicit bias B. Implicit bias C. Marginalization D. Microaggressions

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7. Attitudes or perceptions held by an individual that may unconsciously lead an individual to discriminate against others without deliberate intent refers to: A. Explicit bias B. Implicit bias C. Marginalization D. Microaggressions 8. Disparate treatment of others, even by individuals who value diversity and strive to be fair, refers to: A. Explicit bias B. Implicit bias C. Marginalization D. Microaggressions 9. Physical or biological characteristics such as skin color, eye color, hair color/texture, and bone structure refers to: A. Ethnicity B. Social constructs C. Race D. Identity 10. Cultural patterns, including language celebrations and daily routines, refers to: A. Ethnicity B. Social constructs C. Race D. Identity 11. Which of the following is true about geography?

A. Is strictly defined as the part of the U.S. where a person lives B. Is bound largely by regional behaviors and patterns (e.g., dialects, religions practiced) C. Includes specific neighborhoods and school district boundaries D. Is largely absent for military families 12. Which of the following is true of immigration?

A. Immigration is an umbrella term including asylum-seeking, refugee, undocumented, and documented people.

B. Immigration is used to refer to people who move from one country to another out of their own volition and excludes refugees.

C. Immigration in the U.S. has decreased over the last decade.

D. Students who immigrate to the U.S. do not have the right to a free K–12 education under the law.

13. Which of the following is true of trauma?

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

A. Intervention typically occurs rapidly when a child experiences trauma so that they do not have repeated exposure to traumatic events.

B. Trauma may take on various forms such as child abuse and neglect, community violence, disasters, and terrorism.

C. Trauma occurs at the same rates regardless of systemic barriers, racism, and marginalization, so these issues typically are not a concern for mental health professionals.

D. While the Adverse Childhood Experiences Pyramid has been useful for understanding the effects of trauma, revisions are needed based on new research findings.

14. A nonaccidental physical injury as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting, burning, or otherwise harming a child that is inflicted by a parent, caregiver, or other person who has responsibility for a child refers to: A. Emotional abuse B. Neglect C. Sexual abuse D. Physical abuse 15. The failure of a parent, guardian, or other caregivers to provide for a child’s basic needs refers to: A. Emotional abuse B. Neglect C. Sexual abuse D. Physical abuse 16. Activities by a parent or caregiver such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials refers to: A. Emotional abuse B. Neglect C. Sexual abuse D. Physical abuse 17. A pattern of behavior that impairs a child’s emotional development or sense of worth refers to: A. Emotional abuse B. Neglect C. Sexual abuse D. Physical abuse Essay Questions 1. Summarize the overview and importance of the influence of race and ethnicity on family–professional partnerships and describe three implications.

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2. Summarize the overview and importance of the influence of household income on family–professional partnerships and describe three implications.

3. Summarize the overview and importance of the influence of geography on family–professional partnerships and describe three implications.

4. Summarize the overview and importance of the influence of disability on family–professional partnerships and describe three implications.

5. Summarize the overview and importance of the influence of immigration on family–professional partnerships and describe three implications.

6. Summarize the overview and importance of the influence of trauma on family–professional partnerships and describe three implications.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 3 Test Answer Key ANSWER KEY: Chapter 3 Test (Multiple Choice) 1. A 2. C 3. D 4. B 5. A 6. A 7. B 8. D 9. C 10. A 11. C 12. A 13. B 14. D 15. B 16. C 17. A

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Chapter 4: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 4: Family Systems: Interactions, Functions, and Life Span Learning Outcome Quizzes

1

Application Exercises

11

Test Items

17

Test Answer Key

21

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 4: Family Systems: Interactions, Functions, and Life Span Chapter 4 Learning Outcome Quizzes Learning Outcome 4.1: Define the four family subsystems, two relevant partnership issues within each, and two strategies for addressing each issue.

[Q1] A foster parent meets the definition of “parent” when determining reasonable accommodations for a student’s 504 plan because .

1. a foster parent takes care of children whose biological parents are unable to care for them 2. a foster parent is a strong advocate for the child in their care 3. a foster parent is actively engaged in caregiving roles 4. a foster parent has the authority to act on behalf of and in the interest of the child [correct] [Feedback for Answer Choice 1] While a foster parent takes care of children whose biological parents are unable to care for them, this is not the legal basis for decision-making regarding a student’s 504 plan.

[Feedback for Answer Choice 2] While a foster parent may be a strong advocate for the child in their care, this is not the legal basis for assuming the role of the parent for decision-making regarding a student’s 504 plan.

[Feedback for Answer Choice 3] While a foster parent may be actively engaged in caregiving roles, this is not the legal basis for assuming the role of the parent for decision-making regarding a student’s 504 plan.

[Feedback for Correct Answer 4] The Parent and Educator Resource Guide to Section 504 published by the U.S. Department of Education defines “parent” as including “guardians and others with the authority to act on behalf of and in the interest of a student.”

[Q2] Mr. Lee is starting to get concerned about Reyna’s absences from his 2nd period Biology class. Reyna has told him that her parents recently divorced but he feels he needs to speak with them. Which of the following is the correct next step for Mr. Lee? 1. Mr. Lee should ask Reyna which parent is the best contact now that they live in separate houses.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

2. Mr. Lee should confirm with the school office that both parents have legal custody before reaching out. [correct] 3. Mr. Lee should contact both parents for separate meetings to discuss Reyna’s absences.

4. Mr. Lee should refer the issue to the school counselor since it is possible that Reyna is struggling emotionally after the divorce.

[Feedback for Answer Choice 1] It is not Reyna’s responsibility to inform Mr. Lee about how to communicate with her parents.

[Feedback for Correct Answer 2] It is possible that because of the divorce, legal custody and guardianship has changed, so Mr. Lee should confirm this before reaching out to Reyna’s parents to discuss his concerns about her absences.

[Feedback for Answer Choice 3] Reyna’s parents should have already communicated with the school about communication preferences, so Mr. Lee has a better option available to him for getting this information.

[Feedback for Answer Choice 4] While Mr. Lee may discuss his concerns with the school counselor, he should still seek to discuss his concerns directly with Reyna’s parents, consistent with practices that lead to trusting family–professional partnerships.

[Q3] Hector is a 9th grader at Wesley High. He has four younger siblings, two of which have disabilities. His parents speak only Spanish and are asked to attend meetings frequently at the elementary school about educational programming for Hector’s younger brother and sister. Since Hector is bilingual, they prefer that he interpret for them at these meetings. Based on this scenario, which of the following is true?

1. Hector can offer valuable perspectives about his brother and sister, so his role as an interpreter is appropriate.

2. It is common for families to bring friends/family members to meetings to interpret, so this would be acceptable.

3. Formal parent meetings inform best practices for students’ educational programming, so professionals should provide interpretation services. [correct] 4. Schools should recognize that the boundaries for the sibling role can be blurred when disability is present in the family system and allow Hector to interpret.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 1] While Hector can offer valuable perspectives about his brother and sister, it is not his role as a sibling to interpret regarding educational decisions for his brother and sister.

[Feedback for Answer Choice 2] Regardless of whether it is common for families to bring friends/family members to meetings to interpret, common practices should not guide procedures.

[Feedback for Correct Answer 3] Siblings who are not professional interpreters or adults are not able to accurately interpret information about best practices during formal school meetings.

[Feedback for Answer Choice 4] While the boundaries for the sibling role can be blurred when disability is present in the family system, this is not grounds alone for determining school practices and policies.

[Q4] Tanya works hard to support her family. Her shifts at the hospital are 10 hours, 4 days a week. Whenever overtime is offered, she takes it. It is so hard to make ends meet. Her family of four includes herself and her three children, ages 5, 8, and 11. An elderly neighbor and long-time family friend, who they call Mamma George, is a huge source of support. Mamma George watches Tanya’s children after school, feeds them a healthy snack, and makes sure they finish their homework. Tanya’s oldest, Trey, has Type 1 diabetes and for an upcoming 504 meeting, Tanya has invited Mamma George to attend. Based on this scenario, which of the following is true?

1. Tanya is welcome to invite Mamma George to the 504 meeting as an extended family member. [correct] 2. Tanya should not invite Mamma George to the 504 meeting because extended family members are not allowed.

3. Tanya is welcome to invite Mamma George to the 504 meeting, but she will have to complete some paperwork first adding Mamma George to Trey’s school forms.

4. Tanya should not invite Mamma George to the 504 meeting because she is not a blood relative.

[Feedback for Correct Answer 1] Parents or legal caregivers may invite important extended family members to school meetings and activities.

[Feedback for Answer Choice 2] Parents or legal caregivers may invite important extended family members to school meetings and activities.

[Feedback for Answer Choice 3] Parents or legal caregivers may invite important extended family members to school meetings and activities. No paperwork is required prior to attendance.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 4] The extended family subsystem consists of close family friends whom the biological or legal family perceives as family.

Learning Outcome 4.2: Define four of the eight family functions and provide an example from the López family about family challenges; for each family challenge, identify one strategy that educators could use to address the challenge.

[Q1] Since Keegan started elementary school, Treena noticed that he has not been invited to birthday parties like her daughter Sasha, who is now in middle school, was when she was Keegan’s age. Keegan has autism, and he struggles to make friends. For Sasha, it seemed like Treena was carting her around to a birthday party at least once a month.

She remembers that most invitations came home in Sasha’s backpack, and she can’t imagine that much has changed. Treena feels like the school should have a policy about inviting all children in the classroom so no one is left out, if birthday party invites are distributed at the school. Which of the following family functions is most immediately impacted in this scenario?

1. Self-esteem 2. Recreation 3. Socialization [correct] 4. Education [Feedback for Answer Choice 1] While not attending birthday parties may affect Keegan’s self-identity and self-image, the impact will occur over the long term and will not necessarily be a direct result of being excluded from birthday parties.

[Feedback for Answer Choice 2] The family function of recreation is not dependent on outside initiations but rather families can develop and participate in activities and hobbies on their own volition.

[Feedback for Correct Answer 3] The family function of socialization focuses on individual and collective friendships and social activities, so this function is impacted by Keegan being excluded from birthday parties.

[Feedback for Answer Choice 4] While Treena views the issue of Keegan not being invited to birthday parties as partly stemming from a lack of school policy regarding distributing birthday invitations, the family function of education is not the primary function impacted in this scenario since this function focuses more on the contribution of adults in the family system to the children’s academic and behavioral learning.

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[Q2] In his first-year of teaching at Tremont Middle School, Mr. Tate has observed a wide diversity in how his students’ families contribute to their children’s learning at home.

One of his students told him that his parents are such great storytellers, and that often he will ask them to tell him fanciful stories with interesting characters and adventures in the evenings. Another one of his students explains that he loves to help his family cook big dinners each weekend for extended family and friends. They use old family recipes, and the meals are delicious. This prompted Mr. Tate to be more flexible in options for homework. He stopped sending worksheets and started asking his students to propose their homework assignment to him, after consulting with their family. Mr. Tate would approve or seek revisions before approving. By adapting his homework policy, Mr. Tate recognizes which of the following about the family function of education?

1. That the majority of families, regardless of their cultural background or circumstances, emphasize their children’s education [correct] 2. That helping with homework is very important for learning and figuring out how to best make it work should be a priority 3. That helping with homework is essential for families seeking to become an advocate for their children because it gives them insight into what they are learning 4. There is not one way to process information or show mastery of concepts, and families need to have this modeled for them [Feedback for Correct Answer 1] It is true that the majority of families, regardless of their cultural background or circumstances, emphasize their children’s education.

[Feedback for Answer Choice 2] Helping with homework is one of the ways in which families support their children’s learning, but there are many other ways as well. What this scenario illustrates is that homework help does not need to occur in a traditional format.

[Feedback for Answer Choice 3] Helping with homework is not the only way that families can gain insight into what their children are learning at school, and it is not the primary method for becoming an advocate.

[Feedback for Answer Choice 4] By adopting his homework policy, Mr. Tate demonstrates that he recognizes that children process their learning in different ways, but it is not necessarily the case that families will not know this and assuming they need to have this modeled is a deficitoriented approach.

[Q3] Tracy’s mom reached out to Ms. Dodge about being connected with other families in the school who have a child with dyslexia. She is struggling to find the right developmental 5 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

pediatrician and she thinks that having another family’s perspective and insight would be helpful. What should Ms. Dodge do?

1. Ms. Dodge should send Tracy’s mom’s contact info out to the list of all students’ families in the school who have been diagnosed with dyslexia inviting them to reach out if they wish.

2. Ms. Dodge should give Tracy’s mom the contact information for a few families of students who with dyslexia who she believes would be willing to help her out, but not all families of students with dyslexia in the school.

3. Ms. Dodge should connect Tracy’s mom with the local Parent to Parent organization for assistance in being connected with other families. [correct] 4. Ms. Dodge should refer Tracy’s mom to the principal for information on how to connect with other families in the school.

[Feedback for Answer Choice 1] Due to FERPA, parents have a right to consent to the release of information in a student’s education records and to have access to those records. Therefore, Ms. Dodge should not disclose that Tracy has dyslexia to other families or include families’ contact information on an open LISTSERV. [Feedback for Answer Choice 2] Due to FERPA, parents have a right to consent to the release of information in a student’s education records and to have access to those records. Therefore, Ms. Dodge should not give Tracy’s mom the contact information of the families of other students with dyslexia.

[Feedback for Correct Answer 3] Parent to Parent is an organization designed to enhance peer support among families of children of all ages with disabilities, providing emotional and information al support.

Referring Tracy’s mom to Parent to Parent does not violate FERPA guidelines and is an appropriate resource for meeting her request and needs.

[Feedback for Answer Choice 4] The principal will not be able to disclose confidential information about students such as the presence of a disability such as dyslexia, being bound to the same FERPA restrictions as teachers, so referring Tracy’s mom to the principal would not help her meet her goals.

[Q4] It is the end of the first day of conferences and Ms. Wallace feels frustrated. Only about half of the families showed. How could the families not care about their children’s education, she wonders? Which of the following is true about the family function of education that would assist Ms. Wallace in understanding why her students’ families did not show for conferences.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

1. Families must address all eight functions, and sometimes more attention is needed for some functions such as economics, which leaves less time for others such as education. [correct] 2. For so many families, school was a negative experience, so this is an example of how the family function of self-esteem and education interact and are the outputs of specific family characteristics and interactions.

3. To promote healthy family functioning related to education, families need to trust the school and educators. By not showing for conferences, Ms. Wallace has not built trust.

4. School culture and systemic barriers marginalize nondominant families, resulting in their lack of feeling of belonging at the school, which explains their lack of attendance at conferences.

[Feedback for Correct Answer 1] The healthy functioning of a family system involves attention to all eight functions, but often school professionals overlook this when interacting with families, honing in only on the function of education and viewing deficiencies in this one area as a proxy for deficiencies in the entire family system. If families are not showing for conferences, it is best to assume that other functions are taking priority over education rather than assuming that families do not care about education.

[Feedback for Answer Choice 2] While it may be true that school was a negative experience for families, this should not be assumed as the sole reason for families not attending conferences. It is more likely the case that functions other than education in the family system are in need of attention (e.g., economics, daily care), which explains why families are not able to prioritize attending school meetings.

[Feedback for Answer Choice 3] While trust is central to family-professional partnerships and that a lack of trust may explain the lack of participation on the part of families at school meetings and events, it is more likely the case that families are not attending the meetings due to more pressing priorities within other functions (e.g., economics, daily care).

[Feedback for Answer Choice 4] While school culture and systemic barriers do indeed marginalize nondominant families, it is more likely the case that families are not attending the meetings due to more pressing priorities within other functions (e.g., economics, daily care).

Learning Outcome 4.3: Across each of the family life spans, track a disability consideration that is likely to arise and a partnership strategy educators could use to address the consideration.

[Q1]

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Ms. Greene, a preschool teacher, is meeting today with Ms. Patel, the parent of one of her students, Sahul. Sahul has deaf-blindness and Ms. Greene has been working on increasing Sahul’s ability to make his own choices at free time. She would like to collaborate with Ms. Patel on strategies that they can both implement across the home and school contexts to offer Sahul consistency, which will help him better gain this skill.

By seeking to partner with Ms. Patel in this way, which of the following is Ms. Greene demonstrating that she understands?

1. That fostering self-determination in early childhood is important [correct] 2. That families need guidance on how to foster skills such as self-determination in early childhood 3. That collaboration should be initiated by the teacher in early childhood order for interventions to be effective 4. That learning can’t occur in early childhood without home support and compliance [Feedback for Correct Answer 1] By teaching Sahul choice-making skills and by reaching out to Ms. Patel to partner, Ms. Greene is demonstrating that she understands that for children with disabilities, selfdetermination should be supported in early childhood.

[Feedback for Answer Choice 2] Approaching a partnership by assuming that families need guidance from the teacher is a deficit orientation, and not in line with the Sunshine Model or life span developmental stages within the family system.

[Feedback for Answer Choice 3] While teachers should initiate collaborations and partnerships with families, families, too, initiate partnerships in implementing interventions across the home and school contexts.

[Feedback for Answer Choice 4] While parent support is important for learning, approaching the meeting with Ms. Patel by asking for her compliance in implementing the choice-making strategies is not in line with the Sunshine Model. Rather, Ms. Greene should invite input from Ms. Patel about what they are trying at home and about the school strategies so that they can determine a plan that is characterized by a shared vision for Sahul regarding choice making.

[Q2] Mr. Rodriguez is a math teacher at Wright Middle School. He has been noticing that one of his 8th-grade students, Heena, who is in his math class and homeroom has started to withdraw. While she used to be outgoing and talkative in class, recently she keeps to herself. Which of the following best describe what Mr. Rodriguez is observing?

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3. Attention-deficit hyperactivity disorder 4. Mental health [correct] [Feedback for Answer Choice 1] While it is possible that Heena is talking less because of a speech or language impairment, this is not the most likely reason for her new behavior as withdrawing from social interactions would not be the primary indicator of a communication impairment.

[Feedback for Answer Choice 2] Dysgraphia is a type of learning disability that affects writing, and may cause students to struggle in their social-emotional development, but this is not the most likely reason for her new behavior as withdrawing from social interactions would not be the primary indicator of a learning disability.

[Feedback for Answer Choice 3] Attention-deficit hyperactivity disorder affects social-emotional development, but the primary indicators are inattention and hyperactivity, not withdraw or social avoidance.

[Feedback for Correct Answer 4] Mental health refers to an individual’s psychological and emotional well-being, and diagnoses include depression and anxiety. This directly addresses Mr. Rodriguez’s observations of his student, Heena.

[Q3] Mr. Rodriguez has been partnering with Heena’s family regarding how to best meet her needs in the classroom after noticing she has been withdrawn socially. Heena was diagnosed with an anxiety disorder, and during their meeting today, Mr. Rodriguez, Heena, and her parents are developing a plan for supporting Heena in gaining skills related to self-determination. Which of the following represents an important component of this plan?

1. Signatures by all parties in attendance 2. Goals and actions set by Heena [correct] 3. A monitoring system for keeping track of assignments that is implemented by Mr. Rodriguez and Heena’s parents, since Heena struggles with this 4. Realistic expectations about what Heena can attain so she is not disappointed if she does not achieve goals [Feedback for Answer Choice 1] This meeting is not a formal IEP or 504 plan meeting, so signatures are not required.

[Feedback for Correct Answer 2] In adolescence, students should provide input into their education to develop greater degrees of self-regulation.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 3] In adolescence, students should be responsible for monitoring their educational progress to develop greater degrees of self-regulation.

[Feedback for Answer Choice 4] Maintaining high expectations for positive outcomes is important for fostering selfdetermination. “Realistic” is often a proxy for “low” when referring to the level of expectations teachers and family members should have for students.

[Q4] Tina is a second-year education student at Rice County Community College. Her brother, Rodger, is 16, and he receives special education services for an intellectual disability. Recently, Rodger came up in a conversation Tina was having with a neighbor, Rick, about his dry-cleaning business. Rick shared that he recently hired his nephew, who has autism, to work at the store and said that things are going very well. In fact, Rick said that his nephew is one of his best employees. Upon learning this, Tina approached her mom to suggest that Rodger apply to work there to gain some jobrelated experience. What type of support best describes this scenario?

1. Person-centered planning support 2. Positive behavioral supports 3. Natural supports [correct] 4. Push-in supports [Feedback for Answer Choice 1] Person-centered planning refers to a meeting strategy whereby friends, extended family, and other relevant community members convene with the individual with a disability to help plan for the future. In this scenario, there was no planned meeting with a diverse group of trusted supporters.

[Feedback for Answer Choice 2] Positive behavioral supports are proactive, data-based approaches to ensuring that students acquire needed skills and environmental supports for appropriate behavior.

This situation is not focused on promoting positive behavior, but rather positive postschool outcomes for employment.

[Feedback for Correct Answer 3] Natural supports derive from personal associations and relationships typically developed in a person’s community and that have the purpose of enhancing the life of the supported person. This type of support best describes this scenario.

[Feedback for Answer Choice 4] Push-in supports are services provided to a student within the regular classroom. This scenario focuses on employment in the community.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 4 Application Exercises Chapter 4: Family Systems: Interactions, Functions, and Life Span Application Exercise 4.1: Examining Family Interactions Learning Outcome 4.1: Define the four family subsystems, two relevant partnership issues within each, and two strategies for addressing each issue.

[Q1] Reflect on how your family’s partner subsystem compares to the statistics provided in the chapter: two married parents in first marriage (46%); two married parents in remarriage, including blended families (16%); unmarried cohabitating parents (7%); single parents (26%); and kinship/other legal guardians (5%). In what ways could your experiences influence your partnerships with families?

[Q1 Model Response] Your response should include some of the following: • A statement about the statistical category (or categories) you fall into in terms of the partner subsystem. For example, if your family is comprised of two married parents in their first marriage, you might reflect on how you are in the majority (46%).

•

A reflection on how your partner subsystem experiences will shape how you view divorce, single parenthood, and kinship/other legal guardianship arrangements, and contribute to bias that you should recognize and address so that you treat all partners with dignity and respect, regardless of your personal views. For example, if your family is comprised of two married parents in their first marriage, you might reflect on how your lack of personal experience with remarriage, unmarried parents, single parents, and kinship/other legal guardians means that you will be less ready to connect with the experiences these families have in schools and you will need to be aware of the bias you have about these families. You might even list some biases you have such as assuming that single parents are divorced when they may have never been married.

[Q2] Scenario: Suki just received another e-mail from the room mom for her son, Ari’s, 4thgrade class asking parents to help at the school. As Suki reads the e-mail, she feels the all-too-common rush of guilt. She takes a deep breath to calm her stress about being overloaded at work and at home as it is. On so many nights, she barely has time to ensure that homework, dinner, and baths are all finished by her children’s 8 p.m. bedtime. And admittedly, Ari’s homework does not get done every night. He has learning disabilities and Suki does not think it is right to make him sit all night at the kitchen table finishing homework when he has been at school working all day. Plus, she also has Fran who is 7 years old and in 2nd grade. She refuses to ignore Fran all night to ensure Ari’s homework is finished, and some nights this is honestly what it would take. She wishes the after-school program would help with homework, but they are not 11 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

consistent with this and she can’t afford another option. Sometimes she remembers to communicate with Ari’s teacher about missed homework; sometimes this slips her mind.

More guilt. A friend suggests that Suki extend Ari’s bedtime to help make sure he gets his homework done, but for Suki, this is not an option. She knows how important sleep is for learning, and an 8 p.m. bedtime is also necessary because Suki often has work to finish in the evening after her children are asleep—either for her day job, or for her graduate studies—and the late nights are really wearing on her health. It’s just her, as her parents have both passed and her ex-husband has been out of the picture for a long time. Suki returns to the e-mail. She has to decide now, because she will forget to reply if she puts it off. As much as she cares about helping the school, she decides that she does not feel like she could fit much volunteer work into her schedule. Yup, she should definitely decline. Just as she is about to close the e-mail though, she pauses, as she remembers the stares she gets from the other mothers. She definitely does not fit in. In fact, she is not sure she has met another single mother at the school. Now shame mixes in with the guilt. As much as she would just rather avoid the school altogether, she can’t do this to her children. So, she decides to sign up to help at the upcoming art day. Of course, this means that she will need to go to her boss again to ask for some time off. She feels like she is treading on thin ice already with asking for leave time, and this makes her really nervous. She knows that taking a day now is risky. What if one of her children gets sick? But she does not feel like she can say “no” to every volunteer opportunity at the school. Maybe helping out at the art day will buy her some “likes” from the teachers and other parents at the school, and she would love to spend more time with her children during the day while they are with their school friends. As she completes the sign-up form, she braces herself for more late nights. She will have to make up the work she missed, and her assignments for graduate classes aren’t going away either.

Question: After reading Suki’s perspective, reflect on how the expectations (spoken/unspoken) set by the school for parents is impacting Suki and other single parents who have similar experiences.

[Q2 Model Response] Your response should include some of the following: • The school’s expectations for homework are unmanageable for Ari, which is impacting the amount of time Suki can spend with her other children and the amount of “off” time Ari has at home after school.

•

The after-school program is not providing consistent help with homework, which adds stress in the home for single-parent families especially since they are the sole caregiver, responsible not only for homework, but also all other caretaking responsibilities such as dinner, bath, and bedtime.

•

The frequent communication Suki receives about volunteer opportunities at the school makes Suki feel guilty and anxious because she is not able to be at the school due to work obligations.

•

The pressure to volunteer is causing Suki to put her employment at risk at work because of she asks for additional time off to avoid shame and guilt in the school 12 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

context. It is also creating additional work that Suki will have to complete during times when she would rather be getting rest, such as the late evening hours, which impacts her health and well-being.

Application Exercise 4.2: Examining Family Functions Learning Outcome 4.2: Define four of the eight family functions and provide an example from the López family about family challenges; for each family challenge, identify one strategy that educators could use to address the challenge.

[Q1] Scenario: Suki just received another e-mail from the room mother for her son, Ari’s, 4thgrade class asking parents to help out at the school, and as she reads it, she feels the all-too-common rush of guilt. She takes a deep breath to calm her stress about being overloaded at work and at home as it is. On so many nights, she barely has time to ensure that homework, dinner, and baths are all finished by her children’s 8 p.m. bedtime. And admittedly, Ari’s homework does not get done every night. He has learning disabilities and Suki does not think it is right to make him sit all night at the kitchen table finishing homework when he has been at school working all day. Plus, she also has Fran and Ty, 3 and 7 years. She refuses to ignore them all night in order to ensure Ari’s homework is finished, and some nights this is honestly what it would take.

She wishes the after-school program would help with homework, but they are not consistent with this and she can’t afford another option. Sometimes she remembers to communicate with Ari’s teacher about missed homework; sometimes this slips her mind.

More guilt. A friend suggested that Suki extend Ari’s bedtime to help make sure he gets his homework done, but for Suki, this is not an option. She knows how important sleep is for learning, and an 8 p.m. bedtime is also necessary because Suki often has work to finish in the evening after her children are asleep—either for her day job, or for her graduate studies—and the late nights are really wearing on her health. It’s just her, as her parents have both passed and her ex-husband has been out of the picture for a long time. Suki returns to the e-mail. She has to decide now, because she will forget to reply if she puts it off. As much as she cares about helping the school, she decides that she does not feel like she could fit much volunteer work into her schedule. Yup, she should definitely decline. Just as she is about to close the e-mail though, she pauses, as she remembers the stares she gets from the other mothers. She definitely does not fit in. In fact, has she met another single mother at the school? Now that she thinks about it, she is not sure. Now shame mixes in with the guilt. As much as she would just rather avoid the school altogether, she can’t do this to her children. So, she decides to sign up to help at the upcoming art day. Of course, this means that she will need to go to her boss again to ask for some time off. She feels like she is treading on thin ice already with asking for leave time, and this makes her really nervous. She knows that taking a day now is risky. What if one of her children gets sick? But she does not feel like she can say “no” to every volunteer opportunity at the school. Maybe helping out at the art day will buy her some “likes” from the teachers and other parents at the school, and she would love to spend more time with her children during the day while they are with their 13 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

school friends. As she completes the sign-up form, she braces herself for more late nights. She will have to make up the work she missed, and her assignments for graduate classes aren’t going away either.

Question: What socialization challenges are stated in this scenario, either explicitly or implicitly?

[Q1 Model Response] Your response should include some of the following: • Suki’s busy work schedule and assignments for her graduate coursework likely leave little time to foster socialization for herself or her children.

•

Suki indicates at the end of the scenario that something positive about volunteering at the art day is that she will be able to see her children around their school friends.

This implies that she does not know much about the friends her children have at school.

•

Suki states that she feels uncomfortable at the school because she does not fit in, being in the minority as a single mother. This suggests that she does not socialize or have relationships with other parents at her children’s school.

[Q2] Scenario: Suki just received another e-mail from the room mom for her son, Ari’s, 4thgrade class asking parents to help out at the school, and as she reads it, she feels the all-too-common rush of guilt. She takes a deep breath to calm her stress about being overloaded at work and at home as it is. On so many nights, she barely has time to ensure that homework, dinner, and baths are all finished by her children’s 8 p.m. bedtime. And admittedly, Ari’s homework does not get done every night. He has learning disabilities and Suki does not think it is right to make him sit all night at the kitchen table finishing homework when he has been at school working all day. Plus, she also has Fran and Ty, 3 and 7 years. She refuses to ignore them all night in order to ensure Ari’s homework is finished, and some nights this is honestly what it would take.

She wishes the after-school program would help with homework, but they are not consistent with this and she can’t afford another option. Sometimes she remembers to communicate with Ari’s teacher about missed homework; sometimes this slips her mind.

More guilt. A friend suggested that Suki extend Ari’s bedtime to help make sure he gets his homework done, but for Suki, this is not an option. She knows how important sleep is for learning, and an 8 p.m. bedtime is also necessary because Suki often has work to finish in the evening after her children are asleep—either for her day job, or for her graduate studies—and the late nights are really wearing on her health. It’s just her, as her parents have both passed and her ex-husband has been out of the picture for a long time. Suki returns to the e-mail. She has to decide now, because she will forget to reply if she puts it off. As much as she cares about helping the school, she decides that she does not feel like she could fit much volunteer work into her schedule. Yup, she should definitely decline. Just as she is about to close the e-mail though, she pauses, as she remembers the stares she gets from the other mothers. She definitely does not fit in. In fact, has she met another single mother at the school? Now that she thinks about it, she 14 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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is not sure. Now shame mixes in with the guilt. As much as she would just rather avoid the school altogether, she can’t do this to her children. So, she decides to sign up to help at the upcoming art day. Of course, this means that she will need to go to her boss again to ask for some time off. She feels like she is treading on thin ice already with asking for leave time, and this makes her really nervous. She knows that taking a day now is risky. What if one of her children gets sick? But she does not feel like she can say “no” to every volunteer opportunity at the school. Maybe helping out at the art day will buy her some “likes” from the teachers and other parents at the school, and she would love to spend more time with her children during the day while they are with their school friends. As she completes the sign-up form, she braces herself for more late nights. She will have to make up the work she missed, and her assignments for graduate classes aren’t going away either.

Question: Considering Suki’s family as an example, what could the school do to better recognize and affirm diversity in the family function of education?

[Q2 Model Response] Your response should include some of the following: • The school could invite single parents such as Suki as well as parents who represent other perspectives (e.g., foster parents) to participate in leadership discussions/committees that help shape programming at the school so that it is more inclusive of diverse family structures. This work could involve restructuring practices such as how homework is assigned or volunteer work that adds unnecessary stress in the home context, such as it has for Suki.

•

It seems that Suki feels she must volunteer and address homework in order for the school to view her as a good parent who cares about her children. Educators in the school should commit to assuming that all parents care about their children, and they should explicitly tell families about this commitment so that families will feel more accepted in the school community.

•

The school could place less emphasis on volunteering at the school as a way to contribute to children’s education, and state that it is just one of many ways to contribute.

•

The school should take a look at what they emphasize as important for parents to be doing, and revise their emphasis to ensure they are bolstering families’ strengths.

Suki is modeling for her children that she values hard work and education by being a hard worker at her job and by seeking out a graduate degree. She also is committed to ensuring her children get the right amount of sleep, which is very important for learning. But these strengths are not recognized by the school as valuable; rather, attending volunteer activities and completing homework is.

•

The school should look at the supports available to families such as the after-school care, and address any discrepancies that fall short of meeting families’ needs such as the lack of homework supervision in the after-school program.

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Learning Outcome 4.3: Across each of the family life spans, track a disability consideration that is likely to arise and a partnership strategy educators could use to address the consideration.

[Q1] Reflecting on your early childhood/childhood and adolescence, how did your family support your self-determination?

[Q1 Model Response] Your response should include some of the following: • A reference to the ways in which your family supported your ability to maintain agency over your life. For example, perhaps you recall how your family helped you set goals for your learning. Or perhaps your family supported your ability to make your own choices.

•

A reference to the ways in which your family mitigated your ability to maintain agency over your life. For example, maybe they did not include you in decisions about your education as a high schooler, or perhaps they did not talk with you about going to college or future goals.

[Q2] Reflect on a time in your early childhood/childhood or adolescence when your family experienced and expected or unexpected transition, and discuss the ways in which that transition affected your education.

[Q2 Model Response] Your response should include some of the following: • A specific reference to an expected transition such as graduating from high school or changing from elementary to middle school, and the ways in which this expected transition affected your education. For example, perhaps your move from elementary to middle school meant a major shift in teaching style that did not match your learning needs. You then struggled in school and your family members felt strained relationships with your teachers that they did not experience when you were in elementary school.

•

A specific reference to an unexpected transition such as moving to a new city/state/country, or job loss, and the ways in which this unexpected transition affected your education. For example, perhaps your grandmother, who lived with you growing up and who helped you with homework every night, passed away unexpectedly when you were in middle school. This loss impacted you academics as your grandmother was a source of homework help in the evenings, but it also impacted you emotionally, which resulted in you struggling at school that year as you grieved.

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Chapter 4 Test Items Multiple-Choice Questions 1. Which of the following refers to interactions among adults who are consistently and actively engaged in co-rearing a child or children?

A. Sibling subsystem B. Parental subsystem C. Partner subsystem D. Extended family subsystem 2. Which of the following refers to interactions among individuals in the partner subsystem with children in the family?

A. Sibling subsystem B. Parental subsystem C. Partner subsystem D. Extended family subsystem 3. Which of the flowing refers to interactions among brothers and sisters, whether they be biologically related, stepbrothers/sisters, or siblings joined together via another family configuration?

A. Sibling subsystem B. Parental subsystem C. Partner subsystem D. Extended family subsystem 4. Which of the following refers to grandparents, aunts, uncles, cousins, and even close family friends whom the biological or legal family perceives as a family?

A. Sibling subsystem B. Parental subsystem C. Partner subsystem D. Extended family subsystem 5. Which of the following refers to families developing intimate relationships, giving and receiving love and reassurance, and expressing emotions?

A. Economics B. Spirituality C. Self-esteem D. Affection

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6. Which of the following refers to families establishing self-identity and self-image, identifying personal strengths and weaknesses, and enhancing belonging and acceptance?

A. Economics B. Spirituality C. Self-esteem D. Affection 7. Which of the following refers to families transmitting an understanding of the purpose of life and sacred religious beliefs and rituals from one generation to another?

A. Economics B. Spirituality C. Self-esteem D. Affection 8. Which of the following refers to families generating income and handling family finances, paying bills, earning an allowance, and managing insurance matters?

A. Economics B. Spirituality C. Self-esteem D. Affection 9. Which of the following is true of the function of socialization?

A. Socialization occurs in the same way within families, regardless of culture.

B. Disability does not necessarily affect socialization with family systems.

C. Socialization is not relevant to family systems theory because it occurs outside of the family.

D. Socialization is vital to overall quality of life.

10. Which of the following is true of the function of education?

A. The majority of families, regardless of their cultural background or circumstances, emphasize their children’s education.

B. The function of education is largely focused on families assisting with homework and other school-related tasks.

C. Few families report barriers to home–school collaboration efforts.

D. Addressing the function of education should be largely the responsibility of parents, with support from siblings or extended family members as needed.

11. Which of the following refers to the actions by which a person, even a young child, maintains agency over their lives?

A. Empowerment 18 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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B. Self-determination C. Responsibility D. Autonomy 12. Which of the following developmental stages includes the time period when mental health diagnoses may occur?

A. Early childhood B. Childhood C. Adolescence D. Young adulthood 13. Which of the following developmental stages includes the time period when families may discover that their child has a disability?

A. Early childhood B. Childhood C. Adolescence D. Young adulthood 14. Which of the following developmental stages includes the time period when acquired disabilities may be identified?

A. Early childhood B. Childhood C. Adolescence D. Young adulthood Essay Questions 1. Summarize the overview and importance of the influence of the family function of socialization and describe three implications for family–professional partnerships.

2. Summarize the overview and importance of the influence of the family function of education and describe three implications for family–professional partnerships.

3. Summarize the overview and importance of the influence of the lifespan developmental stage of early childhood and describe three implications for family–professional partnerships.

4. Summarize the overview and importance of the influence of the lifespan developmental stage of childhood and describe three implications for family–professional partnerships.

5. Summarize the overview and importance of the influence of the lifespan developmental stage of adolescence and describe three implications for family–professional partnerships.

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6. Summarize the overview and importance of the influence of the lifespan developmental stage of young adulthood and describe three implications for family–professional partnerships.

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Chapter 4 Test Answer Key ANSWER KEY: Chapter 4 Test (Multiple Choice) 1. C 2. B 3. A 4. D 5. D 6. C 7. B 8. A 9. D 10. A 11. B 12. C 13. B 14. D

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Chapter 5: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 5: School Systems Learning Outcome Quizzes

1

Application Exercises

14

Test Items

21

Test Answer Key

24

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 5: School Systems Chapter 5 Learning Outcome Quizzes Learning Outcome 5.1: Describe how a school system is a system that exists within an ecological framework and includes assumptions about its inputs and outputs, wholeness and subsystems, and boundaries.

[Q1] Recently at Fremont Middle School, a small group of parents, most of whom were Latinx, met at the local public library to discuss their concerns about bullying at the school. Many shared stories of going to the principal, assistant principal, and/or teachers with concerns, only to feel dismissed. They heard different things from different people; teachers talked about their plans in their classrooms, while the administrators talked about district initiatives. The parents question why there is not a cohesive, schoolwide plan for addressing the issue of bullying. They decided that as a next step, they will attend the next school board meeting to raise this concern. Which theory about systems does this scenario best illustrate and why?

1. The assumption that a system consists of inputs and outputs is best illustrated by this scenario because student problem behavior and bullying within the student population impacts all school functions of education, family support, and community support.

2. The assumption that a system is “whole” is best illustrated by this scenario because strategies to address bullying and problem behavior are being implemented differently across different contexts in the school. [correct]

3. The assumption that there are subsystems that interact to produce outputs is best illustrated by this scenario because the families are not listening to the school professionals, which will cause friction in school-level interactions.

4. The assumption that boundaries exist among all members of a school’s system is best illustrated by this scenario because the families are incorrectly stepping out of their parenting role by asserting that they have expertise regarding bullying and problem behavior.

[Feedback for Answer Choice 1] While student problem behavior and bullying are characteristic that serve as an input into the school system, the issue being raised by the parents focuses on how the school is responding to the bullying rather than the bullying itself.

[Feedback for Correct Answer 2] Educating children is the responsibility of the school system, and not one individual teacher or administrator. Thus, the family systems theory assumption of wholeness applies to this scenario in that the key issue being identified by the parents is that of wholeness in the system in addressing the bullying challenges.

[Feedback for Answer Choice 3] Indeed, families’ raising this issue with the school board may cause friction, but conflict— defined simply as differing expectations—exists outside of families’ actions. Recall that trusting partnerships are grounded in the dimensions of the Sunshine Model, which include advocacy and bidirectional communication. Educators should listen to families just as much as families should listen to educators. The focus is on dialogue, not one-way acceptance of information.

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[Feedback for Answer Choice 4] Indeed, educators have an expertise in curriculum and instruction, but families have an expertise in their children and are the ultimate decision makers regarding their child’s education.

Thus, families are within their role when they question practices at the school.

[Q2] Ms. Blake and Ms. Navarette work very well together in meeting students’ learning needs. Ms. Blake is the special education teacher at Westbrook Elementary and Ms. Navarette is one of the 1st-grade teachers. Recently, they decided to implement math lessons together, 3 days a week.

They have seen a lot of improvement in Suri, a student with dyscalculia, and they invited Suri’s dad in to observe, since he has been asking for ideas about how to help Suri with math at home. After the lesson, they invited input and feedback from Suri’s dad. Which theory about systems does this scenario best illustrate and why?

1. The assumption that a system consists of inputs and outputs is best illustrated by this scenario because good teaching results in positive educational outcomes for students.

2. The assumption that a system is “whole” is best illustrated by this scenario because Ms. Blake and Ms. Navarette are changing the operating procedures of the school by implementing co-teaching in the classroom.

3. The assumption that there are subsystems that interact to produce outputs is best illustrated by this scenario because the teachers are looking to Suri’s dad for guidance on how they should teach the math lesson.

4. The assumption that boundaries exist among all members is best illustrated by this scenario because Suri’s dad was able to offer input, indicating that parents are not bound to the home learning environment only. [correct] [Feedback for Answer Choice 1] While the quality of teaching does indeed influence educational outcomes for students, the primary focus of this scenario involves a deeper look at the decisions being made regarding the delivery of instruction and how those decisions link with systems theory.

[Feedback for Answer Choice 2] By implementing co-teaching in one classroom, the whole system is not being affected.

[Feedback for Answer Choice 3] The teachers are looking to Suri’s dad for feedback and input regarding Suri’s education, but they are not asking Suri’s dad to tell them how to teach in the classroom.

[Feedback for Correct Answer 4] Boundaries affect interactions among school professionals and families because they determine what opportunities are open and closed to specific populations. In this scenario, by inviting input from Suri’s dad regarding the math lesson he observed, teachers are indicating to him that there is an open boundary at this school for parent input on instructional decisions.

[Q3] Which of the following best represents the ways in which Multi-tiered Systems of Support (MTS S) illustrates theory about systems?

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1. The assumption that a system consists of inputs and outputs is best illustrated by MTSS because it works well within all school types to influence positive student learning.

2. The assumption that a system is “whole” is best illustrated by MTSS because it is implemented schoolwide by all educators, and it is designed to meet the learning needs of all students. [correct] 3. The assumption that there are subsystems that interact to produce outputs is best illustrated

by MTSS because staff understand how to implement it and student educational outcomes are strong.

4. The assumption that boundaries exist among all members is best illustrated by MTSS because students with disabilities are often excluded in practice, violating federal and state laws and regulations.

[Feedback for Answer Choice 1] The focus of MTSS is on organizing supports and services for students with varying levels of need, and while it is flexible to be effective across school types, this is not the primary mechanism for ensuring positive student learning outcomes and therefore does not best illustrate the ways in which MTSS represents systems theory.

[Feedback for Correct Answer 2] MTSS applies to all students in the school and is implemented by all educators, and therefore illustrates the systems theory assumption that systems are whole.

[Feedback for Answer Choice 3] While proper training will ensure that staff understands how to implement MTSS to ensure positive student learning outcomes, teacher quality is a characteristic (input) rather than an interaction among subsystems.

[Feedback for Answer Choice 4] The MTSS approach applies to all students in the school, especially those who are from traditionally marginalized backgrounds and those who have academic or behavioral challenges.

It is specifically designed to ensure students with disabilities are included in the general education curriculum, not excluded from it.

[Q4] Which of the following best describes the ways in which the Individualized Education Program (I EP) team illustrates the systems theory assumption of wholeness and subsystems?

1. The IEP illustrates the systems theory assumption of wholeness and subsystems in that people representing diverse subsystems in the school system collaborate to develop an individualized plan for one student. [correct] 2. The IEP illustrates the systems theory assumption of wholeness and subsystems in that the process is implemented schoolwide to influence all educators, students, and families in the community.

3. The IEP illustrates the systems theory assumption of wholeness and subsystems in that it is an opposite example such that only a few students have IEP meetings, thus it is not applied to the whole school.

4. The IEP illustrates the systems theory assumption of wholeness and subsystems in that it creates a more positive school culture, on the whole, when all students’ learning needs are met.

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[Feedback for Correct Answer 1] Within the IEP process, families, administrators, educators, and community members collaborate to develop an individualized plan for one student, illustrating the systems theory assumption that subsystems interact to produce outputs.

[Feedback for Answer Choice 2] IEP teams are not implemented schoolwide but rather to individual students who are eligible because they have a documented disability that is covered under IDEA and a documented educational need for individualized special education services.

[Feedback for Answer Choice 3] While IEPs are not applied to the entire school, they are applied to all students who are eligible for and need specialized instruction, related services, and supplementary aids and services through special education services, and therefore they are part of a continuum of services applied to the whole school population.

[Feedback for Answer Choice 4] While school culture influences the extent to which wholeness and subsystems interact to produce outputs within the school system, this is not the primary way in which the IEP team illustrates the systems theory assumption of wholeness and subsystems.

Learning Outcome 5.2: Discuss the major characteristics of school systems and how these components could influence family partnerships.

[Q1] Ms. George is in a school where almost all teachers are White/Caucasian, and most students are either Black/African American or Latinx. She has decided to propose that the school engage in professional learning to explore how cultural differences impact school practices. Based on the information provided, which of the following represents the approach that Ms. George is using?

1. Bias avoidance 2. Equity attainment 3. Cultural reciprocity [correct] 4. School culture [Feedback for Answer Choice 1] While bias or a settled and often prejudicial outlook related to other people, may be something that the teachers explore in this professional learning experience that Ms. George is proposing, there is no term in education that refers to “bias avoidance.” Teachers should avoid judgment, but they must recognize and acknowledge the biases they have to implement culturally responsive practices in the school.

[Feedback for Answer Choice 2] Equity will be a central concept of this professional learning experience that Ms. George is proposing, but “equity attainment” is not a commonly used term used in education. Similar terms are equal opportunity, which is grounded in the Constitution, and a term used in this book that is related is equitable educational opportunity.

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[Feedback for Correct Answer 3] As described in the A Cultural Lens feature, a key tenet of cultural reciprocity is acknowledging cultural differences and what those differences mean for students and families, as well as school practices.

[Feedback for Answer Choice 4] School culture is not an approach but rather the beliefs and attitudes that create norms and ways of interacting that influence everything that happens within a school.

[Q2] Stoney Ridge Academy is a Pre-K–8 school where students from all over the district may elect to attend. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. Based on the information provided, which type of school best characterizes Stoney Ridge Academy?

1. Magnet school [correct] 2. Public school 3. Vocational school 4. Special education school [Feedback for Correct Answer 1] Magnet schools are any public school offering a specialized curriculum attracting substantial numbers of students from different racial backgrounds. Stoney Ridge Academy represents a magnet school in that it will draw students and families passionate about the school’s focus from the larger district, which will have a wider racial makeup than regular public schools with more defined attendance zones.

[Feedback for Answer Choice 2] Public schools are funded by the government and are not specialized by subject or curriculum.

Students are zoned to a specific public school within a district based on their residence.

Students and families do not have the opportunity to select a regular public school to attend within the district.

[Feedback for Answer Choice 3] Vocational schools are schools geared toward preparing students for skilled employment. Since this scenario does not specify that Stoney Ridge Academy focuses on postschool employment skills, this selection does not apply to Stoney Ridge.

[Feedback for Answer Choice 4] Special education schools focus primarily on education of one or more types of disabilities.

Since this scenario does not specify that Stoney Ridge Academy focuses on students with disabilities, this selection does not apply to Stoney Ridge.

[Q3] Recently at Fremont Middle School, which is a regular public school, a small group of parents, most of whom were Latinx, met at the local public library to discuss their concerns about 5 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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bullying at the school. Many shared stories of going to the principal, assistant principal, and/or teachers with concerns, only to feel dismissed. Based on the information provided, which of the following best reflects the impact that school system characteristics have on family–professional partnerships at Fremont Middle School?

1. The population of students struggle socially-emotionally, which is causing conflict in family–professional partnerships at Fremont Middle School.

2. The culture of the school is such that there is a lack of shared beliefs about how best to address bullying, and a feeling on the part of families that they are not valued members of the school community. [correct] 3. The fact that Fremont Middle School is a regular public school and lacks a specialized curriculum that a magnet or charter school would prohibits educators from implementing the types of programming families would like to see.

4. It is difficult to judge this scenario as it is possible that the teachers and administrators have communicated clearly with the families, but that families did not want to hear their ideas.

[Feedback for Answer Choice 1] It is not the bullying per se that is causing conflict in family–professional partnerships at Fremont Middle School. The families report approaching the educators to discuss concerns. The conflict is the result of the lack of responsiveness from educators about families’ concerns, and value of their viewpoints.

[Feedback for Correct Answer 2] School culture refers to the beliefs and attitudes that create norms and ways of interacting that influence everything that happens within a school. A weak school culture at Fremont Middle School has resulted in families feeling devalued regarding their concerns about bullying.

[Feedback for Answer Choice 3] Indeed, magnet and charter schools have more freedom regarding curriculum, but regular public schools implement evidence-based practices, which would address the bullying issues at Fremont Middle School. That is, changing the school type of Fremont Middle is not needed to address the bullying challenges.

[Feedback for Answer Choice 4] The educator perspective is missing from this scenario, so the answer selection must be based on the available information. Moreover, within trusting family–professional partnerships, educators and families validate each other’s viewpoints and emotions as real. The families at Fremont Middle School feel dismissed by the educators, and their feelings should be recognized regardless of whether educators, from their point of view, deem them as true or false.

[Q4] Grave Academy, a public K–12 magnet school in an upper-class neighborhood, has seen student enrollment numbers grow by 150% over the past 2 years. Historically, the student population at Grave has been majority Black/African American and Latinx. With so many of the neighboring public, magnet, and charter schools in the neighborhood and surrounding area at or above capacity, families in the neighborhood who are committed to public education have

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decided to enroll their children at Grave. The majority of the new students to the school are White/Caucasian. Which school system characteristic does this shift at Grave best represent?

1. Population [correct] 2. School type 3. Educators 4. Culture [Feedback for Correct Answer 1] The population of a school consists of individual students, school personnel, and family members. The shift at Grave represents a shift in the school population.

[Feedback for Answer Choice 2] The scenario does not represent a shift in school type.

[Feedback for Answer Choice 3] The scenario does not represent a shift in the educators at the school.

[Feedback for Answer Choice 4] While the culture of the school will be shaped by the shift, the primary shift occurring at Grave is best characterized by a different school characteristic.

Learning Outcome 5.3: Explain the subsystems of a school subsystem, interactions within and between subsystems, and how these interactions can influence family partnerships.

[Q1] At Plainfield High School, instructional leaders meet weekly with teachers to review student goals and progress, and to identify solutions to problems that arise. These meetings also include an evaluation of the practices being implemented and whether those practices need adjustments, based on student data. Instructional leaders meet with administrators at the school bimonthly to report on the issues discussed during weekly team meetings. Based on the information provided, which of the following leadership style best represents Plainfield High School?

1. Managerial leadership 2. Transformational leadership 3. Instructional leadership 4. Distributed leadership [correct] [Feedback for Answer Choice 1] Managerial leadership places administrators in the primary role of managing school staff. At Plainfield High, instructional leaders manage staff, and those leaders report back to administrators.

[Feedback for Answer Choice 2] Transformational leadership places administrators in the role of envisioning and creating an ideal school system. At Plainfield, teachers and instructional leaders collaborate in carrying out this role.

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[Feedback for Answer Choice 3] Instructional leadership places administrators in the role of being heavily involved in instruction, whereby administrators are seen as master teachers who are involved in education rather than being managers of others. At Plainfield, administrators are not directly involved in instruction.

[Feedback for Correct Answer 4] Distributed leadership places administrators in the role of managing a team of instructional leaders. This applies to the model at Plainfield High School.

[Q2] Terri is an occupational therapist who works with students who have speech or language impairment and/or mobility challenges at three elementary schools in her district. Which of the following represents the role Terri plays in her district?

1. Specialized educator 2. Related service provider [correct] 3. Paraeducator 4. Teaching assistant [Feedback for Answer Choice 1] A specialized educator is a certified teacher such as a special educator, interventionist, or English Learner teacher. Terri is not a certified teacher, so she does not meet the criteria of being a specialized educator.

[Feedback for Correct Answer 2] A related service provider provides services to students with disabilities that are required by IDEA to assist in benefitting from special education. Related services include occupational therapy, physical therapy, and speech-language therapy, among other services.

[Feedback for Answer Choice 3] A paraeducator works either one-on-one with students or helps a teacher with the whole class.

This does not describe what Terri does in her role with the district.

[Feedback for Answer Choice 4] A teaching assistant helps teachers with administrative tasks like taking attendance, ordering snacks, communicating with parents, and photocopying. This does not describe what Terri does in her role with the district.

[Q3]

Stoney Ridge Academy is a Pre-K–8 school where students from all over the district may elect to attend. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. The staff at Stoney Ridge has worked hard over the years to form relationships with inquirybased educational centers at the local university, local parks and recreation department, and non-profit organizations for learning experiences both on and off campus. Based on 8 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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the information provided, which of the following best characterizes the practices at Stoney Ridge Academy?

1. Related services 2. Out-of-school time 3. Community partnerships [correct] 4. Community subsystem [Feedback for Answer Choice 1] Related services are required by IDEA to assist students with disabilities in benefitting from special education. Related services include occupational therapy, physical therapy, and speechlanguage therapy, among other services. The scenario does not reflect this type of service.

[Feedback for Answer Choice 2] Out-of-school time refers to community programs that serve students when they are not in school. The programming Stoney Ridge, while it may occur in collaboration with community programming, is part of the school curriculum.

[Feedback for Correct Answer 3] Community partnerships are meaningful and reciprocal relationships between schools and community members, government agencies, nonprofits, and/or businesses that benefit both the school and the community partner. The relationships that the staff at Stoney Ridge has formed with local organizations, departments, and businesses reflect community partnerships.

[Feedback for Answer Choice 4] The community subsystem consists of the complex network of community members and community partners who interact with the school and is a broad concept within a school system.

What is referenced here at Stoney Ridge is a more specific way in which the community subsystem and the educator/staff subsystem at Stoney Ridge interact.

[Q4]

Recently, based on a review of community needs out of the mayor’s office, the town of San Andreas formed a coalition consisting of a diverse group of community stakeholders. Among the stakeholders were business leaders, K–12 and higher education, family organizations, and faith-based organizations, representatives from the local artists community, leaders in mental health and from the medical community, representatives from city governmental entities such as parks and the library, among others. A key outcome of the coalition has been the development of an early learning curriculum to be implemented citywide within early learning opportunities, activities, and resources across the various sectors represented among coalition participants. Which of the following best describes this approach?

1. Community subsystem 2. Out-of-school time 3. Specialized education 4. Complementary learning [correct] 9 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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[Feedback for Answer Choice 1] The community subsystem consists of the complex network of community members and community partners who interact with the school and is a broad concept within a school system.

What is referenced here is an initiative that involves the school but focuses on change within the larger community.

[Feedback for Answer Choice 2] Out-of-school time refers to community programs that serve students when they are not in school. The focus here is on aligning learning experiences rather than a focus on out-of-school care and education.

[Feedback for Answer Choice 3] There is no specific term, specialized education, but a related term, special education, refers to specially designed instruction, at no charge to parents or guardians, that is intended to meet the unique needs of a student with a disability. What is referenced here is not an initiative focused on students with disabilities only.

[Feedback for Correct Answer 4] Complementary learning refers to learning that is aligned across community, school, and home contexts. This scenario describes complementary learning experiences in one community for young children.

Learning Outcome 5.4: Explain how school functions and level influence family–professional partnerships.

[Q1] T.W. Stowe Academy is a charter school with a student population of children and youth from nondominant communities who are traditionally underserved. Many students have resettled to the U.S. as a refugee and therefore T.W. Stowe implements a curriculum that is grounded in ensuring safe relationships in the school community, self-regulation, and intra- as well as interpersonal health and well-being. Based on the information provided, which of the following best describes the emphasis at T.W. Stowe?

1. Refugee focus 2. Civics focus 3. Academic focus 4. Social-emotional focus [correct] [Feedback for Answer Choice 1] Refugees are individuals born outside of the U.S. who are unable to return to their country of origin due to war, persecution, or natural disaster in that country. What is referenced here is a focus and emphasis that meets the needs of students who are refugees, but it is not a “refugee” focus in and of itself.

[Feedback for Answer Choice 2] Schools with a civics focus include students and families in self-governance as well as teaching students and families how to advocate for things about which they are passionate. These are not a focus of the curriculum at T.W. Stowe, as described in the scenario.

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[Feedback for Answer Choice 3] Academic learning is a part of the curriculum for all schools, but what is referenced in the scenario addresses another type of learning that is important in supporting academic learning.

[Feedback for Correct Answer 4] Social-emotional learning refers to how children and adults learn to understand and manage emotions, set, and achieve positive goals, feel, and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The emphasis at T.W. Stowe is social-emotional in nature.

[Q2]

J.D. Brite High School offers more than just academic learning. Hot dinners are provided at J.D. Brite on the weekends by local community service organizations. There is a laundry room in the basement accessible for community use, and families as well as community members can take classes in the evenings and on weekends to earn their G E D, or to learn English. Based on the information provided, which of the following best describes J.D. Brite High School?

1. Community school [correct] 2. Community partnerships 3. Community subsystem 4. Community learning [Feedback for Correct Answer 1] Community schools often offer health care services, English as a Second Language (ESL) classes, and general equivalency diploma (GED) classes, and job training for families. Services of this type are available at J.D. Brite High School, so the term community school applies to this scenario.

[Feedback for Answer Choice 2] Community partnerships are meaningful and reciprocal relationships between schools and community members, government agencies, nonprofits, and/or businesses that benefit both the school and the community partner. While partnerships may exist to ensure such programming at J.D. Brite, they are not discussed or highlighted in this scenario, so the extent to which the services at J.D. Brite are provided as a result of partnerships or as a result of school or district resources is unclear. Choose an answer that best describes J.D. Brite, based on the information provided.

[Feedback for Answer Choice 3] The community subsystem consists of the complex network of community members and community partners who interact with the school and is a broad concept within a school system.

While partnerships may exist to ensure such programming at J.D. Brite, they are not discussed or highlighted in this scenario so the extent to which the services at J.D. Brite are provided as a result of partnerships or as a result of school or district resources is unclear. Choose an answer that best describes J.D. Brite, based on the information provided.

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[Feedback for Answer Choice 4] Community learning may refer to a general interest, on the part of schools, families, or community members to ensure learning opportunities in the community are present; however, no such term has an official definition within the contexts of school systems.

[Q3] Ridgemont Early Learning Center recently adopted new guidelines to be implemented schoolwide for ensuring families have the opportunity to fully participate in their children’s education. They have increased staff capacity to implement new practices designed to support families’ connections and capabilities and to develop strong relationships with community partners that support families. Which of the following best represents the type of programming that Ridgemont Early Learning Center has adopted?

1. Family subsystem 2. Head Start 3. Family engagement [correct] 4. Equitable partnership opportunity adjustments [Feedback for Answer Choice 1] Family subsystem refers to the ways in which families interact with each other and, as a subsystem, with subsystems in a school system. This is a broad concept within school systems defining interactions but is not applied as a term for describing specific programming within school systems.

[Feedback for Answer Choice 2] Head Start is a federal funded public program for preschoolers who qualify due to economic status or who have disabilities. Family programming is central to Head Start missions, so programs such as what is described for Ridgemont could be applied in a Head Start Center, but Head Start is not designated as a family program in and of itself.

[Feedback for Correct Answer 3] Family engagement refers to the opportunity for parents of students in general education to be partners with their children’s teachers and for the teachers to be supported by the parents to foster student achievement. The type of programming being implemented at Ridgemont Early Learning Center can be described as family engagement programming.

[Feedback for Answer Choice 4] Equitable partnership opportunity adjustments refer to accommodations for mild/moderate needs considering each family’s specific circumstances for them to have equal opportunity for trusting partnerships with professionals. The program at Ridgemont focuses on all families, as it is implemented schoolwide.

[Q4]

Tina is a second-year education student at Rice County Community College. Her brother, Rodger, is 16, and he receives special education services for an intellectual disability. Recently, Rodger came up in a conversation Tina was having with a neighbor, 12 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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Rick, about his dry-cleaning business. Rick shared that he recently hired his nephew, who has autism, to work at the store and said that things are going very well. In fact, Rick said that his nephew is one of his best employees. Upon learning this, Tina approached her mom to suggest that Rodger apply to work there to gain some jobrelated experience. What type of school support would be an appropriate avenue for exploring this job potential opportunity?

1. Transition plan [correct] 2. Vocational school plan 3. Positive behavioral supports plan 4. Early intervention plan [Feedback for Correct Answer 1] Transition plans provide for a coordinated set of activities for a child aged 16–21 that are designed to be a results-oriented process, focusing on postsecondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living, or community participation. The potential job opportunity that Tina is raising for her brother, Rodger, would be most appropriately explored within Rodger’s transition plan.

[Feedback for Answer Choice 2] Vocational school plan is not a term used in education. A related term, vocational school, refers to a high school geared toward preparing students for a specific profession. It is not stated that Rodger attends a vocational school.

[Feedback for Answer Choice 3] Positive behavioral supports are data-based approached approaches to ensuring students acquire the needed skills for environmental support for appropriate behavior. There is no reference to Rodger needing behavioral supports, but rather supports that prepare him for postschool employment so a behavioral plan is not relevant to Rodger’s needs.

[Feedback for Answer Choice 4] Early intervention services are authorized by Part C of IDEA and are meant to benefit infants and toddlers who have a disability or who are at risk of developing a disability, as well as their families. Rodger is too old to receive early intervention services or to have plans associated with those services.

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Chapter 5 Application Exercises Chapter 5: School Systems Application Exercise 5.1: Examining Schools as Systems Learning Outcome 5.1: Describe how a school is a system that exists within an ecological framework and includes assumptions about its inputs and outputs, wholeness and subsystems, and boundaries.

[Q1] Scenario: Stoney Ridge Academy is a Pre-K–8 magnet school in a middle- to upper-class neighborhood. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. The regular public school that is in the same district and neighborhood as Stoney Ridge, Clear Lake Elementary, has a strong reputation for high achievement. It is often thought of as the “private” option among the public elementary schools in the district. In contrast to Stoney Ridge, instruction at Clear Lake is highly traditional.

These two schools are in Singleton School District, an urban area in the Southwestern U.S. Approximately 22% of students across the district are African American, 61% are designated as Hispanic, and 11.2% are White. At Stoney Ridge, 5% of students are African American, 30% are Hispanic, and 62% are White. At Clear Lake, 2% are African American, 7% are Hispanic, and close to 80% are White. Within the Singleton School District, 85% of students are designated as economically disadvantaged whereas at Stoney Ridge, the number is 23%, and at Clear Lake, 8%. Compared to 33% of the students in the district having the English language learner designation, 4% of Stoney Ridge students and 5% of Clear Lake students have this designation. Over the last decade, Clear Lake has seen a rise in its student population and now has a student enrollment that is now almost twice the size of the building capacity. A large constituency of Clear Lake family members have called on the district to take one specific action: They want the building Stoney Ridge currently occupies to become a neighborhood school for current Clear Lake students, which would mean relocating Stoney Ridge Academy.

Clear Lake families contend that the Stoney Ridge building is the right size to address the overflow at Clear Lake, and they cite Stoney Ridge’s policy of not giving neighborhood residence as priority for admission as further justification, correctly asserting that Stoney Ridge is the only magnet school in the district with this policy. The Clear Lake families contend that there This proposal, however, has caused tension among the two schools, within the neighborhood, and within the surrounding community. Emotions are high on social media, and at town hall and community listening sessions. As much as Clear Lake families are in favor of this, Stoney Ridge families oppose it. They content that their school building is not just a building; it is the heart and soul of their school—a place are no available/empty lots available in the attendance zone and the current campus is not large enough for the addition, so repurposing Stoney Ridge as a neighborhood school is the most viable option. that is filled with a shared history and rich experiences that have created life-long memories and bonds among teachers, students, families, and community members. Many of the service and applied learning projects that Stoney Ridge students engage in result in improvements to the school building, so each and every space in the school—the gym, the garden, the hallways, the cafeteria—holds tangible artifacts that represent the hard work and dedication of their current and past students, staff, and families. With both schools having a strong PTA and family coalition, each school is

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determined to make sure that their viewpoints and positions are heard by district leadership as well as by the school board.

Question: Describe the wholeness that characterizes Stoney Ridge Academy.

[Q1 Model Response] The wholeness of Stoney Ridge Academy comprises its population (5% of students are African American, 30% are Hispanic, and 62% are White; 23% are designated as economically disadvantaged; 4% are designated as English language learners); its type (magnet); its educators and staff; and its culture of connectedness and bonding among its members, and of valuing applied and service learning.

[Q2] Scenario: Stoney Ridge Academy is a Pre-K–8 magnet school in a middle- to upper-class neighborhood. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. The regular public school that is in the same district and neighborhood as Stoney Ridge, Clear Lake Elementary, has a strong reputation for high achievement. It is often thought of as the “private” option among the public elementary schools in the district. In contrast to Stoney Ridge, instruction at Clear Lake is highly traditional.

These two schools are in Singleton School District, an urban area in the Southwestern U.S. Approximately 22% of students across the district are African American, 61% are designated as Hispanic, and 11.2% are White. At Stoney Ridge, 5% of students are African American, 30% are Hispanic, and 62% are White. At Clear Lake, 2% are African American, 7% are Hispanic, and close to 80% are White. Within the Singleton School District, 85% of students are designated as economically disadvantaged whereas at Stoney Ridge, the number is 23%, and at Clear Lake, 8%. Compared to 33% of the students in the district having the English language learner designation, 4% of Stoney Ridge students and 5% of Clear Lake students have this designation. Over the last decade, Clear Lake has seen a rise in its student population and now has a student enrollment that is now almost twice the size of the building capacity. A large constituency of Clear Lake family members have called on the district to take one specific action: They want the building Stoney Ridge currently occupies to become a neighborhood school for current Clear Lake students, which would mean relocating Stoney Ridge Academy.

Clear Lake families contend that the Stoney Ridge building is the right size to address the overflow at Clear Lake, and they cite Stoney Ridge’s policy of not giving neighborhood residence as priority for admission as further justification, correctly asserting that Stoney Ridge is the only magnet school in the district with this policy. The Clear Lake families contend that there are no available/empty lots available in the attendance zone and the current campus is not large enough for the addition, so repurposing Stoney Ridge as a neighborhood school is the most viable option. This proposal, however, has caused tension among the two schools, within the neighborhood, and within the surrounding community. Emotions are high on social media, and at town hall and community listening sessions. As much as Clear Lake families are in favor of this, Stoney Ridge families oppose it. They content that their school building is not just a building; it is the heart and soul of their school—a place that is filled with a shared history and rich experiences that have created life-long memories and bonds among teachers, students, families, and community members. Many of the service and applied learning projects that Stoney Ridge students engage in result in improvements to the school building, so each and every space in the school—the gym, the garden, the hallways, the cafeteria—holds tangible artifacts that represent the hard work and dedication of their current and past students, staff, 15 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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and families. With both schools having a strong PTA and family coalition, each school is determined to make sure that their viewpoints and positions are heard by district leadership as well as by the school board.

Question: Describe the boundaries that characterize Stoney Ridge Academy.

[Q2 Model Response] Your answer should include at least some of the following: • The boundaries that characterize Stoney Ridge Academy involve the members of the Stoney Ridge school (students, families, and staff) and members outside of their school.

These include their community partners for service-learning projects, and these outside members also include Clear Lake families, students, and staff as the Clear Lake school community is lobbying for change that will significantly affect Stoney Ridge.

•

Boundaries also include the district, especially district leaders who will decide the fate of the Stoney Ridge Academy building.

•

Additionally, boundaries include local politics as the school board is also involved in this decision.

•

Stoney Ridge’s policy of not prioritizing neighborhood residence for admission, something that is prioritized in all other magnet schools in the district, is an example of a regulatory boundary between the Clear Lake and Stoney Ridge school communities.

Application Exercise 5.2: Examining School System Characteristics Learning Outcome 5.2: Discuss the major characteristics of school systems and how these components could influence partnerships.

[Q1] Scenario: Stoney Ridge Academy is a Pre-K–8 magnet school in a middle- to upper-class neighborhood. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. The regular public school that is in the same district and neighborhood as Stoney Ridge, Clear Lake Elementary, has a strong reputation for high achievement. It is often thought of as the “private” option among the public elementary schools in the district. In contrast to Stoney Ridge, instruction at Clear Lake is highly traditional.

These two schools are in Singleton School District, an urban area in the Southwestern U.S. Approximately 22% of students across the district are African American, 61% are designated as Hispanic, and 11.2% are White. At Stoney Ridge, 5% of students are African American, 30% are Hispanic, and 62% are White. At Clear Lake, 2% are African American, 7% are Hispanic, and close to 80% are White. Within the Singleton School District, 85% of students are designated as economically disadvantaged whereas at Stoney Ridge, the number is 23%, and at Clear Lake, 8%. Compared to 33% of the students in the district having the English language learner designation, 4% of Stoney Ridge students and 5% of Clear Lake students have this designation. Over the last decade, Clear Lake has seen a rise in its student population and now has a student enrollment that is now almost twice the size of the building capacity. A large constituency of Clear Lake family members have called on the district to take one specific action: They want the building Stoney Ridge currently occupies to become a neighborhood school for current Clear Lake students, which would mean relocating Stoney Ridge Academy.

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Clear Lake families contend that the Stoney Ridge building is the right size to address the overflow at Clear Lake, and they cite Stoney Ridge’s policy of not giving neighborhood residence as priority for admission as further justification, correctly asserting that Stoney Ridge is the only magnet school in the district with this policy. The Clear Lake families contend that there are no available/empty lots available in the attendance zone and the current campus is not large enough for the addition, so repurposing Stoney Ridge as a neighborhood school is the most viable option. This proposal, however, has caused tension among the two schools, within the neighborhood, and within the surrounding community. Emotions are high on social media, and at town hall and community listening sessions. As much as Clear Lake families are in favor of this, Stoney Ridge families oppose it. They content that their school building is not just a building; it is the heart and soul of their school—a place that is filled with a shared history and rich experiences that have created life-long memories and bonds among teachers, students, families, and community members. Many of the service and applied learning projects that Stoney Ridge students engage in result in improvements to the school building, so each and every space in the school—the gym, the garden, the hallways, the cafeteria—holds tangible artifacts that represent the hard work and dedication of their current and past students, staff, and families. With both schools having a strong PTA and family coalition, each school is determined to make sure that their viewpoints and positions are heard by district leadership as well as by the school board.

Question: Compare and contrast the populations of Stoney Ridge Academy, Clear Lake Elementary, and Singleton School District.

[Q1 Model Response] Your answer should include at least some of the following: • Neither Stoney Ridge nor Clear Lake matches the racial, socioeconomic, or language makeup of Singleton School District, but among the two schools, Stoney Ridge approaches the district demographics more so than Clear Lake, on the whole.

•

Clear Lake has a starkly different student population as compared to the Singleton School District. With only 11% of students in the district being White and close to 80% of students at Clear Lake being White, this school appears to not represent the district in its racial makeup.

•

Similarly, at Clear Lake, only 8% of students are designated as economically disadvantaged whereas 85% of students in the district have this designation. This is another factor pointing to the ways in which Clear Lake does not represent the student population of the larger district within which it is situated.

[Q2] Scenario: Stoney Ridge Academy is a Pre-K–8 magnet school in a middle- to upper-class neighborhood. The philosophy at Stoney Ridge is that children learn best when they are able to directly apply knowledge and skills, and as a result, they are rarely found in desks, but more likely to be found gardening, conducting science experiments, or engaging in service-learning projects in collaboration with community members. The regular public school that is in the same district and neighborhood as Stoney Ridge, Clear Lake Elementary, has a strong reputation for high achievement. It is often thought of as the “private” option among the public elementary schools in the district. In contrast to Stoney Ridge, instruction at Clear Lake is highly traditional.

These two schools are in Singleton School District, an urban area in the Southwestern U.S. Approximately 22% of students across the district are African American, 61% are designated as Hispanic, and 11.2% are White. At Stoney Ridge, 5% of students are African American, 30% are Hispanic, and 62% are White. At Clear Lake, 2% are African American, 7% are Hispanic, 17 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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and close to 80% are White. Within the Singleton School District, 85% of students are designated as economically disadvantaged whereas at Stoney Ridge, the number is 23%, and at Clear Lake, 8%. Compared to 33% of the students in the district having the English language learner designation, 4% of Stoney Ridge students and 5% of Clear Lake students have this designation. Over the last decade, Clear Lake has seen a rise in its student population and now has a student enrollment that is now almost twice the size of the building capacity. A large constituency of Clear Lake family members have called on the district to take one specific action: They want the building Stoney Ridge currently occupies to become a neighborhood school for current Clear Lake students, which would mean relocating Stoney Ridge Academy.

Clear Lake families contend that the Stoney Ridge building is the right size to address the overflow at Clear Lake, and they cite Stoney Ridge’s policy of not giving neighborhood residence as priority for admission as further justification, correctly asserting that Stoney Ridge is the only magnet school in the district with this policy. The Clear Lake families contend that there are no available/empty lots available in the attendance zone and the current campus is not large enough for the addition, so repurposing Stoney Ridge as a neighborhood school is the most viable option. This proposal, however, has caused tension among the two schools, within the neighborhood, and within the surrounding community. Emotions are high on social media, and at town hall and community listening sessions. As much as Clear Lake families are in favor of this, Stoney Ridge families oppose it. They content that their school building is not just a building; it is the heart and soul of their school—a place that is filled with a shared history and rich experiences that have created life-long memories and bonds among teachers, students, families, and community members. Many of the service and applied learning projects that Stoney Ridge students engage in result in improvements to the school building, so each and every space in the school—the gym, the garden, the hallways, the cafeteria—holds tangible artifacts that represent the hard work and dedication of their current and past students, staff, and families. With both schools having a strong PTA and family coalition, each school is determined to make sure that their viewpoints and positions are heard by district leadership as well as by the school board.

Question: Compare and contrast the cultures of Stoney Ridge Academy and Clear Lake Elementary.

[Q2 Model Response] Your answer should include at least some of the following: • Both Clear Lake Elementary and Stoney Ridge Academy appear to have cultures that strongly value advocacy for what they think is best for their school community.

•

Both schools have a culture of collective empowerment and advocacy, particularly among the families as both have strong PTAs and voices that are represented via a coalition.

•

The cultures at these schools differ in their philosophy about how students learn, with Stoney Ridge Academy believing that applied learning is most appropriate and Clear Lake Elementary favoring traditional learning.

•

The Clear Lake families value the neighborhood and view it as their right to have priority over schooling decisions in their neighborhood, whereas Stoney Ridge their school building because it houses artifacts that represent their students’ hard work and dedication, illustrating their commitment to applied and service learning.

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Application Exercise 5.3: Examining Interactions Within School Subsystems Learning Outcome 5.3: Explain the subsystems of a school system, interactions within and between subsystems, and how these interactions can influence family partnerships.

Pearson eText Video Example 5.2: [Q1] In the Pearson eText Video Example 5.2, consider the type of leadership the principal displays during the meeting with the behavior interventionist.

Question: Is the leadership demonstrated by the principal in the video a better example of instructional leadership or distributed leadership, and why?

[Q1 Model Response] The leadership demonstrated in the video by the principal is a better example of distributed leadership because the principal is managing the work by distributing the responsibility to a team of leaders. In this video, it is clear that she is not involved in the instruction, but rather managing the instruction that a team of teachers is carrying out.

[Q2] Use Pearson eText Video Example 5.3 to answer the following question: Based on the descriptions of the typical responsibilities for general educators and special educators in Pearson eText Figure 5.6, Educator and Staff Subsystem, in what ways did the general education and special education teachers in the video align with those responsibilities?

[Q2 Model Response] Your answer should include some of the following: • The general education teacher is collaborating with the special education teacher.

•

The general education teacher is planning and conducting academic instruction and assessment for the student with a disability (visual impairment).

•

The general education teacher is collaborating with the student’s mother in ensuring that there are books at home and that the student is reading at home.

•

The special education teacher is consulting with the general education teacher in specific area—literacy.

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Application Exercise 5.4: Examining Influences of School Functions Learning Outcome 5.4: Explain how school functions and level influence family– professional partnerships.

[Q1] Reflecting on your own school experience, how did one or more of your teachers influence not only your academic learning, but also your social-emotional learning?

[Q1 Model Response] Your response should include at least some of the following: • An example that illustrates how teachers helped you understand and manage your emotions.

•

An example of how teachers helped you set and achieve positive goals.

•

An example of how teachers helped you learn to feel and show empathy for others.

•

An example of how teachers helped you establish and maintain positive relationships.

•

An example of how teachers helped you make responsible decisions.

[Q2] Consider an elementary, middle, or high school that you are familiar with, either as a student, staff member, or family member. Describe the extent to which the school offers community supports.

[Q2 Model Response] Your response should include some of the following: •

Information about the function or functions that the school supports in the community such as providing spaces for community groups to meet.

•

Information about the ways in which students at the school participate in community activities such as assisting with environmental recycling, or writing for the local newspaper.

•

Information about the extent to which the school is a place for community agency services such as local clothing drives or health clinics.

•

The extent to which the school is a place for out-of-school time activities such as community theater or sports programs.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 5 Test Items Multiple-Choice Questions 1. Which of the following represents inputs within the school systems framework?

A. Population, school types, educators, culture B. Preschool, elementary, middle school, and high school C. Administrators, educators/staff, families, and communities D. Educational, family support, and community support functions 2. An example of a school subsystem consisting of administrators and educators is: A. Curriculum B. Boundaries C. Multi-tiered systems of support (MTSS) D. Least restrictive environment 3. Which of the following exist among all members of a school’s system as well as among the school and outside entities?

A. Inputs and outputs B. Wholeness and subsystems C. Boundaries D. Interactions 4. Which of the following consists of individual students, school personnel, and family members?

A. Culture B. School types C. Educators D. Population 5. Which of the following refers to the way populations in a school—administrators, teachers, students, families, and community members—share or do not share beliefs, values, and assumptions?

A. Culture B. School types C. Educators D. Population 6. Which of the following refers to a leadership style in which the primary role of administrators is to manage school staff?

A. Transformational leadership B. Distributed leadership C. Instructional leadership D. Managerial leadership 7. Which of the following refers to a leadership style in which the primary role of administrators is to envision and create ideal school systems?

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A. Transformational leadership B. Distributed leadership C. Instructional leadership D. Managerial leadership 8. Which of the following refers to a leadership style in which administrators are heavily involved in instruction and seen as master teachers involved in education rather than as managers of others?

A. Transformational leadership B. Distributed leadership C. Instructional leadership D. Managerial leadership 9. Which of the following refers to a leadership style in which administrators manage the work by distributing responsibility to a team of leaders?

A. Transformational leadership B. Distributed leadership C. Instructional leadership D. Managerial leadership 10. Which of the following provides core instruction to students?

A. Special educator B. Related service provider C. Paraeducator D. General educators 11. Which of the following co-teaches with other teachers, evaluates students for special education, and instructs and assesses students’ IEPs in academic and social-emotional learning?

A. Special educator B. Related service provider C. Paraeducator D. General educators 12. Which of the following provides services to students indicated by their IEP? A. Special educator B. Related service provider C. Paraeducator D. General educators 13. Which of the following provides one-on-one instruction to students or helps a teacher with the whole class?

A. Special educator B. Related service provider C. Paraeducator D. General educators

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14. Which of the following refers to meaningful and reciprocal relationships between schools and community members, government agencies, nonprofits, and/or businesses that benefit both the school and community partner?

A. Out-of-school time programs B. Community partnerships C. Community subsystem D. Complementary learning 15. Which of the following refers to community programs that serve students when they are not in school?

A. Out-of-school time programs B. Community partnerships C. Community subsystem D. Complementary learning 16. Which of the following refers to a complex network of community members and partners who interact with the school?

A. Out-of-school time programs B. Community partnerships C. Community subsystem D. Complementary learning 17. Which of the following refers to aligning learning across community, school, and home contexts?

A. Out-of-school time programs B. Community partnerships C. Community subsystem D. Complementary learning 18. Which of the following refers to the ways in which families interact with each other and, as a subsystem, with the other subsystems in the school system?

A. Inputs and outputs B. Family subsystem C. Wholeness D. Boundaries

Essay Questions 1. Explain the influence of the educational, civics, family support, and community support functions. For each, identify one implication for family–professional partnerships.

2. Explain the influence of the following school levels: early childhood, elementary school, middle school. Identify one implication for family–professional partnerships.

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Chapter 5 Test Answer Key ANSWER KEY: Chapter 5 Test (Multiple Choice) 1. A 2. C 3. C 4. D 5. A 6. D 7. A 8. C 9. B 10. D 11. A 12. B 13. C 14. B 15. A 16. C 17. D 18. B

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Chapter 6: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 6: Equity Learning Outcome Quizzes

1

Application Exercises

9

Test Items

15

Test Answer Key

18

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 6: Equity Chapter 6 Learning Outcome Quizzes Learning Outcome 6.1: Characterize the three levels of equal opportunity as it pertains to trusting family–professional partnerships.

[Q1] Every year, in addition to generating a newsletter in English, Mrs. Baskin also creates a newsletter in Spanish for some of her families. Recalling the three levels of equal opportunity pertaining to trusting family–professional partnerships, the newsletter being available in Spanish represents which type of partnership?

1. Equal partnership opportunity: no substitutions 2. Equitable partnership opportunity: substitutions 3. Roughly equal partnership opportunity 4. Equitable partnership opportunity: adjustments [correct] [Feedback for Answer Choice 1] Equal partnership opportunity: no substitutions does not exist.

[Feedback for Answer Choice 2] Regarding equitable partnership opportunity: substitutions includes deviating substantially from the equal partnership opportunity by providing a different strategy/accommodation for families.

[Feedback for Answer Choice 3] Roughly equal partnership opportunity involves providing the same strategies to families who generally share similar circumstances.

[Feedback for Correct Answer 4] Regarding equitable partnership opportunity: adjustments includes making adjustments, providing accommodations to what is considered an equal partnership opportunity for families in light of their circumstances. In this example, it is the newsletters available in Spanish.

[Q2] In an effort to increase parent participation for back-to-school night, the school began offering free child-care for families. Recalling the three levels of equal opportunity pertaining to trusting family–professional partnerships, free child-care represents which type of partnership?

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

4. Roughly equal partnership opportunity [correct] [Feedback for Answer Choice 1] Equitable partnership opportunities include activities, such as creating a newsletter in Spanish for Spanish-speaking families.

[Feedback for Answer Choice 2] Equitable partnership opportunities: substitutions, includes providing a different strategy/accommodation for families, such as teleconference back-to-school night for families who are unable to travel to the school.

[Feedback for Answer Choice 3] Equal partnership opportunity: no substitutions does not exist.

[Feedback for Correct Answer 4] Roughly equal partnership opportunity includes offering a service, such as free child care, to the majority of the families who also have children who attend the school.

[Q3] In an effort to increase parent participation for IEP meetings, the IEP teams at Pineridge Elementary School began offering families the opportunity to attend the meeting via teleconference. Recalling the three levels of equal opportunity pertaining to trusting family–professional partnerships, attending the IEP meeting via teleconference represents which type of partnership?

1. Roughly equal partnership opportunity 2. Equal partnership opportunity: no substitutions 3. Equitable partnership opportunities: substitutions [correct] 4. Equitable partnership opportunity: adjustments [Feedback for Answer Choice 1] Roughly equal partnership opportunity includes offering a service, such as an IEP meeting room at the school for the majority of families.

[Feedback for Answer Choice 2] Equal partnership opportunity: no substitutions does not exist.

[Feedback for Correct Answer 3] Equitable partnership opportunities: substitutions, includes providing a different strategy/accommodation for families, such as teleconference I E P meeting for families who are unable to travel to the school.

[Feedback for Answer Choice 4] Equitable partnership opportunity: adjustments, includes making adjustments and providing accommodations to what is considered an equal partnership opportunity for

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families in light of their circumstances. This might include an I E P meeting document translated into Spanish for a family who primarily speaks Spanish.

[Q4] Ms. Trapp worked in inner city schools her whole life. She also worked with many families and learned to know them well, including systemic barriers. Which of the following is not an example of a systemic barrier that Ms. Trapp likely encountered in her work?

1. Race/ethnicity, astrology, immigration, and trauma 2. Trauma, immigration, and geography.

3. Race/ethnicity, low income, and disability [correct] 4. Race/ethnicity [Feedback for Answer Choice 1] Examples of systemic barriers to families include race/ethnicity, low income, disability, geography, immigration, and trauma; astrology is not a systemic barrier.

[Feedback for Answer Choice 2] Trauma, immigration, and geography are three examples of systemic barriers families.

[Feedback for Correct Answer 3] Race/ethnicity, low income, and disability are three examples of systemic barriers families.

[Feedback for Answer Choice 4] Race/ethnicity is one example of a systemic barrier to families.

Learning Outcome 6.2: Define the six types of capital (e.g., knowledge, skills, resources) and describe one strength and one barrier to each type.

[Q1] Ms. Hill, Pineridge parent liaison, recently formed a cohort of parents to advocate collectively for educational improvements across the school district. Describe how Ms. Hill’s program can contribute to family professional partnerships.

1. Ms. Hill builds support among her families through social capital. [correct] 2. Ms. Hill demonstrates resistance.

3. Ms. Hill promotes the creation of ideals through aspirational capital.

4. Ms. Hill promotes behavioral capital.

[Feedback for Correct Answer 1] Ms. Hill is generating social capital through the social support of the parents in her school district. Social capital refers to accessing resources and support through 3 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

interpersonal relationships with peers and other social contacts. Examples include Parent to Parent support groups, and resources made available from families’ employers or their job-related resource organizations and resources to families (e.g., family education opportunities).

[Feedback for Answer Choice 2] Resistance refers to oppositional behavior that challenges inequity. Ms. Hill is not challenging inequity.

[Feedback for Answer Choice 3] Aspirational capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice. Ms. Hill’s group is not focused on the promotion of high aspirations.

[Feedback for Answer Choice 4] Behavioral capital does not exist.

[Q2] A group of parents wrote the school board a letter detailing their frustration with the lack of trained bus drivers. Specifically, these parents sent out a petition that requested the board to support a training for all bus drivers to promoting safe and positive transportation experiences. This parent action to the school board represents the families using what form of capital?

1. Aspirational capital 2. Linguistic capital 3. Resistance capital [correct] 4. Social capital [Feedback for Answer Choice 1] Aspirational capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice.

[Feedback for Answer Choice 2] Linguistic capital refers to having the ability to speak two or more languages.

[Feedback for Correct Answer 3] Resistance refers to oppositional behavior that challenges inequity. Examples of resistance capital include protesting, signing petitions, and correcting an individual about their statement rather than letting the statement go unaddressed.

[Feedback for Answer Choice 4] Social capital refers to accessing resources and support through interpersonal relationships with peers and other social contacts.

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[Q3] The Steralds live in a city with excellent public transportation. Although most families are challenged with driving though city traffic, easy access to public transportation represents what form of capital for the Steralds’ family?

1. Navigational capital [correct] 2. Resistance capital 3. Aspirational capital 4. Linguistic capital [Feedback for Correct Answer 1] Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems. For example, if a family does not have access to public transportation, they may not be able to attend family trainings and/or meetings with professionals at school.

[Feedback for Answer Choice 2] Resistance refers to oppositional behavior that challenges inequity. Examples of resistance capital include protesting, signing petitions, and correcting an individual about their statement rather than letting the statement go unaddressed.

[Feedback for Answer Choice 3] Aspirational capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice.

[Feedback for Answer Choice 4] Linguistic capital refers to having the ability to speak two or more languages.

[Q4] Mrs. Trapp is a licensed teacher who works with students who have significant disabilities. Every year, Mrs. Trapp asks her students’ families to write a letter to their future self, highlighting all the major accomplishments and milestones that they visualize their child achieving in life, without using any limiting language tied to the student’s disability. This exercise is an activity that promotes the development of what form of capital?

1. Navigational capital 2. Aspirational capital [correct] 3. Social capital 4. Resistance capital [Feedback for Answer Choice 1] Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems.

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[Feedback for Correct Answer 2] Aspirational capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice. For example, Mrs. Trapp asked her student’s families to write a letter to their future self, highlighting all the major accomplishments and milestones they visualized their child achieving in life, without using any limiting language tied to the student’s disability.

[Feedback for Answer Choice 3] Social capital refers to accessing resources and support through interpersonal relationships with peers and other social contacts.

[Feedback for Answer Choice 4] Resistance capital refers to oppositional behavior that challenges inequity.

Learning Outcome 6.3: Identify a partnership strategy for implementing each of the six types of capital.

[Q1] Mrs. Rosco speaks Spanish and English, thereby making her bilingual. Mrs. Rosco used her bilingual skills recently to generate an informational brochure about her advocacy support for families who speak Spanish. What form of capital is benefiting Mrs. Rosco in her work?

1. Linguistic capital [correct] 2. Behavioral capital 3. Resistance capital 4. Navigational capital [Feedback for Correct Answer 1] Linguistic capital refers to having the ability to speak two or more languages.

[Feedback for Answer Choice 2] Behavioral capital does not exist.

[Feedback for Answer Choice 3] Resistance capital refers to oppositional behavior that challenges inequity.

[Feedback for Answer Choice 4] Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems.

[Q2] Ms. Reia was a special educator for 5 years before she became the mother to a boy with Down syndrome. Ms. Reia’s educational and professional experience represents which type of capital?

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1. Social capital 2. Aspirational capital 3. Navigational capital [correct] 4. Resistance capital [Feedback for Answer Choice 1] Social capital refers to accessing resources and support through interpersonal relationships with peers and other social contacts.

[Feedback for Answer Choice 2] Aspirational capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice.

[Feedback for Correct Answer 3] Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems.

[Feedback for Answer Choice 4] Resistance capital refers to oppositional behavior that challenges inequity.

[Q3] Lola Riviera recently joined a parent group for adoptive parents to support her with becoming a foster parent to an elementary school girl who has emotional and behavioral challenges. This parent group represents which type of capital?

1. Navigational capital 2. Social capital [correct] 3. Behavioral capital 4. Linguistic capital [Feedback for Answer Choice 1] Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems.

[Feedback for Correct Answer 2] Examples of social capital include Parent to Parent support groups, and resources made available from families’ employers or their job-related resource organizations and resources to families (e.g., family education opportunities).

[Feedback for Answer Choice 3] Behavioral capital does not exist.

[Feedback for Answer Choice 4] Linguistic capital refers to having the ability to speak two or more languages.

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[Q4] Parents of middle school students recently became aware that the school board was planning to establish and rezone between two neighborhoods that were disparagingly economically diverse, thereby resulting in what appeared to be schools separated based on the geography and socioeconomic status of the surrounding neighborhoods.

In response to this inequity, parents organized a quiet protest outside of the school. This quiet protest is also referred to as what action?

1. Accessing resistance capital [correct] 2. Utilizing procedural due process 3. Establishing social capital 4. Exercising behavioral capital [Feedback for Correct Answer 1] Resistance refers to oppositional behavior that challenges inequity. Examples of resistance capital include protesting, signing petitions, and correcting an individual about their statement rather than letting the statement go unaddressed.

[Feedback for Answer Choice 2] Procedural due process is described as a system of mutual accountability of educators and parents through mediation, dispute resolution, or due process hearings.

[Feedback for Answer Choice 3] Social capital refers to accessing resources and support through interpersonal relationships with peers and other social contacts.

[Feedback for Answer Choice 4] Behavioral capital does not exist.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 6 Application Exercises Chapter 6: Equity Application Exercise 6.1: Establishing Equal Opportunities for Partnerships Learning Outcome 6.1: Characterize the three levels of equal opportunity as it pertains to trusting family–professional partnership.

Pearson eText Video Example 6.1: [Q1] In the Pearson eText Video Example 6.1, the professor shares the importance of avoiding stereotypes.

Question: Describe the problems associated with stereotypes and how they can damage partnerships with families.

[Q1 Model Response] Your response should include some of the following: •

• •

Stereotypes toward emerging multilingual families or even families with accents, means having a deficit-focused approach. The challenge with this barrier is that it can lead professionals to view a student’s test scores as validation of their low expectations even though the scores might really be a reflection of a language barrier.

When stereotypes toward emerging multilingual families exist, professionals do not capitalize on the linguistic capital of families, thereby leading students to have poor outcomes.

Stereotypes limit professionals’ viewpoints about an individual and their family.

[Q2] Scenario: Mr. Miller is starting his first year of teaching. He has moved to an inner-city school that serves predominately low-income families, with many different cultures and languages represented. One of Mr. Miller’s favorite classes during his preservice teaching program included education laws, social justice, and practicing equity in schools.

Question: Describe how Mr. Miller should implement each of the three levels of partnership strategies for one of the following partnership practices (your choice): fall parent–teacher conferences, back-to-school night, volunteer night, supervising field trips, and general classroom communication.

[Q2 Model Response] 9 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Your response should include some of the following: •

The desired outcome of the of the three levels of partnership strategies is to provide all families with an equal opportunity to have trusting partnerships with educators.

•

Roughly equal partnership opportunity involves providing the same strategies to families who generally share similar circumstances. Examples might include creating a newsletter in English of class activities for schools in which the majority of families speak English.

An equitable partnership opportunity–adjustments, involves making adjustments such as providing accommodations to what is considered an equal partnership opportunity for families in light of their circumstances. Examples might include creating a newsletter in Spanish. It is a way to provide all families with an equal opportunity to have trusting partnerships with educators. An equitable partnership opportunity–substitutions, involves deviating substantially from the equal partnership opportunity by providing a different strategy/accommodation for families (e.g., audio of the newsletter for families who do not read, online IEP meeting for families who are unable to travel to the school). It also is a way to provide all families with an equal opportunity to have trusting partnerships with educators.

[Q3] Describe two rationales for including equity as a dimension of family–professional partnerships.

[Q3 Model Response] Your response should include some of the following: • Systemic barriers require the inclusion of equity as a dimension of family– professional partnerships. Examples of systemic barriers include race/ethnicity, low income, disability, geography, immigration, and trauma.

•

Family characteristics including race/ethnicity, disability, geography, immigration, trauma and others shape families’ diverse strengths, needs, preferences, as well as their opportunities for trusting partnerships with professionals.

•

Students’ own diversities relate to their opportunities, shaping their strengths, needs, and preferences which often form the basis for not only providing equitable strategies in addressing students’ circumstances but also providing aligned strategies for their families. If you struggled with this answer, consider revisiting Figure 1.7.

Application Exercise 6.2: Understanding Capital Learning Outcome 6.2: Define the six types of capital (e.g., knowledge, skills, resources) and describe one strength and one barrier to each type.

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[Q1] Scenario: Mr. Tom Baleu was recently hired as one of Walter Height’s Elementary School social workers. After reading about the benefits of partnering parents with each other, Mr. Baleu decided he wanted to create a districtwide Parent to Parent program.

The only challenge was that he needed to gain his superintendent’s support and approval before he could create and advertise the program to the district’s families.

Question: Pretend you are Mr. Baleu and provide a research-based rationale to present to the superintendent that supports why a Parent to Parent program would benefit the families served within the school district.

[Q1 Model Response] Your response should include some of the following: • Families of children with disabilities have led the way in building social capital by jointly addressing their needs for emotional and informational support through parent support groups, such as Parent to Parent.

•

Research has shown that parents who used Parent to Parent services reported feeling better able to view their circumstances in a more positive light and make progress on important goals.

•

Parents benefit from receiving training on topics together, such as communication skills, cultural diversity, and confidentiality.

•

Parents can gain support from one another about the challenges of raising a child with a disability.

•

Some Parent to Parent support groups provide families who represent other cultures and languages partner with one another and provide educational, emotional, and social support.

•

Research reports families feeling relieved, and even unburdened, after talking with someone about their apprehensions, especially someone who has experienced similar circumstances.

[Q2] Describe and provide examples of each of the six types of capital.

[Q2 Model Response] Your response should include some of the following: • The six types of capital are social, navigational, linguistic, resistance, aspirational, and familial capital.

•

Social refers to accessing resources and support through interpersonal relationships with peers and other social contacts. Examples include Parent to Parent support groups, and resources made available from families’ employers or their job-related resource organizations and resources to families (e.g., family education opportunities).

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

•

Navigational capital includes knowledge and other resources for maneuvering through organizations, including schools and service delivery systems. Examples include activities that link individuals with needed resources, as well as activities to identify and remove the challenges associated with accessing needed resources (e.g., the knowledge and skills needed to advocate on behalf of a child with a disability during and IEP meeting).

•

Linguistic capital refers to having the ability to speak two or more languages. For example, a parent may be fluent in both Spanish and English, thereby gaining benefits and growth within the intellectual and communication soft skills areas (e.g., vocabulary, volume level, and a consideration of the communication partner).

•

Resistance refers to oppositional behavior that challenges inequity. Examples of resistance capital include protesting, signing petitions, and correcting an individual about their statement rather than letting the statement go unaddressed.

•

Aspirational refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice. For example, families may have high goals and aspirations for their child with a severe disability, such as planning for college, and independent living opportunities.

•

Familial capital includes knowledge from family that can carry a sense of community, history, and culture. This may include family support by way of providing monetary, social, emotional, or resources.

Application Exercise 6.3: Partnership Strategies Learning Outcome 6.3: Identify a partnership strategy for implementing each of the six types of capital.

Pearson eText Video Example 6.3: [Q1] In the Pearson eText Video Example 6.3, the professor discusses some of the challenges around undocumented families.

Question: What challenges do immigrant students and their families face in U.S. public schools and how can these challenges affect partnerships with families? Provide at least one partnership strategy that can be used to address these challenges.

[Q1 Model Response] Your response should include some of the following: • •

Undocumented families may hesitate to tell their family story for fear of being reported or deported.

Family members may feel embarrassed to tell you that they struggle with reading and writing.

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• • •

Family members may live with fears about being discovered they are undocumented.

Students worry that sharing their personal story might create problems for the family.

Partnership strategies may include any activities that fall within the areas of the six types of capital: social, navigational, linguistic, resistance, aspirational, and familial capital.

[Q2] Scenario: A group of parents from a small alternative high school in Michigan recently gained national attention for their advocacy efforts. In an effort to address the overuse of behavioral punishments, including the overuse of detention, suspensions, and expulsions, the parents gathered together and implemented an action plan with the goal to educate and convince the school board to generate a schoolwide training and program implementation focused on the principles of schoolwide Positive Behavioral Interventions and Supports (PBIS). The parents utilized a number of strategies, including educating and gathering a group of families together to meet and discuss their plan of action. Next, the parents sent out petitions throughout the school community.

The parent group also held an informational night for all families about the implications of the overuse of detention, suspensions, and expulsions, as well as information about PBIS. Finally, the group distributed a number of flyers that detailed the challenges students have experienced with the overuse of detention, suspensions, and expulsions.

Question: Describe the various partnership strategies the parent advocacy group used, including a description of the corresponding capital.

[Q2 Model Response] Your response should include some of the following: • The formation of the parent group itself represented the use of social capital, including accessing resources and support through interpersonal relationships with peers and other social contacts.

•

The use of a petition and overall advocacy represented resistance capital, that is, oppositional behavior that challenges inequity.

•

The families represented aspirational capital by having high expectations for the school district’s future, despite the current circumstances and barriers.

•

The family information night included navigational capital because it included informational knowledge and other resources for maneuvering through the school and service delivery systems. Examples include activities that link individuals with needed resources, as well as activities to identify and remove the challenges associated with accessing needed resource.

[Q3] Discuss why some families may not feel comfortable accessing resistance capital.

[Q3 Model Response] 13 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Your response should include some of the following: • • • • •

Families may worry about challenging authority.

Families may fear of damaging or even ruining their partnerships with schools.

Students and their families may worry that resistance to school norms may result in retribution against their children.

Fear may be especially common among students and families who are undocumented.

Families may worry about professionals’ dismissing families’ concerns.

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Chapter 6 Test Items Multiple-Choice Questions 1. The IEP stands for: A. Individualized Education Plan B. Individualized Education Program C. Individualized Evaluation Plan D. Individualized Equity Plan 2. Upon hearing that her son was identified as having autism, Patty joined a group of parents like herself. This is an example of capital.

A. social B. linguistic C. navigational D. resistance 3. Mr. Teja was the father of a high school girl with Down syndrome. Over the years, Mr. Teja has learned a great deal about the services in his community for his daughter, as well as the necessary knowledge and skills that are needed to support his daughter in the school system. As Mr. Teja prepares for his daughter’s transition into adulthood, although he is scared of the unknown, he feels prepared based on his previous experienced advocating for his daughter. This is an example of capital.

A. aspirational B. spiritual C. navigational D. resistance 4. Ms. Correa is the parent of a 2-year-old girl who is deaf. Ms. Correa taught herself to learn ASL so that she can teach her daughter and support her through school. This is an example of capital.

A. spiritual B. linguistic C. aspirational D. resistance 5.

capital can include social and personal resources originating from the individual family.

A. Familial B. Aspirational C. Navigational D. Social

6. The service Parent to Parent is an example of what type of capital?

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A. Familial capital B. Linguistic capital C. Navigational capital D. Social capital 7. Which of the following is not an example of resistance capital?

A. Women insisting on a “seat at the table” during professional meetings B. Signing a petition C. Attending a rally D. Interpreting legal information into laymen terms 8. To develop social capital, parents should: A. Become familiar with their child’s social goals B. Become familiar with educational resources provided to families C. Become familiar with information about national, state, and community resources that provide social support D. Become familiar with IDEA parent rights 9. Ms. Stein was exhausted by Friday afternoon. She had just wrapped up all of her parent–teacher conferences for the week. Ms. Stein was grateful to be finished, however she was disappointed that one of her students’ families didn’t show up.

Nevertheless, over the years, she learned to make the least dangerous assumption about families. This is an example of what form of capital?

A. Navigational capital B. Linguistic capital C. Aspirational capital D. Resistance capital 10. The principal at Blevins Middle School recently created a handout for teachers to use when generating newsletters to send home. One of the bullet points in his memo stated: Do not rely on acronyms and technical terms when speaking with families.

This is an example of which form of capital?

A. Linguistic capital B. Familial capital C. Aspirational capital D. Social capital 11. Mr. Heidt was recently assigned to a special education case manager and parent liaison through his school district. He was told the intent of these people was to assist Mr. Heidt with learning about the educational system so that he can advocate for the best services for his daughter. This is an example of providing family support in capital.

A. Familial B. Linguistic C. Navigational 16 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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D. Social 12. According to research, parents who used Parent to Parent services reported which of the following outcomes?

A. Understanding more about other parents and their children B. Feeling better able to view their circumstances in a more positive light and make progress on important goals C. Feeling overwhelmed with the special education procedures and processes D. Feeling competitive 13. Which capital refers to the capacity to have high expectations for the future, despite current circumstances and barriers to the attainment of social justice?

A. Linguistic capital B. Spiritual capital C. Aspirational capital D. Navigational capital 14. Familial capital can include what type of resources originating from the individual family?

A. Social and personal B. Ancestorial C. Cultural D. Spiritual 15. Providing information in a variety of ways (e.g., spoken word, written, e-mail, pictures) may help families with which form of capital?

A. Spiritual capital B. Linguistic capital C. Social capital D. Familial capital Essay Questions 1. Describe the three levels of equal opportunity as it pertains to trusting family–professional partnerships.

2. Explain the strengths of social capital among families.

3. Describe the barriers to accessing familial capital.

4. dentify and describe a partnership strategy for implementing linguistic capital.

5. Identify and describe a partnership strategy for implementing aspirational capital.

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Chapter 6 Test Answer Key ANSWER KEY: Chapter 6 Test (Multiple Choice) 1. B 2. A 3. G 4. B 5. A 6. D 7. D 8. C 9. C 10. A 11. C 12. B 13. C 14. A 15. B

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Chapter 7: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 7: Respect Learning Outcome Quizzes

1

Application Exercises

10

Test Items

16

Test Answer Key

19

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 7: Respect Chapter 7 Learning Outcome Quizzes Learning Outcome 7.1: Define respect within the context of family–professional partnerships.

[Q1] At the start of the school day, Johnny’s teacher, Mr. Goad, walked directly up to Johnny’s father in front of the entire classroom of parents who were standing outside the classroom and loudly asked why Johnny was coming to school every day in the same clothes. Mr. Goad turned bright red and walked away from the teacher feeling incredibly embarrassed. In what ways could Mr. Goad have been most respectful in sharing his concern for Johnny’s clothing?

1. Mr. Goad could have sent a note home with Johnny.

2. Mr. Goad could have a private conversation with Johnny’s father. [correct] 3. Mr. Goad could have asked colleagues about what to do at a faculty meeting.

4. Mr. Goad could have sent new clothes home for Johnny.

[Feedback for Answer Choice 1] A note of concern might appear helpful but would not have shown Johnny’s father the dignity he deserves.

[Feedback for Correct Answer 2] Respect is characterized in the research as treating others with esteem, including honoring cultural diversity, affirming strengths, and treating students and families with dignity. Taking the time to pull Johnny’s father aside privately demonstrates respect for Johnny and his family.

[Feedback for Answer Choice 3] This is a private issue that requires respectful discretion. Discussing Johnny’s limited amount of clothing publicly does not show respect for Johnny or his family.

[Feedback for Answer Choice 4] Sending home new clothes does not show the family dignity.

[Q2] In Minton Falls, families at Ernst Middle School hold a holiday fair each December.

Families are asked to donate treats to sell at the bake sale and/or volunteer to help out at the fair. Ayesha’s family, who recently moved from Portugal to the area, decided to volunteer to help at the fair. Which of the following activity demonstrates respect for Ayesha’s family?

1. The fair committee sends a note home with Ayesha suggesting they volunteer next year.

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2. The fair committee assigns Ayesha’s family to donate bake treats instead.

3. The fair committee invites Ayesha’s family to play a Portuguese game at the game booths. [correct] 4. The fair committee assigns Ayesha’s family to work a booth that requires a great deal of English language.

[Feedback for Answer Choice 1] The fair committee does not show respect for families by denying them the opportunity to volunteer.

[Feedback for Answer Choice 2] The fair committee does not show respect for families by assigning them to do something they did not volunteer to complete.

[Feedback for Correct Answer 3] Respect is characterized in the research as treating others with esteem, including honoring cultural diversity, affirming strengths, and treating students and families with dignity. Providing Ayesha’s family, the opportunity to play a game that is from their home country and culture is honoring cultural diversity.

[Feedback for Answer Choice 4] The fair committee does not show respect by assigning Ayesha’s family to work in a booth that requires them to communicate in English, which is not their first language, making them feel uncomfortable interacting with other school families.

[Q3] Mr. Stubing was one of the most respected teachers in all of Rocky Mountain Elementary School. One of the reasons why he was respected by so many families was because of the respect he showed each student and family. Which of the following characteristics does not account for the respect Mr. Stubing earned from families?

1. Mr. Stubing treated families with impartiality.

2. Mr. Stubing had been teaching for many years and cared for families [correct] 3. Mr. Stubing extended dignity to students and their families.

4. Mr. Stubing treated each student equitably with equal opportunities.

[Feedback for Answer Choice 1] A defining characteristic of respect is fairness or treating people with impartiality regardless of their educational challenges.

[Feedback for Correct Answer 2] Mr. Stubing served many years as a teacher and showed he cared for each family; however, caring is not a defining characteristic of respect.

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A defining characteristic of respect is extending dignity to another individual and to recognize the inherent dignity of all human beings.

[Feedback for Answer Choice 4] A defining characteristic of respect is to treat each student equitably with equal opportunities.

[Q4] Washington High School has a student population of 3200. Students speak 93 different languages. School administrators want to plan a cultural event to show their respect for their vastly different families. Which of the following will not cultivate respect at their event?

1. Treating families with fairness 2. Honoring cultural diversity 3. Affirming differences [correct] 4. Treating students and families with dignity [Feedback for Answer Choice 1] Respect is characterized in the research as treating others with fairness.

[Feedback for Answer Choice 2] Respect is characterized in the research as honoring cultural diversity.

[Feedback for Correct Answer 3] Respect is characterized in the research as affirming strengths, not differences.

[Feedback for Answer Choice 4] Respect is characterized in the research as treating students and families with dignity.

Learning Outcome 7.2: Summarize research explaining the effect of respect on families, students, and family–professional partnerships.

[Q1] Mrs. Zaffros, school psychologist, attended J.C.’s IEP and read through her assessment reports by referencing his skills in age equivalents. Mrs. Zaffos’ description of 10-year old J.C. as performing at the level of a 4-month old baby represents what form of communication with the IEP team?

1. Affirmation-based thinking 2. Interest-based thinking 3. Strength-based thinking 4. Deficit-based thinking [correct]

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 1] If the school psychologist emphasized the progress or strengths of J.C., she would be using affirmation- based thinking.

[Feedback for Answer Choice 2] Interest-based thinking does not exist.

[Feedback for Answer Choice 3] Strengths-based thinking is described as professionals emphasizing a student’s progress or strengths.

[Feedback for Correct Answer 4] Deficit-based thinking is described as professionals emphasizing a student’s deficits, not the student’s progress or strengths.

[Q2] Mr. Rhyad was a recently hired advocate who works with the regional center. During a presentation to the local school district’s teachers, Mr. Rhyad discussed partnering with families. During his presentation, a woman raised her hand and asked Mr. Rhyad to describe any partnership barriers during IEP meetings. Identify a key barrier Mr. Rhyad should discuss at the presentation.

1. Strength-based thinking 2. Asking families questions 3. Using educational jargon [correct] 4. Inviting students to participate in the IEP meeting [Feedback for Answer Choice 1] Strength-based thinking fosters mutual respect between the family and the school.

[Feedback for Answer Choice 2] Asking families questions during the IEP meeting is a strategy used to partner with families.

[Feedback for Correct Answer 3] Educational jargon is identified as a barrier to an IEP meeting.

[Feedback for Answer Choice 4] Inviting students to participate in the IEP meeting is a demonstration of respect for the student and family.

[Q3] Quinn has cerebral palsy. His parents fought the local school district to ensure Quinn was enrolled at school and included in a general education classroom. Quinn’s family prevailed in the lawsuit. Quinn and his family are now attending Quinn’s first IEP 4 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

meeting at his local, public school. Quinn’s private school records show he has been achieving at above average grade-levels. The IEP expectations do not account for his previous academic achievements. Educators at the IEP meeting have set educational expectations lower than Quinn is capable of achieving. Why is using deficit-based thinking on Quinn’s IEP a problem?

1. It is illegal to use deficit-based language during IEP meetings 2. It is unfair to use deficit-based language during IEP meetings 3. It is not in keeping with the regulations of IDEA 4. It impairs the development of mutual respect between the family and the school [correct] [Feedback for Answer Choice 1] While it is not recommended, deficit-based language is not illegal.

[Feedback for Answer Choice 2] Deficit-based language is not an example of something that is equitable.

[Feedback for Answer Choice 3] While IDEA described IEP procedures, it does not specific the type of language that ought to be used to describe students’ needs.

[Feedback for Correct Answer 4] Deficit-based thinking inhibits the team from accessing the student’s strengths and impairs the development of mutual respect between the family and the school.

[Q4] IEPs are created to communicate with a student and his family about their expectations.

However, research indicates professionals may predetermine the amount of information and decision-making input they want from families. Some professionals reported feeling defensive if parents share resources such as information that they learn at a conference or bring copies of an article to a meeting. Their perception was that families were violating boundaries of the family–professional subsystem. Other professionals reported feeling frustrated with families who did not follow through on their suggestions of activities to do at home. Another perspective was characterized as “parents needing to be assisting the professional, rather than engaging in a true two-way partnership. It most often involved following the professional’s lead and taking responsibility in followthrough (i.e., home activities)” (Bezdek et al., 2010, p. 361). Which behavior and attitudes can be barriers to respecting families as equal partners?

1. The Goldilocks perception [correct] 2. Encouragement of parental participation 3. Planning for access to resources and an interpreter, if needed 4. Appropriate use of terminology, tone of voice, intensity, and body language

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[Feedback for Correct Answer 1] Research shares that the Goldilocks perception often places parents in lesser, passive roles in communicating and executing a child’s IEP. Specifically, professionals may have preconceived notions of “too much,” “too little,” or “just right” levels of family participation in decision making. The “just right” perspective does not fit the Sunshine Model’s characterization of trusting partnerships. Altogether, professionals’ behavior and attitudes can be barriers to respecting families as equal partners.

[Feedback for Answer Choice 2] One of IDEA’s principles is parent participation.

[Feedback for Answer Choice 3] Families of color reported that school professionals who do not provide translators when needed, access to resources, or encouragement to participate in educational decision making are disrespectful. Providing resources and interpreters when needed as part of the IEP meeting are important to families.

[Feedback for Answer Choice 4] The language that professionals use to describe families can often relegate families to lesser roles. Indeed, the use of terminology, tone, intensity, and body language, can result in negative outcomes such as isolation of professionals and families from each other (Osburn, 2006). Being careful to use accessible terminology and ensuring school professionals are respectful toward children and their families—especially families of color—using nonintimidating tone of voice, intensity of voice, and respectful body language is critical for their IEP experience.

Learning Outcome 7.3: Define and apply strategies that can build respect within family– professional partnerships.

[Q1] Mrs. Wing administers many nondiscriminatory evaluations to determine a student’s eligibility for special education. Her work requires her to demonstrate respect for families. When sharing her input at IEP meetings with families, what must she avoid doing to demonstrate her respect?

1. Show affective and cognitive empathy with families 2. Celebrate the strengths of the family 3. Take honorable action toward the family’s culture 4. Judge families’ ability to understand what she shares [correct] [Feedback for Answer Choice 1] Demonstrating affective and cognitive empathy with families is a respectful strategy that can build respect within family–professional partnerships.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 2] Celebrating the strengths (not deficits) of the family is a respectful strategy that can build respect within family–professional partnerships.

[Feedback for Answer Choice 3] Taking honorable action toward the family’s culture is a respectful strategy that can build respect within family–professional partnerships.

[Feedback for Correct Answer 4] Restraining judgment toward families is a respectful strategy that can build respect within family–professional partnerships.

[Q2] Serena was born and raised in Puerto Rico where her primary language growing up was English. Serena recently graduated with her teaching credential and was hired to work in an inner-city school, where the majority of the families do not speak English.

Even as Serena knows Spanish, she was not born a second language learner and put herself through college using English only. She became aware that in an effort to develop and build respect with her student’s families, Serena needed to consider one area of her life as a potential barrier to building respect with her professional relationships with families. Which area is that?

1. Education 2. Bias [correct] 3. Verbal Spanish skills 4. Written Spanish skills [Feedback for Answer Choice 1] Serena’s education is helpful to her work.

[Feedback for Correct Answer 2] Because of her language experiences, Serena will want to be sure to eliminate any implicit bias she may have so as to remove any barriers to establishing respect.

[Feedback for Answer Choice 3] Serena’s verbal Spanish skills is likely helpful to her work.

[Feedback for Answer Choice 4] Serena’s written Spanish skills is likely helpful to her work.

[Q3] Caroline’s mother Deidre is a single parent and was asked to attend an afterschool meeting with two of Caroline’s teachers on Wednesday. Wednesdays are the day that Deidre usually works overtime because her mother is available to keep Caroline 7 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

overnight. However, Deidre believes in ensuring she maintains a good relationship with Caroline’s teachers and sends a note to school that she can make the meeting. Deidre believes that if the meeting starts at 3:00 she can still get to work by 5:00 for her overtime shift. Deidre gets to the school at 2:45 and waits outside the room where the parent–teacher conference is to be held. She waits until 3:15 as the teachers appear to be running late. Rushing into the meeting, Caroline’s language arts teacher and her math teacher tell Deidre that Caroline is falling behind in her classes. They each begin however, telling Deidre how much they enjoy having Caroline in class and how kind and thoughtful a student she is. After sharing strengths of Caroline, they then each share that she is falling behind in reading and in math. After 20 minutes, Mrs. Coates, Caroline’s math teacher tells Deidre that she is sorry, but she can’t stay any longer for the meeting as she has a prior appointment. She will arrange another time to talk with Deidre. Ms. Devon, Caroline’s reading teacher does continue with the meeting and shows Deidre specific skills Caroline needs and provides incite in how Deidre can work with Caroline to improve her reading. Ms. Devon and Deidre plan to text each day to share updates on the activities they each are doing to help Deidre. Ms. Devon commits to providing a weekly update on Caroline’s progress. Which of the following showed a lack of respect for Caroline and her mother?

1. Paying attention to the time and effort of families [correct] 2. Implicit bias 3. Rushing to judgment of family concerns 4. Asking close-ended questions [Feedback for Correct Answer 1] Neither Mrs. Coates nor Ms. Devon appears to understand the time and effort Caroline’s mother has had to make to get to this parent–teacher meeting. Deidre did not reveal that the meeting time might be difficult and interfere with her chance to make some extra money for the family. However, Mrs. Coates’ agreement to participate in the meeting and then leaving early showed a lack of respect to Deidre and Caroline.

[Feedback for Answer Choice 2] This scenario did not indicate that any cultural issues were at stake and so it can’t be determined that there was any implicit bias shown during the meeting.

[Feedback for Answer Choice 3] Rushing to judgement before families can explain their concerns is not respectful. Mrs. Coates and Ms. Devon do not appear to be rushing to judgment.

[Feedback for Answer Choice 4] We do not know what questions were asked during the meeting but any questions asked by Ms. Devon or Mrs. Coates regarding Caroline and educational decision making should have been broad and open-ended, inviting meaningful and respectful invitations for Deidre to participate in improving Caroline’s ability to succeed.

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[Q4] Mrs. Terry developed a one-page questionnaire that she assigned as homework asking students to interview their families and tell a little about themselves. At the bottom of the questionnaire was her contact information. How does this activity demonstrate respect for Mrs. Terry’s students’ families?

1. Mrs. Terry did not send a long questionnaire.

2. Mrs. Terry provided her contact information.

3. Mrs. Terry assigned homework.

4. Mrs. Terry took the time to learn about the families. [correct] [Feedback for Answer Choice 1] While the family likely appreciated a short questionnaire, the length of the questionnaire, was not related to the demonstration of respect.

[Feedback for Answer Choice 2] Indeed, providing contact information is helpful, however it is expected.

[Feedback for Answer Choice 3] Homework is not an activity that demonstrates respect for Mrs. Terry’s families.

[Feedback for Correct Answer 4] Mrs. Terry took the time to learn about families, strengths, needs, and expectations by communicating with them.

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Chapter 7 Application Exercises Chapter 7: Respect Application Exercise 7.1: Understanding Respect Within the Context of Family– Professional Partnerships Learning Outcome 7.1: Define respect within the context of family–professional partnerships.

[Q1] Reflecting upon what you read in Chapter 7, describe the defining characteristics of respect.

[Q1 Model Response] Your response should include some of the following: • Respect consists of high or special regard of a person.

•

Respect is a positive feeling about or action shown toward someone.

•

Respect is often defined as demonstrating appreciative feelings for an individual or group.

•

Respect refers to action that families and professionals take in treating one another with esteem via their words and actions.

•

Respect is characterized in the research as treating others with esteem, including honoring cultural diversity, affirming strengths, and treating students and families with dignity.

[Q2] Scenario: Ms. Boza was the proud parent of her 9-year-old daughter, Kyla, who had recently been diagnosed with a learning disability. As she nervously walked into the school office to have her daughter's first I E P meeting, Ms. Boza was immediately greeted with a smile and handshake by her daughter's special education case manager, Mr. Romero. Ms. Boza felt somewhat relieved, as she was up half the night talking to her best friend on the phone worried about the meeting. She feared she would get lost trying to find the meeting room and be late as a result and then having the professionals at the meeting think she was not interested in hearing what they had to say about Kyla.

And, the week before this, she had read too much on the Internet about the many challenges that parents face during I E P meetings including not being able to speak up and defend Kyla at the meeting. Mr. Romero walked with Ms. Boza, while having a casual conversation about the recent success of the school play where Ms. Boza’s daughter had one of the lead roles. Ms. Boza could not be prouder and felt especially great when Mr. Romero commented on what an amazing job, she and her family had done to support Kyla’s ambition and excitement with acting. As they entered the meeting room, Mr. Romero opened the door to a large room that consisted of a round table and chairs that had a picture of Kyla right in the center. Ms. Boza was encouraged 10 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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to sit wherever she wanted where she was also offered a bottle of water, notepad, and pen for the meeting. Next, the other I E P team members entered the room, the school principal, P E teacher, music/theater teacher, general education teacher, and the speech language pathologist. All the members introduced themselves by name, then described their educational role and expected contribution to the meeting, and each professional shared a positive story about Kyla. Prior to starting the meeting, Mr. Romero presented and explained the procedural safeguards to Ms. Boza, explaining that next to Kyla, Ms. Boza was one of the most important IEP team members, and that he wants her to understand her educational rights, and to know that her membership to the team is incredibly valued and appreciated. As they were about to begin the meeting, Ms. Boza silenced her phone after sending a quick text message to her best friend that said, “I have never felt so valued in Kyla’s education before. I have a feeling this meeting will be exactly what I need to support Kyla.”

Question: As you consider the definition of respect, describe at least three actions made by the school members of the IEP team to cultivate their respect for Ms. Boza and her daughter, Kyla.

[Q2 Model Response] Your response should include some of the following: • Ms. Boza was immediately greeted with a smile and handshake by her daughter's special education case manager, Mr. Romero.

•

Ms. Boza was encouraged to sit wherever she wanted where she was also offered a glass of water, notepad, and pen for the meeting.

•

Mr. Romero presented and explained the procedural safeguards to Ms. Boza, explaining that next to Kyla, Ms. Boza was one of the most important I E P team members, and that he wants her to understand her educational rights, and to know that her membership to the team is incredibly valued and appreciated.

•

Mr. Romero walked with Ms. Boza, while having a casual conversation about the recent success of the school play where Ms. Boza’s daughter had one of the lead roles.

•

The actions demonstrated respect treating Ms. Boza with esteem, affirming both she and Kyla’s strengths, and treating her with dignity throughout the whole I E P meeting introduction.

[Q3] Scenario: Ms. Boza was the proud parent of her 9-year-old daughter, Kyla, who had recently been diagnosed with a learning disability. As she nervously walked into the school office to have her daughter's first IEP meeting, Ms. Boza was immediately greeted with a smile and handshake by her daughter's special education case manager, Mr. Romero. Ms. Boza felt somewhat relieved, as she was up half the night talking to her best friend on the phone worried about the meeting. She feared she would get lost trying to find the meeting room and be late as a result and then having the professionals at the meeting think she was not interested in hearing what they had to say about Kyla.

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challenges that parents face during IEP meetings including not being able to speak up and defend Kyla at the meeting. Mr. Romero walked with Ms. Boza, while having a casual conversation about the recent success of the school play where Ms. Boza’s daughter had one of the lead roles. Ms. Boza could not be prouder and felt especially great when Mr. Romero commented on what an amazing job, she and her family had done to support Kyla’s ambition and excitement with acting. As they entered the meeting room, Mr. Romero opened the door to a large room that consisted of a round table and chairs that had a picture of Kyla right in the center. Ms. Boza was encouraged to sit wherever she wanted where she was also offered a bottle of water, notepad, and pen for the meeting. Next, the other IEP team members entered the room, the school principal, P E teacher, music/theater teacher, general education teacher, and the speech language pathologist. All the members introduced themselves by name, then described their educational role and expected contribution to the meeting, and each professional shared a positive story about Kyla. Prior to starting the meeting, Mr. Romero presented and explained the procedural safeguards to Ms. Boza, explaining that next to Kyla, Ms. Boza was one of the most important IEP team members, and that he wants her to understand her educational rights, and to know that her membership to the team is incredibly valued and appreciated. As they were about to begin the meeting, Ms. Boza silenced her phone after sending a quick text message to her best friend that said, “I have never felt so valued in Kyla’s education before. I have a feeling this meeting will be exactly what I need to support Kyla.”

Question: You have learned about the importance of respect between families and school professionals. You read in the text about some families being marginalized at IE P meetings. Describe why Ms. Boza and the families she read about on the Internet likely were mistrustful of school professionals.

[Q3 Model Response] Your response should include some the following: • Mistrust exists between people who have had a history of marginalization or have been oppressed in society. They are likely to feel a great deal of mistrust from professionals.

•

Parents may have grown up with their own family stories/narratives of being excluded or marginalized within the school system, causing them to become distrustful of professionals.

•

Families have had negative personal experiences with school professionals.

•

Parents or their children have not been treated with fairness or impartiality by school professionals.

•

Families have not been shown respect by school professionals.

•

Families or individuals within families have not been recognized as having inherent dignity that should be afforded all human beings.

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Application Exercise 7.2: Translating Research to Practice Learning Outcome 7.2: Summarize research explaining the effect of respect on families, students, and family–professional partnerships.

[Q1] Describe the obstacles researchers report regarding the negative experiences of families who attend IEP meetings?

[Q1 Model Response] Your response should include some of the following: • Deficit-based thinking is common among professionals who teach children with disabilities, especially during IEP meetings. Specifically, professionals may err by emphasizing a student’s deficits, not the student’s progress or strengths.

•

Deficit-based thinking inhibits mutual respect between the family and the school.

•

Deficit-based thinking place limits on what a student or family is capable of learning projecting low expectations for presumed deficits.

•

Families report feeling ignored or excluded during IEP meeting conversations, relegating them to passive roles at the meeting.

•

It is not uncommon for professionals to use educational jargon and confusing procedures that contain large amounts of paperwork.

•

Extraordinarily little parent involvement takes place at some IEP meetings because of dominating numbers of professionals and little invitation for parent involvement.

•

The use of a negative tone, body language, and intensity can result in negative outcomes.

•

Potential negative connotations with the use of “labeling” parents with terms such as helicopter parent, angry mom, advocate, teen mom, deadbeat parent, or absentee parent stigmatizes and disrespects their important roles in educational decision making.

Pearson eText Video Example 7.2: [Q2] In Pearson eText Video Example 7.2, the speech therapist and mother meet to talk about her son's progress toward his IEP goals, including the way that incentives have motivated the student to accomplish those goals.

Question: Although you are only seeing a part of the conference, what are some questions you expect the speech therapist could ask to demonstrate respect and include the mother more in this conversation?

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[Q2 Model Response] Your response should include some of the following: • The speech therapist could begin the conversation about asking the mother to share how she feels her child has progressed.

•

The speech therapist could invite the parent to share any concerns she has about her child.

•

The speech therapist could ask open-ended questions, and check for understanding throughout the meeting.

•

The speech therapist could invite the parent to share strategies she has used at home that have been successful with her child.

•

The speech therapist could invite the parent to share more during the conference, balancing the dialogue so that they are both sharing.

Application Exercise 7.3: Building Respect Within Family–Professional Partnerships Learning Outcome 7.3: Define and apply strategies that can build respect within family–professional partnerships.

[Q1] Describe how professionals can demonstrate respect to families?

[Q1 Model Response] Your response should include some of the following: • Adhere to the privacy of the family, as well as pay attention to their concerns.

•

Celebrate the strengths (not deficits) of the family.

•

Demonstrate honesty and kindness to foster respect with families.

•

Be empathetic with families.

•

Demonstrate affective and cognitive empathy with families.

•

Restrain judgment toward families.

•

Take honorable action toward the family’s culture.

•

Reflect and address your cultural lens.

•

Review and modify culturally situated practices.

•

Act to eliminate your implicit bias.

[Q2] Mrs. Jemson, the parent liaison, was recently asked by her administrator to provide a districtwide training to teachers about honoring family culture. What type of information should Mrs. Jemson include in her training?

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[Q2 Model Response] Your response should include some of the following: • Learn about family, strengths, needs, and expectations by communicating with practices consistent with their preferences.

•

Embed specific skills and knowledge that are especially valued in the student’s cultures into academic instruction.

•

Talk with the family about the assumptions that underlie their cultural values and priorities. Find the reasons for their priorities and preferences.

•

Incorporate projects into the curriculum that enable students to reflect on their culture, relate their culture to what they are learning, and share information about their culture with their classmates.

•

Invite families to share information with the class about their culture.

•

Acknowledge cultural differences and determine how you and the family can find “common ground” in your understanding.

Pearson eText Video Example 7.3: [Q3] Consider the importance of asking Patrick’s mother about her son’s strengths and needs. How does this educator, in Pearson eText Video Example 7.3, illustrate respect for Patrick’s mother?

[Q3 Model Response] Your response should include some of the following: •

The teacher solicited meaningful feedback from Patrick’s mother.

•

The teacher asked about Patrick’s upbringing.

•

The teacher asked Patrick’s mother to share his strengths and challenges.

•

The teacher actively listened to Patrick’s mother.

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Chapter 7 Test Items Multiple-Choice Questions 1. Within the context of education, respect is often defined as A. A mutual feeling B. Demonstrating appreciative feelings for an individual or group C. Partnership between families and professionals D. Sharing information with others 2. By displaying respect to an individual, you are recognizing that the individual is—like all other individuals—entitled to be treated with impartiality regardless of the extent of their educational challenges. This is an example of respect within which value of social justice?

A. Dignity B. Fairness C. Equality of opportunity D. Trust 3. Respect between families and school professionals may include which of the following?

A. Sharing personal information B. Expressing fairness C. Acknowledging each other’s expertise D. Developing a communication system 4. Research showed that when professionals respected families, the families demonstrated better: A. Speaking skills B. Familiarity with educational law C. Listening skills D. Mental health 5. All of the following are examples of respect demonstrated by a school professional EXCEPT: A. Developing relationships with families B. Transferring communication with the family to an assistant C. Treating the family with esteem D. Being prepared to meet with the family 6. Describing a 12-year-old student like a 5-year-old child is an example of what?

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D. Cognitive-based thinking 7. Which of the following is an example of treating students and their families with dignity?

A. Invite families to your home B. Share your personal cell phone with families C. Balance the power dynamic D. Develop a communication system 8. One way to demonstrate respect is to do which of the following?

A. Adhere to boundaries B. Share personal information C. Develop a list of mutual expectations D. Communicate your needs 9. One example of balancing the power dynamic with families includes which of the following activities?

A. Share legal rights with families B. Interview the family members about the student before a parent–teacher meeting C. Acknowledge that families are experts about their children D. Ask families to share information about their child 10. Which of the following logistical activities is an example of demonstrating respect for families during a special meeting, such as discussing an Individualized Education Program (IEP)?

A. Schedule the meeting to last one hour B. Have professionals attend the entire meeting with a family; no one leaves early C. Have meetings in a room with an open door D. Have the meeting in the school classrooms so that the parents will know where to go 11. Which of these activities demonstrates respect to families?

A. Demonstrate affective and cognitive empathy B. Demonstrate knowledge and skills C. Demonstrate power and knowledge D. Demonstrate empathy and knowledge 12. Respect indicates that you are treating an individual with which of the following?

A. Care B. Orderliness C. Equality of opportunity D. Happiness 13. Which is a barrier to respect?

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A. Different goals B. Shared experiences C. Misunderstandings D. Deficit-based thinking Essay Questions 1. Define respect within the context of family–professional partnerships.

2. Summarize research explaining the effect of respect on families, students, and family–professional partnerships 3. Define and apply three strategies that can build respect within family–professional partnerships.

4. Describe the barriers that can impact respect between families and professionals.

5. Discuss how to balance the power between families and professionals.

6. Recall a time in your life when you either treated someone else or were treated with dignity. Describe the specific actions that took place and how you or they treated someone with dignity.

7. Describe actions a professional can make to pay attention to families.

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Chapter 7 Test Answer Key ANSWER KEY: Chapter 7 Test (Multiple Choice) 1. B 2. B 3. C 4. D 5. B 6. A 7. C 8. B 9. C 10. B 11. A 12. C 13. D

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Chapter 8: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 8: Communication Learning Outcome Quizzes

1

Application Exercises

14

Test Items

21

Test Answer Key

26

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 8: Communication Chapter 8 Learning Outcome Quizzes Learning Outcome 8.1: Define communication and explain its relevance to trusting family–professional partnerships.

[Q1] Today’s is Sahra’s first round of mid-year parent–teacher conferences. Her first meeting is with Tanya, the mother of Trey, one of the students in her 5th-grade class this year. In the meeting, Tanya explains that things have been tough at home in the evenings recently since her family friend, who usually takes care of Trey and her two other children in the afternoons after school while Tanya is working, has been unavailable due to having to have surgery on her back. Tanya explained that a key stressor is that the after-school program does not help Trey with homework so when the family gets home around 6 p.m., Tanya has to find time to help him and her other children with homework on top of all of the other tasks (dinner, baths) before bedtime.

Given that communication is the key way in which professionals demonstrate the other partnership dimensions of equity, respect, advocacy, and commitment, which of the following responses could Sahra offer to best communicate equity? The Sunshine Model definition for equity may assist you in answering this question: Equity refers to the legal doctrine and educational practice of enlarging, supplementing, or overriding narrow and rigid systems of law, including systems that purport to offer equality and equal opportunity but that do not because they do not take into account that some people need accommodations or unequal treatment in order to have equal opportunity.

1. “Tanya, this does sound tough. Would it help if I try to arrange for time during the school day for Trey to finish his homework, or at least some of it to ease the burden?” [correct] 2. “Tanya, I’m really sorry to hear about the additional stressors. I believe that homework is very important for learning; otherwise, I promise you I would not assign it.”

3. “Tanya, this situation sounds stressful. There is a parenting class on time management being offered next week. I’ll send you the information as I think it will be useful for you given what you have shared.”

4. “Tanya, I’m surprised to hear that this has been a burden. The homework should not be taking Trey more than 15 minutes to complete. I believe that should be manageable. I’ll talk with him to make sure he understands this.”

[Feedback for Correct Answer 1] In this response, Sahra is demonstrating equity through her communication by offering to make accommodations for how Trey completes homework. Communicating this accommodation shows that Sahra recognizes the need to supplement or adapt her existing procedures based on the needs that Trey and Tanya have at the current

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moment regarding homework and after-school care. This is a great example of the ways in which communication is a vehicle for the partnership dimension of equity.

[Feedback for Answer Choice 2] In this response, Sahra does not communicate possible accommodations or adaptations that would result in equity based on the needs that Tanya expressed in the conference about homework. Rather, Sahra chooses to communicate a defense of her policies. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of equity.

[Feedback for Answer Choice 3] In this response, Sahra does not communicate possible accommodations or adaptations that would result in equity based on the needs that Tanya expressed in the conference about homework. Rather, Sahra chooses to communicate about ways that Tanya could change her behavior. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of equity.

[Feedback for Answer Choice 4] In this response, Sahra does not communicate possible accommodations or adaptations that would result in equity based on the needs that Tanya expressed in the conference about homework. Rather, Sahra chooses to communicate about ways that Trey could change her behavior. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of equity.

[Q2] Today’s is Sahra’s first round of mid-year parent–teacher conferences. Her first meeting is with Tanya, the mother of Trey, one of the students in her 5th-grade class this year. In the meeting, Tanya explains that things have been tough at home in the evenings recently since her family friend, who usually takes care of Trey and her two other children in the afternoons after school while Tanya is working, has been unavailable due to having to have surgery on her back. Tanya explained that a key stressor is that the after-school program does not help Trey with homework so when the family gets home around 6 p.m., Tanya has to find time to help him and her other children with homework on top of all of the other tasks (dinner, baths) before bedtime.

Given that communication is the key way in which professionals demonstrate the other partnership dimensions of equity, respect, advocacy, and commitment, which of the following responses could Sahra offer to best communicate respect? The Sunshine Model definition for respect may assist you in answering this question: Within the context of family–professional partnerships, respect refers to action that families and professionals take in treating one another with esteem via their words and actions. The researchers who have characterized respect as treating others with esteem made it clear that respect includes honoring cultural diversity, affirming strengths, and treating students and families with dignity.

1. “Tanya, many families struggle in the evenings. Perhaps you could reach out to another parent for ideas on how to get everything done.”

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2. “Tanya, I’ve heard negative things about the after-school care from other families as well, not just that they don’t do homework but that they also do not provide enough of a snack in the afternoon. I recommend trying to find another program for Trey.”

3. “Tanya, the fact that you are trying so hard to make everything work in the evenings shows how much you care about Trey’s learning and progress in school. By telling me your concerns, you are advocating for Trey, which is also very important for his learning.” [correct] 4. “Tanya, thank you for telling me this because it explains why I’ve been getting incomplete homework assignments from Trey recently. I’m his biggest cheerleader, and I’ve been surprised to see his grades slipping.”

[Feedback for Answer Choice 1] In this response, Sahra approaches her communication with Tanya from a deficit perspective, suggesting that Tanya needs assistance from other parents in the class.

She does use this communication opportunity to affirm strengths or esteem, honor cultural diversity, or treat Tanya or Trey with dignity. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of respect.

[Feedback for Answer Choice 2] In this response, Sahra approaches her communication with Tanya from a deficit perspective, suggesting that Tanya selected a poor after-school program. She does use this communication opportunity to affirm strengths or esteem, honor cultural diversity, or treat Tanya or Trey with dignity. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of respect.

[Feedback for Correct Answer 3] In this response, Sahra affirms esteem and strengths, and treats Tanya with dignity by recognizing and validating Tanya’s hard work to ensure Trey is successful in school, and her advocacy for Trey’s learning. This is a great example of the ways in which communication is a vehicle for the partnership dimension of respect.

[Feedback for Answer Choice 4] In this response, Sahra approaches her communication with Tanya from a deficit perspective, suggesting that she is Trey’s strongest advocate. She does use this communication opportunity to affirm strengths or esteem, honor cultural diversity, or treat Tanya or Trey with dignity. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of respect.

[Q3] Today’s is Sahra’s first round of mid-year parent–teacher conferences. Her first meeting is with Tanya, the mother of Trey, one of the students in her 5th-grade class this year. In the meeting, Tanya expresses her concern that Trey is starting to have a bad attitude about his type I diabetes. She said he complains about monitoring his blood glucose, following his meal plan, and about taking his medications. Tanya says she thinks that his negative attitude is stemming from his need to not feel “different” around his peers.

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She says she understands that this is a normal response, given his age, but that if he does not take his daily maintenance seriously, there could be detrimental consequences to his health and she is very concerned about this. Tanya asks Sahra about strategies or solutions that they could implement at school to help normalize differences.

Given that communication is the key way in which professionals demonstrate the other partnership dimensions of equity, respect, advocacy, and commitment, which of the following responses could Sahra offer to best communicate advocacy? The Sunshine Model definition for advocacy may assist you in answering this question: Advocacy refers to pleading one’s own or another’s case or cause. Within the context of education, advocacy often extends to pleading for a student.

1. “Tanya, I’ve seen a similar shift in Trey at school in his attitude in general, not just about his diabetes. I genuinely think this is a ‘phase.’”

2. “Tanya, these types of supports would be offered only if Trey qualified for accommodations. I recommend contacting the principal to discuss eligibility for a 504 plan. Please do follow up with me to let me know after you have had a chance to speak with the principal.”

3. “Tanya, it sounds like counseling might be appropriate to help Trey work through his feelings about his diabetes. I recommend speaking with your pediatrician for recommendations, or feel free to reach out to the counselor here at Trace Elementary.”

4. “Tanya, based on the concerns you have shared, I think a good next step would be to set up a meeting with the nurse to discuss ways we can work together to best support Trey. I will reach out to her, if that sounds good to you, and follow up to schedule.” [correct] [Feedback for Answer Choice 1] In this response, Sahra communicates a dismissive attitude about Tanya’s concerns, and is therefore not communicating advocacy, or pleading Trey’s case/cause. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of advocacy.

[Feedback for Answer Choice 2] In this response, Sahra recommends that Tanya contact the principal. To communicate her advocacy, Sahra should have offered to contact the principal on Trey and Tanya’s behalf, thus pleading Trey’s case/cause. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of advocacy.

[Feedback for Answer Choice 3] In this response, Sahra recommends that Tanya contact her pediatrician or the school counselor. To communicate her advocacy, Sahra should have offered to contact the school counselor on Trey and Tanya’s behalf, thus pleading Trey’s case/cause. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of advocacy.

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[Feedback for Correct Answer 4] In this response, Sahra communicates that she will, given Tanya’s ok, reach out to the school nurse for a meeting focused on brainstorming solutions and strategies for supporting Trey. This is a great example of the ways in which communication is a vehicle for the partnership dimension of advocacy.

[Q4] Today Sahra is having a follow-up phone meeting with Tanya, the mother of Trey, who is one of the students in her 5th-grade class this year. At the mid-year parent–teacher conference, Tanya shared that completing homework in the evenings has been challenging due to limited time. Tanya indicated that they had a recent change in their afternoon schedule because the family friend who used to care for Trey and her other children after school has been unable to help due to her recent back surgery. This friend was such a huge source of support to Tanya and her children, and therefore losing her help has resulted in added evening stress for the family, especially related to homework completion. In response, Sahra offered to make time during the day for Trey to complete his homework. Sahra’s follow-up phone meeting with Tanya today is focused on checking in on how this new strategy for completing homework at school is working.

On the phone call, Tanya expresses her gratitude to Sahra for making the homework change, saying that it has really helped everyone feel less overwhelmed and anxious in the evenings. She even breathed a sigh of relief, and Sahra could almost feel her grin shining through the phone. And then Tanya expresses a new concern about Trey. She says he has taken a turn recently at home in his attitude about his type 1 diabetes, pushing back on her when she reminds him to take his medicine, check his blood glucose levels, and follow his eating plan. She says she is really worried about this shift in his attitude because if he is not careful about his daily care, there could be serious health consequences. She thinks he is rebelling because he is realizing he is “different” from his peers and he just wants to be normal.

Given that communication is the key way in which professionals demonstrate the other partnership dimensions of equity, respect, advocacy, and commitment, which of the following responses could Sahra offer to best communicate commitment? The Sunshine Model definition for commitment may assist you in answering this question: Commitment refers to a deliberate choice (volition) to prioritize and value partnerships (bonding), and to be dedicated to and assume responsibility for partnership outcomes.

1. “Tanya, I believe that this concern is really more in line with a medical professional’s expertise. I am happy to make accommodations about homework, but I recommend reaching out to your pediatrician to discuss strategies related to Trey’s diabetes.”

2. “Tanya, I can see why you are concerned. Would you like to set up a meeting with the school nurse, myself, and perhaps the school counselor to brainstorm solutions to help Trey be successful? I would appreciate input from you and these other professionals regarding strategies that I could use in the classroom to support best support Trey.” [correct]

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3. “Tanya, I have not seen a change in Trey at school. Perhaps this is a challenge that is unique to home. Could this be because of the change with your family friend not being available in the afternoon?”

4. “Tanya, perhaps the school nurse could work with Trey on this. I’m happy to connect you with her if you would find that to be useful.”

[Feedback for Answer Choice 1] While teachers should recognize that it is not their role to provide medical advice, the concerns that Tanya expressed related to Trey’s struggles with feeling “different” are highly pertinent to a teacher’s role. In this response, Sahra did not choose to prioritize her partnership with Tanya (volition), and she did not assume responsibility for outcomes. Rather, she communicated to Tanya that it was the sole responsibility of a medical professional to address her concerns. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of commitment.

[Feedback for Correct Answer 2] In this response, Sahra chose to prioritize and value her partnership with Tanya (volition and bonding) as well as demonstrated dedication by offering to set up a meeting that included herself, Tanya, the school nurse, and the school counselor. By sharing that she would like to implement strategies in the classroom to support Trey, Sahra is demonstrating responsibility. This is a great example of the ways in which communication is a vehicle for the partnership dimension of commitment.

[Feedback for Answer Choice 3] In this response, Sahra did not choose to prioritize her partnership with Tanya (volition), and she did not assume responsibility for outcomes. Rather, she communicated to Tanya that this was not an issue that required partnership because the issue stemmed from contexts within the family and home. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of commitment.

[Feedback for Answer Choice 4] In this response, Sahra did not choose to prioritize her partnership with Tanya (volition), and she did not assume responsibility for outcomes. Rather, she communicated to Tanya that it was the responsibility of the school nurse to address her concerns. This is not a good example of the ways in which communication is a vehicle for the partnership dimension of commitment.

Learning Outcome 8.2: Describe four characteristics of effective family–professional communication practices and two considerations of each characteristic that can help you build trusting partnerships with families.

[Q1] Mr. Ryder, a 3rd-grade teacher at Cree Meadows Elementary, and Ms. Schmidt, the foster mom to William, a student in Mr. Ryder’s class, are meeting this afternoon to discuss William’s progress with a home–school daily report card strategy designed to promote William’s positive behaviors in both environments. The idea for the report card 6 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

came to them out of a brainstorming session just after William started school. They were both noticing concerning behaviors and needed to find solutions that would best support William. Ms. Schmidt remarked to a friend recently how refreshing it has been for Mr. Ryder to listen to her concerns and to be responsive to her thoughts about what is best for William. She told her friend that she is trying to do the same—listen and respond to the concerns Mr. Ryder has—because she feels this is the best way to help William. Based on the information provided, which of the following best describes the aspect of communication that Ms. Schmidt is responding most positively to?

1. Two-way [correct] 2. Frequent and regular 3. Culturally responsive 4. Translated [Feedback for Correct Answer 1] Two-way communication refers to the back-and-forth flow of information and perspectives between professionals on the one hand and family members on the other about a student’s progress. Ms. Schmidt appreciates that Mr. Ryder listens to her and responds based on what she shares with him, and she seeks to do this as well. This type of dialogue reflects two-way communication.

[Feedback for Answer Choice 2] Frequent and regular communication refers to planned communication that occurs within short time periods and is implemented in a consistent and predictable pattern.

While the daily report card suggests daily communication, which is frequent and regular, this is not the aspect of communication that Ms. Schmidt is referring to when describing her satisfaction with the communication she and Mr. Ryder have.

[Feedback for Answer Choice 3] Culturally responsive communication recognizes that language is closely linked with culture, and while cultural responsiveness is highly relevant to all parent–teacher communication, this is not the aspect of communication that Ms. Schmidt is responding to at this time, based on the information provided.

[Feedback for Answer Choice 4] Translation refers to the rendering of written communication from one language into another, which is not discussed in this scenario.

[Q2] The daily report card strategy that Mr. Ryder and Ms. Schmidt have been implementing involves daily back-and-forth communication about William’s progress with using positive behaviors, and also about their perceptions of whether the reinforcements they are using to promote his positive behavior are successful. Ms. Schmidt has felt relief in knowing when to expect communication from Mr. Ryder and in knowing when he expects to receive communication from her. With previous teachers, she felt it was often unclear when and how she should be communicating about William’s progress. Based 7 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

on the information provided, which of the following best describes the aspect of communication that Ms. Schmidt is responding most positively to?

1. Two-way 2. Frequent and regular [correct] 3. Culturally responsive 4. Translated [Feedback for Answer Choice 1] Two-way communication refers to the back-and-forth flow of information and perspectives between professionals on the one hand and family members on the other about a student’s progress. While their communication is two-way, Ms. Schmidt is focused on another aspect of communication in describing her satisfaction at this time, based on the information provided.

[Feedback for Correct Answer 2] Frequent and regular communication refers to planned communication that occurs within short time periods and is implemented in a consistent and predictable pattern. In describing her relief with knowing the expectations for how often to communicate, she is describing her satisfaction with frequent and regular home–school communication.

[Feedback for Answer Choice 3] Culturally responsive communication recognizes that language is closely linked with culture, and while cultural responsiveness is highly relevant to all parent–teacher communication. Based on the information provided, this is not the aspect of communication that Ms. Schmidt is responding to at this time.

[Feedback for Answer Choice 4] Translation refers to the rendering of written communication from one language into another, which is not discussed in this scenario.

[Q3] Saying, “Oh really” with hands on hips, eyebrows raised in a questioning expression, and with a sarcastic tone that ends in a question can differ from saying the same words, “Oh really,” but with an enthusiastic expression, hands clapping together excitedly, and a friendly, open tone. Based on the information provided, which of the following best describes the aspect of the English language that is used to interpret the difference between these two messages: 1. Phonology 2. Syntax 3. Semantics 4. Pragmatics [correct]

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Feedback for Answer Choice 1] Phonology refers to the sounds of the language—the building blocks used to form words. If what were described here were sounds such as “m,” “b” or “sh,” then then answer would be phonology.

[Feedback for Answer Choice 2] Syntax refers to the ways in which sounds combine to form words and sentences. If what were described here were a mixture of sounds used in combination to make different words or sentences, then the answer would be syntax.

[Feedback for Answer Choice 3] Semantics refers to the meaning of words, phrases, and sentences. If what were described here were definitional in nature, then the answer would be syntax.

[Feedback for Correct Answer 4] Pragmatics refers to the implied meaning that is derived from the context and unspoken messages being communicated. Since what is described here refers to meaning that changes the phrase “Oh really,” based on the context and unspoken messages, pragmatics is the correct answer.

[Q4] Tabitha often attends meetings at the school to assist families who have recently moved to the U.S. from Somalia with understanding the policies and procedures of the American school system. In addition, she helps school personnel understand the culture and customs of families in their school community who are from Somalia. What is the best term for the services Tabitha provides?

1. Interpreter services 2. Translation services 3. Cultural broker services [correct] 4. Early intervention services [Feedback for Answer Choice 1] An interpreter is a person who renders the communication of oral/spoken or signed (through-the-air) communication from one language into another. It is not mentioned in the scenario that Tabitha provides interpreting services.

[Feedback for Answer Choice 2] Translation services refer to the rendering of written communication from one language into another. It is not mentioned in the scenario that Tabitha provides translation services.

[Feedback for Correct Answer 3] Cultural broker services involve an individual who facilitates, by bridging, linking, or mediating between persons or groups of persons of different cultural backgrounds for 9 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

the purpose of producing change. The individual supports persons to cross their respective cultural boundaries. Since Tabitha assists families with understanding the American school system and schools with understanding Somalia culture, she is providing cultural broker services at this school.

[Feedback for Answer Choice 4] Early intervention services are authorized by Part C of IDEA and are designed to benefit infants and toddlers (birth through age 2) who have a disability or who are at risk of developing a disability, as well as their families. There is no reference to services for infants or toddlers with disabilities/delays in this scenario.

Learning Outcome 8.3: Describe four communication strategies that serve to build trusting family–professional partnerships.

[Q1] Ms. Reevas takes a deep breath through her nose while counting to five and then exhales slowly while continuing for another count to 5. She then puts her cell phone away and opens her door. She is now ready for her first parent–teacher conference of the afternoon. Based on the information provided, what strategy is Ms. Reevas using?

1. Listening to her needs 2. Being present [correct] 3. Being mindful 4. Nonverbal listening [Feedback for Answer Choice 1] Listening refers to understanding, evaluating, and interpreting a speaker’s message.

There is no such term as listening to one’s needs within the communication dimension of the Sunshine Model.

[Feedback for Correct Answer 2] Being present refers to being in your conversations with families and strategies include noticing your breathing, mentally scanning your body, and counting back from 10 to 0.

Ms. Reevas is using a being present strategy in this scenario.

[Feedback for Answer Choice 3] Mindfulness refers to paying attention in a particular way on purpose in the present moment and non-judgmentally and is a strategy that can be used in seeking to be present with families while communicating; since mindfulness is more than breathing, it is not applicable to this scenario.

[Feedback for Answer Choice 4] Nonverbal listening refers to eye contact and body language to communicate openness.

This is not referenced in this scenario.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Q2] To learn more about Ms. Schmidt’s concerns regarding William’s behavior at home, Mr. Ryder comments, “Tell me more about what you are noticing.” In saying this, which of the following strategies did Mr. Ryder use?

1. Checking assumptions 2. Open-ended questions [correct] 3. Closed-ended questions 4. Paraphrasing [Feedback for Answer Choice 1] Checking assumptions refers to asking questions to ascertain the degree to which the listener accurately captured the meaning of the disclosure’s response. When checking assumptions, the listener may restate or paraphrase the speaker’s comments and then add the assumption made, asking if the assumption is correct. For example, “You mentioned that you are tired and that you were busy last night. Is it right that you are tired because you were up late?" In the scenario for this question, Mr. Ryder does not state an assumption and does not ask for Ms. Schmidt to verify if that assumption is correct.

[Feedback for Correct Answer 2] Open-ended questions typically begin with “who,” “what,” “when,” “where,” and “why”; they cannot be answered in only a few words. Open-ended questions can be in the form of a statement rather than a question, such as in Mr. Ryder’s comments. His statement, “Tell me more about what you are noticing” meets the definition for open-ended questions because he is using it to encourage Ms. Schmidt to give him more details about her perspectives and thoughts.

[Feedback for Answer Choice 3] Closed-ended questions typically begin with “do,” “is,” “are,” and “when.” They can typically be answered in a few words and are used to confirm specific information rather than to encourage details on perspectives and thoughts.

[Feedback for Answer Choice 4] Paraphrasing refers to repeating what is said using the listener’s own words, which is not observed in this scenario.

[Q3] After learning that Ms. Schmidt is not getting much sleep because of managing William’s behaviors, which escalate in the evening hours, and that she has felt guilty about hiring in-home assistance for respite. Mr. Ryder comments, “It makes sense that you would need respite care. Sleep is so important for well-being and overall health. It also makes sense that this would be a difficult decision. You want to be the one to care for William, and it is hard to delegate that to someone else. The fact that you are struggling with this shows what an amazing parent you are to William because you 11 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

really care so much about his well-being and you want to be there for him no matter what.” Based on the information provided, which of the following best represents Mr. Ryder’s comment?

1. Listening 2. Demonstrating understanding 3. Validating [correct] 4. Reflecting feelings [Feedback for Answer Choice 1] Listening refers to understanding, evaluating, and interpreting a speaker’s message.

Here, Mr. Ryder is contributing to the communication, so he is doing more than listening.

[Feedback for Answer Choice 2] Demonstrating understanding refers to showing the speaker that you understand how they perceive themselves as well as their needs, beliefs, feelings, values, goals, and personal history. If Mr. Ryder were to say, “It sounds like the choice to hire in-home respite care is weighing on you,” he would be demonstrating understanding of Ms. Schmidt’s perspectives, from her point of view. Here, he contributes something different to the communication interaction, which does not represent demonstrating understanding.

[Feedback for Correct Answer 3] Validating refers to communicating acceptance and understanding of families’ perspectives and emotions. By giving credibility to Ms. Schmidt’s decision to hire inhome respite care assistance and communicating acceptance of the struggles she had in making that decision, Mr. Ryder is validating Ms. Schmidt's perspectives and feelings about this issue.

[Feedback for Answer Choice 4] Reflecting feelings refer to statement listeners use to depict speakers’ feelings, like paraphrasing. Here, Mr. Ryder is not simply repeating back or summarizing Ms. Schmidt’s feelings. He goes further in his comments, which reflect another communication strategy.

[Q4] Mr. Ryder and Ms. Schmidt have been communicating about William, a student in Mr. Ryder’s 3rd-grade class this year and Ms. Schmidt’s foster son. Ms. Schmidt has shared how difficult things have gotten in the evenings recently, as this is the time when William’s behaviors have started to escalate. Mr. Ryder tells Ms. Schmidt that he is sorry to hear of these challenges, both for her and for William, and that he wants her to know he is here to brainstorm or to be a sounding board. Based on the information provided, which of the following best represents Mr. Ryder’s comment?

1. Showing care [correct] 12 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

2. Demonstrating understanding 3. Validating 4. Listening [Feedback for Correct Answer 1] Showing care refers to communicating to families that you want to know what their perspectives and concerns are, and that you are committed to supporting them in meeting the needs of their child. Here, Mr. Ryder is showing care by expressing his concern for Ms. Schmidt’s and William’s well-being and by offering his availability for communication and brainstorming.

[Feedback for Answer Choice 2] Demonstrating understanding refers to showing the speaker that you understand how they perceive themselves as well as their needs, beliefs, feelings, values, goals, and personal history. If Mr. Ryder were to say, “It sounds like the choice to hire in-home respite care is weighing on you,” he would be demonstrating understanding of Ms. Schmidt’s perspectives, from her point of view. Here, he contributes something different to the communication interaction, which does not represent demonstrating understanding.

[Feedback for Answer Choice 3] Validating refers to communicating acceptance and understanding of families’ perspectives and emotions.

[Feedback for Answer Choice 4] Listening refers to understanding, evaluating, and interpreting a speaker’s message.

Here, Mr. Ryder is contributing to the communication, so he is doing more than listening.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 8 Application Exercises Chapter 8: Communication Application Exercise 8.1: Analyzing Two-Way, Culturally Responsive, and Frequent/Regular Communication in Family–Professional Partnerships Learning Outcome 8.1: Define communication and explain its relevance to trusting family–professional partnerships.

Pearson eText Video Example 8.7: [Q1] In Pearson eText Video Example 8.7, consider the interaction between a teacher and a parent.

Question: What two-way communication do you observe in this video? Based on what you read in the chapter, what advice would you give this teacher to further improve her two-way communication with the family member, and why?

[Q1 Model Response] The teacher starts the conversation by asking the family member to share her ideas about the choices she thinks the student would enjoy as a reward for meeting expectations at school. Asking an open-ended question invites input from families, setting the tone for two-way communication. The teacher listens to the family member’s ideas about choices, which further encourages two-way communication. In addition, there are several back-and-forth exchanges at the start of the conversation, and the family member offers thoughts and ideas without the teacher explicitly asking for her input at several points during the conversation, which the teacher acknowledges. Since the family member feels comfortable freely contributing her ideas, this could suggest that a tone of two-way communication has been previously established in the partnership. However, there is room for improvement in the two-way communication represented in this video as the teacher has most of the talk time.

I would recommend that the teacher ask more open-ended questions and use encouraging statements such as “Tell me more” to improve the two-way communication during this exchange. For example, toward the end of the video, when the family member asks the teacher if she has thought of removing the bike as a reward option, she could ask, “Tell me more about what you are thinking about the bike.” She could also ask the family member to share her experiences with reward options at home. By inviting more perspectives and thoughts from the family member through two-way communication, the teacher would gain additional and important insight about what could be effective at school in meeting her student’s needs.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Q2] Scenario: Gloria Williams, a kindergarten teacher at J.W. Hart Elementary, has been looking forward to her meeting with Pablo’s mom, Guadalupe Hernández, this afternoon. She and Guadalupe have had positive communication since their first conference in the fall, and she looks forward to sharing the encouraging progress Pablo has made in his language and communication skills, as well as his behavior. Guadalupe speaks only Spanish, and since Gloria speaks limited Spanish, she and Guadalupe have been communicating mostly in writing using a translation application. Gloria is looking forward to a face-to-face conversation with Guadalupe through an interpreter.

She feels so much can get lost in writing since there are no cues from body language and tone, and on top of that, she worries that the translation app, while a wonderful resource, is not 100% accurate. When Guadalupe and the interpreter arrive for the meeting, Gloria greets them at the main office and escorts them to her classroom. She makes some small talk by asking them how their days have been, and she comments on the beautiful sunny day they are having. She said that one child came up to her at recess and said, “Ms. Williams, the clouds are balls of cotton!” When Gloria, Guadalupe, and the interpreter enter the classroom, Gloria invites Guadalupe and the interpreter to have a seat at the kidney-shaped table in her room that she uses for small group instruction. She avoids sitting at the “head” of the table because she wants to send the message that she and Guadalupe are equals. Even though Gloria is speaking through an interpreter, she notices that Guadalupe pays close attention to her when she is speaking. She makes sure she talks directly to Guadalupe and not to the interpreter.

Gloria starts the meeting by sharing a recent observation she had of Pablo helping a friend who was “stuck” in sandpit earlier that week. She commented, “Mrs. Hernández, I just love having Pablo in my class. He has a heart of gold.” Gloria then tells Guadalupe that she would like to share some good news about the progress Pablo is making in her classroom. She explains that she has seen improvements in Pablo’s behavior since he started using his augmentative communication device. He no longer pokes his classmates or pulls their hair when he wants to say something to them. Instead, he uses appropriate behaviors such as using his device to say, “Hello,” or “Do you want to play?”

Gloria explains that she and the speech therapist have been collecting data on Pablo’s verbal output and his output using his augmentative device, and that his language skills have soared. He uses his device to ask and answer simple questions, and his relationships with peers are improving as well. He has come a long way since the beginning of the year when he had just five intelligible words, and she is thrilled to share this positive progress. She looks forward to seeing even more gains before the school year ends.

Question: In what ways could Gloria’s communication be unclear to Guadalupe, and why? How could Gloria’s communication be improved?

[Q2 Model Response] Gloria’s communication could be unclear to Guadalupe because of her use of idioms (“He has a heart of gold”) and metaphors (“The clouds are balls of cotton!,” saying his language skills have “soared”). Further, she uses technical terms that may be unfamiliar to Guadalupe such as augmentative “communication device,” “verbal output,” and 15 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

“intelligible speech.” She could improve this communication by clarifying the meaning of the idioms, metaphors, and technical terms that could be misinterpreted or misunderstood. She could also show Guadalupe the communication device and the ways in which Pablo uses it to ask and answer questions. Providing an example of how his relationships have improved would help as well. Finally, stopping to check for understanding or questions would be important in making sure her communication is clear.

Pearson eText Video Example 8.9: [Q3] Use Pearson eText Video Example 8.9 to answer the following question: Does the text messaging communication strategy discussed in the video meet the definition for frequent and regular communication, as described in the chapter? Why or why not?

[Q3 Model Response] Frequent and regular communication refers to planned communication that occurs within short time periods (on a continuum from once every grading period to daily) and is implemented in a consistent and predictable pattern. The plan that the family member and professionals decide does not meet the definition for frequent and regular communication because neither of these factors are specified.

It is possible that they will be communicating weekly or monthly, thus meeting the definition for “frequent” communication, but it is also possible that they will be texting about Mallory’s signs only a few times a year, which would not meet the definition for frequent communication.

Second, they do not establish a consistent and predictable pattern for their text message communication. In sum, while their idea is relevant for their purpose, it is not in alignment with the definition of frequent and regular communication.

Application Exercise 8.2: Analyzing Listening Communication Strategies Learning Outcome 8.2: Describe four characteristics of effective family– professional communication practices and two considerations of each characteristic that can help you build trusting partnerships with families.

[Artifact] Figure 8.3: Strategies for Being Present [Q1] Use Figure 8.3, Strategies for Being Present, to answer the following question: Choose two of the being present strategies and try them out in a quiet area with minimal distractions. Did the experience help to clear your mind of distractions? What changes could you make so that next time, the being present strategies you use are more effective for you?

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

[Q1 Model Response] Your answer should include some of the following: •

A statement about whether or not you felt your mind was clearer of distractions after trying the strategy. For example, you might say that you tried the “Simply count back from 10 to zero” strategy, but when you got to “5,” you heard a car horn and you were distracted. Or you might say that you tried the “feel your feet on the floor” strategy and you found this to be very effective in clearing your mind bringing you to the present moment.

•

A statement about what changes you could make to improve your use of being present strategies. For example, you might say that you could put ear buds or headphones on with soothing background music that will drown out sounds in your house or school that could distract you.

[Artifact] Figure 8.4: Tips for Using the SOLER Strategy Pearson eText Video Example 8.4: [Q2] Use Figure 8.4, Tips for Using the SOLER Strategy, and Pearson eText Video Example 8.4 to answer the following question: Describe the ways in which the teacher in the video example uses each aspect of the SOLER strategy in her use of nonverbal listening behaviors.

[Q2 Model Response] S: The teacher faces her chair to the family member. She sits straight and communicates with her full attention. When she has to pull something up on her computer, she tells the family member that she needs to do that. She looks down, finds the information she needs, and then looks up and gives the family member her full attention again before continuing the communication.

O: The teacher’s body language is open and relaxed. She does not cross her arms or obstruct the view between herself and the family member.

L: The teacher leans toward the family member while speaking in an appropriate way.

There is a table between them, but her posture is more forward than backward, indicating openness and availability.

E: The teacher uses eye contact effectively when communicating with the family member. Her expression shows warmth and caring.

R: The teacher’s stance is relaxed and comfortable. She uses hand gestures in a natural way. The exchange is not rigid or formal, but it is also not casual.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Pearson eText Video Example 8.5: [Q3] In the Pearson eText Video Example 8.5, notice the encouraging statement the educator uses at the beginning of the conversation with the family member.

Question: Suppose this teacher asked for your advice on how well she used verbal listening behaviors in her communication with the family member. What would you tell her about her strengths and ways she could improve?

[Q3 Model Response] I would tell this teacher that her strength was her use of encouraging statements. While the family member was reacting to her recommendation about the “how big is my problem” strategy, she encouraged the family member to talk by at first using silence (briefly) and then by using quick verbal encouraging statements: “yeah,” “um-hum,” and “right.”

The teacher could improve her verbal listening behaviors by incorporating short statements such as, “I’d like to hear more about your thoughts about how this would work at home.” She could also incorporate paraphrasing and assumption checking such as, “It sounds like talking to King about the size of his problem will be new for you. Did I get that right?” or “How do you think this will work at home?” And then she could follow up with an open-ended question such as, “What supports can I provide that will help you try this at home?”

Application Exercise 8.3: Analyzing Connecting and Expressing Communication Strategies Learning Outcome 8.3: Describe four communication strategies that serve to build trusting family–professional partnerships.

Pearson eText Video Example 8.5: [Q1] In the Pearson eText Video Example 8.5, notice the encouraging statement the educator uses at the beginning of the conversation with the family member.

Question: What do you notice about the teacher’s ability to demonstrate understanding of the family member’s thoughts and perspectives? What advice would you give her to help her improve?

[Q1 Model Answer] The family member in the video appears to be processing the “size of my problem” strategy that the teacher is recommending she use at home. The family member comments that this is “kind of different,” and that addressing the “emotional piece” is good to know. After the family member makes these comments, the teacher starts 18 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

talking about how it is important to recognize that all feelings are ok. This is not what the mother was communicating to her, and the lack of demonstrating understanding could leave the family member feeling unheard or confused. I would recommend that the teacher first use open-ended questions and encouraging statements to find out more about what the family member is thinking about this strategy and then using paraphrasing, reflecting feeling, and assumption checking strategies to make sure she understands the family member’s viewpoints. An example of open-ended question/encouraging statements could be: “Tell me more about how this feels different from what you are already doing.” An example of reflecting feelings and assumption checking could be: “I’m sensing some uneasiness about this idea. Did I get that right?”

Pearson eText Video Example 8.8: [Q2] In the Pearson eText Video Example 8.8, consider what the parent has to say about the benefits of communicating via text message.

Question: In what ways did the teacher validate and show care in her communication with the family member?

[Q2 Model Response] The teacher validated the family member’s concern by telling her that it is important that children get the services they need and that as a parent, she should advocate for what she thinks her child should have. She showed care by offering to pass along a message to the PT and OT, or share their e-mails with her. She also showed care by telling the family member, “You know where I am.” Further, she showed care by extending the invitation to the family member to observe her working with her child, offering to text the family member the times of the day for various learning activities (e.g., reading group, writing, math). Finally, the teacher showed care at the closing of the meeting when she told the family member that “we” (i.e., the school staff) “really enjoy” her child, and by thanking the family member for coming to the meeting.

[Q3] Use the following e-mail to All Parents of Pre-P Biology Students to answer the question: In what ways does this e-mail align with the recommendations for written, asynchronous communication, as described in the chapter? In what ways does this email misalign with the recommendations? Explain.

Dear Parents, Hello! I hope this e-mail finds everyone well. I wanted to reach out to you because this is the second week of assignments for your child in pre-AP biology and some have yet to get on board. I’ve had conversations with some of your children and even some of you. I want to make sure you know what is expected as sometimes kids aren’t so forthcoming. For more information, please visit our class website. You will find your child’s specific class listed at the top. If you have any questions feel free to email me. I teach three different courses, 6 class periods, hold tutoring sessions before and after 19 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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school, along with two department meetings per week, but I’ll reply as soon as I can.

Thanks.

[Q3 Model Response] The e-mail aligns with the recommendation for written, asynchronous communication in that it is concise. That is, the e-mail is not overly worded, which is important given how busy families are. The e-mail misaligns with the recommendation to “push out” information to families in that it expects that families should search for information on the teacher’s website. The teacher could include a few bulleted points about the expectations that students are not meeting, rather than asking the family members to find those expectations on the website. The e-mail further misaligns with the recommendations for written, asynchronous in that it is not personalized. Families prefer personal e-mail communication about their child’s academic status. This mass e-mail could cause confusion as families of students who are meeting the expectations will also receive this e-mail, even though the information is not directed toward them, and family members of students who are not meeting expectations may be unclear about where their children stand in the class. Finally, there are content and tone issues that need to be addressed in order to match the intent. Saying “kids aren’t so forthcoming” and detailing out the teacher’s busy schedule sets a negative tone that he or she did not mean to convey.

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Chapter 8 Test Items Multiple-Choice Questions 1. Communication is central to trusting family–professional partnerships because: A. Communication is a two-way street and this is the cornerstone of trust B. Communication is the vehicle for enacting the other partnership dimensions C. Communication is about being a good listener, which is essential to partnerships D. Communication occurs across many modalities, which ensures flexibility 2. When information flows back and forth between professionals and family members, communication is: A. Frequent and regular B. Two-way C. Empathetic D. Culturally responsive 3. When communication is planned, occurring within short time periods in a predictable and consistent pattern, it is: A. Frequent and regular B. Two-way C. Empathetic D. Culturally responsive 4. The implied meaning that is derived from the context of unspoken messages refers to: A. Phonology B. Morphology C. Syntax D. Pragmatics 5. The meaning of words, phrases, and sentences refers to: A. Phonology B. Morphology C. Syntax D. Pragmatics 6. Which of the following describes when two or more words sound the same but are spelled differently?

A. Homophones B. Metaphors C. Idioms D. Similes 21 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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7. Phrases that do not reflect their literal meaning are referred to as: A. Homophones B. Metaphors C. Idioms D. Similes 8. Understanding, evaluating, and interpreting a speaker’s message is referred to as: A. Listening B. Connecting C. Expressing D. Asynchronous communication 9. Which of the following is a relevant being present strategy?

A. Counting backward from 10 to zero B. Showing up to class C. Being available to families D. Attending school events 10. When a person pays attention in the present moment, nonjudgmentally, this person is engaging in: A. Nonverbal listening behaviors B. Mindfulness C. Cultural responsiveness D. Validation 11. The “L” in the SOLER strategy stands for: A. Listen B. Look C. Lean forward D. Lazy 12. Repeating what is said using the listener’s own words refers to: A. Encouraging statements B. Open-ended questions C. Paraphrasing D. Checking assumptions 13. Short responses such as “Uh-huh” or “I see” are characteristic of: A. Encouraging statements B. Open-ended questions C. Paraphrasing D. Checking assumptions

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14. Questions that typically begin with who, what, when, where, and why are characteristics of: A. Encouraging statements B. Open-ended questions C. Paraphrasing D. Checking assumptions 15. In reflecting feelings, listeners should do which of the following?

A. Avoid reading too much into nonverbal cues B. Listen for feeling words or emotional experiences C. Share personal experiences and feelings with the speaker to connect D. Label all possible feelings to check for accuracy 16. Asking short questions to ascertain the degree to which the listener accurately captured the meaning of the speaker’s response is referred to as: A. Encouraging statements B. Open-ended questions C. Paraphrasing D. Checking assumptions 17. Demonstrating understanding involves which of the following?

A. Communicating to families that you want to know their perspectives and concerns and that you are committed to support them to meet the needs of their child B. Showing speakers that you understand how they perceive themselves as well as their needs, beliefs, values, goals, and personal history C. Communicating with families at the same time through spoken or signed communication D. Communicating acceptance and understanding of families’ perspectives and emotions 18. Validating involves which of the following?

A. Communicating to families that you want to know their perspectives and concerns and that you are committed to support them to meet the needs of their child B. Showing the speaker that you understand how they perceive themselves as well as their needs, beliefs, values, goals, and personal history C. Communicating with families at the same time through spoken or signed communication D. Communicating acceptance and understanding of families’ perspectives and emotions 19. Showing care involves which of the following:

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A. Communicating to families that you want to know their perspectives and concerns and that you are committed to support them to meet the needs of their child B. Showing speakers that you understand how they perceive themselves as well as their needs, beliefs, values, goals, and personal history C. Communicating with families at the same time through spoken or signed communication D. Communicating acceptance and understanding of families’ perspectives and emotions 20. Synchronous communication involves which of the following?

A. Communicating to families that you want to know their perspectives and concerns and that you are committed to support them to meet the needs of their child B. Showing speakers that you understand how they perceive themselves as well as their needs, beliefs, values, goals, and personal history C. Communicating with families at the same time through spoken or signed communication D. Communicating acceptance and understanding of families’ perspectives and emotions Essay Questions 1. A student in your third-grade class, Robby, has not submitted reading logs for the past 3 weeks. When you ask Robby why, he just shrugs his shoulders and says he doesn’t know. His grades are slipping in reading, and you decide you need to reach out to Robby’s mom for a meeting. In the space provided, write an e-mail to Robby’s mom requesting a meeting that adheres to the recommendations provided in the chapter for written, asynchronous communication.

2. A student in Ms. Tate’s third-grade class, Robby, has not submitted reading logs for the past 3 weeks. When Ms. Tate asks Robby why, he just shrugs his shoulders and says he doesn’t know. His grades are slipping in reading, and Ms. Tate decides that she needs to reach out to Robby’s mom for a meeting. Although it is 2 weeks before winter break, this will be the first time Ms. Tate has contacted Robby’s mom all year and she is nervous about how the conversation will go. In the space provided, write an “alternate scenario” in which Ms. Tate implemented frequent and regular, twoway communication with Robby’s family members about his progress such that when she noticed that 2 weeks before winter break Robby had not turned reading logs in for 3 weeks, she was able to reach out to Robby’s mom with more confidence in their trusting relationship.

3. Using the scenario provided in Essay Question #2, write a script that imagines a meeting between Ms. Tate and Robby’s mom in which Ms. Tate effectively implements each of the connecting strategies covered in Chapter 8. Your script should include specific statements illustrating Ms. Tate’s use of (a) demonstrating understanding, (b) validating perspectives and emotions, and (c) showing care. You 24 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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must annotate your script, explicitly linking Ms. Tate’s comments to each of the three connecting skills.

4. Explain why being present is important for communication with families.

5. You learned in the chapter that talking is part of listening. Explain the relevance of this for communication with families.

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Chapter 8 Test Answer Key ANSWER KEY: Chapter 8 Test (Multiple Choice) 1. B 2. B 3. A 4. D 5. C 6. A 7. C 8. A 9. A 10. B 11. C 12. C 13. A 14. B 15. B 16. D 17. B 18. D 19. A 20. C

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Chapter 9: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 9: Advocacy Learning Outcome Quizzes

1

Application Exercises

10

Test Items

15

Test Answer Key

18

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 9: Advocacy Chapter 9 Learning Outcome Quizzes Learning Outcome 9.1: Define advocacy and describe why it is a dimension of family– professional partnerships.

[Q1] A few teachers at Jackson Elementary found ways to improve the professional partnerships with their students and families. Based on your understanding of the definition of advocacy, which one of the following teachers effectively practiced it?

1. Mrs.Tele created a classroom website for her families.

2. Mr. Lee designed an interactive playground.

3. Mr. Borrow challenged the school board for not providing grade level textbooks to his students with disabilities. [correct] 4. Ms. Geam generated a grade-level homework resource handbook for families.

[Feedback for Answer Choice 1] A classroom website for families is an example of a classwide communication plan.

[Feedback for Answer Choice 2] An interactive playground is likely to be enjoyable for students, however it is not an example of advocacy.

[Feedback for Correct Answer 3] Mr. Borrow who challenged the school board for not providing grade level textbooks to his students with disabilities is an example of advocating for his students.

[Feedback for Answer Choice 4] A grade-level homework resource handbook for families is an example of a form of educational and informational support.

[Q2] In 1971 and 1972 advocates for students with disabilities, relying on the equaleducational rights that the Supreme Court created for Black students in Brown v. Board of Education (1954), persuaded two federal courts that students have equal protection rights that states were denying (PARC v. Commonwealth, 1971,1972; Mills v. Board of Education of District of Columbia, 1972). These decisions justified professionals in the Council for Exceptional Children and families in disability-specific associations to advocate for a federal special education law that rests on the equal protection clause of the 14th Amendment. What 1975 law was passed because of this advocacy?

1. The Education for All Handicapped Children Act [correct] 2. Family Educational Rights and Privacy Art 3. Every Student Succeeds Act 1 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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4. No Child Left Behind Act [Feedback for Correct Answer 1] In 1975, the Education for All Handicapped Children Act required schools to educate students with disabilities. This act was the forerunner of the Individuals with Disabilities Education Act (IDEA) whereby advocates for this new law worked to ensure special education and related services were provided for eligible children with disabilities.

[Feedback for Answer Choice 2] FERPA—the federal Family Education Rights and Privacy Act—enables a family and student to draw a circle around the student’s education records; the circle marks the boundaries of privacy of records beyond which a government, including education agencies, usually may not intrude.

[Feedback for Answer Choice 3] Designed to update and replace No Child Left Behind, the Every Student Succeeds Act (ESSA), passed into law in 2015, offers parents the opportunity to weigh in on states’ educational decisions. Under this law the parents of special needs children may advocate for the educational decisions that do not benefit their children.

[Feedback for Answer Choice 4] Advocates for raising educational standards pushed for the No Child Left Behind law which passed in 2002. It was a reauthorization of the Elementary and Secondary Education Act which stated that states must test students in reading and math in grades 3–8 and once in high school; it included Title I provisions applying to disadvantaged students.

[Q3] Ms. Paula Rufer is the case manager of twenty elementary school students who qualify for special education services under IDEA. Every year Ms. Rufer collaborates with all the grade-level teachers to partner for the inclusion of students she serves. Every year teachers are wonderful about practicing inclusion, and even co-teaching on occasion.

This year a new 3rd-grade teacher arrived at El Cerrito Elementary and informed Ms. Rufer that students who had IEPs did not belong in her classroom. Upon hearing this information and the rejection of access to general education services, Ms. Rufer gently informed the new teacher about the Individuals with Disabilities Education Act, including the least restrictive environment principle. Following this discussion, Ms. Rufer began educating and collaborating with the new teacher. In this scenario, what form of advocacy did Ms. Rufer display?

1. Proactive 2. Punitive 3. Systemic 4. Reactive [correct]

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[Feedback for Answer Choice 1] Proactive advocacy consists of pleading the cause of a particular student.

[Feedback for Answer Choice 2] Punitive advocacy does not exist.

[Feedback for Answer Choice 3] Systemic advocacy promotes sweeping, systemic changes for a large group of students.

[Feedback for Correct Answer 4] Reactive advocacy occurs in response to a conflict or disagreement about meeting a student’s needs. In response to the new teacher denying students access to the classroom, Ms. Rufer began to advocate on behalf of all the students on her caseload when they were denied access to general education services.

[Q4] After Ms. O’Shea reviewed the parent satisfaction data about the IEP meeting process, she decided that something needed to be done to prevent any large family-school lawsuits. Ms. O’Shea determined the facilitated IEP process appeared to be a promising practice worthy of learning and practicing in hopes that families will report greater satisfaction with IEP meetings.

1. Systemic 2. Proactive [correct] 3. Reactive 4. Punitive [Feedback for Answer Choice 1] Systemic advocacy promotes sweeping, systemic changes for a large group of students.

[Feedback for Correct Answer 2] Proactive advocacy can ward off future challenges or prevent current challenges from escalating. Ms. O’Shea suggested facilitated IEP process to prevent conflict from taking place because of poorly facilitated IEP meetings.

[Feedback for Answer Choice 3] Reactive advocacy occurs in response to a conflict or disagreement about meeting a student’s needs.

[Feedback for Answer Choice 4] Punitive advocacy does not exist.

Learning Outcome 9.2: Summarize research about the effect of advocacy strategies on family–professional partnerships.

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[Q1] Ms. Carroll sent a letter home to Wun Li’s parents asking them to come to school to talk about Wun’s speech impediment. Ms. Carroll believes Wun has a speech disorder and would like to have him evaluated to see if he qualifies for speech therapy. Mr. and Mrs. Li are concerned about the test that Ms. Carroll wants Wun to take. In response to their concern, Ms. Carroll met with Wun’s parents and explained every aspect of the assessment, including how the assessment could ultimately help Wu with some of his struggles. In this scenario, what did Ms. Carroll actions demonstrated to Wu’s parents?

1. Ms. Carroll demonstrated interference with an assessment.

2. Ms. Carroll demonstrated a strong commitment to advocacy. [correct] 3. Ms. Carroll demonstrated confusion over why the parents wouldn’t want Wun assessed.

4. Ms. Carroll demonstrated a lack of respect.

[MrMM] Ms. Carroll did not interfere with the parent’s concerns about a nondiscriminatory evaluation to assess Wun’s speech impediment.

[Feedback for Correct Answer 2] Ms. Carroll demonstrated a strong commitment to advocacy by taking the time to talk with Wun’s family about the assessment process.

[Feedback for Answer Choice 3] Rather than causing confusion, Ms. Carroll advocated for Wun and his evaluation by taking the time to talk with Wun’s family about the assessment process.

[Feedback for Answer Choice 4] Ms. Carroll was not disrespectful to Wun’s family.

[Q2] Mr. Michals was a single parent to a 4th-grade girl who consistently struggled with completing her homework, reading, writing, and remaining on task at school. In fact, it was almost a weekly expectation that his daughter’s teacher would call on Friday night to report her poor behavior in class. Mr. Michals was exhausted with the pattern and knew his daughter obviously needed help. On the Monday morning after his 10th phone call, Mr. Michal decided to call the school principal to arrange a meeting on behalf of his daughter. If Mr. Michal is able to meet with the principal, which advocacy action is likely to impact his daughter?

1. Mr. Michal’s advocacy may lead to the receipt of appropriate services for his daughter. [correct] 2. Mr. Michal’s advocacy may lead to his daughter becoming suspended for the behaviors reported.

3. Mr. Michal’s advocacy may lead to the receipt of free behavior services in the home.

4. Mr. Michal’s advocacy may lead to the receipt of parent education services.

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[Feedback for Correct Answer 1] Research about advocacy has shown that when families and professionals advocate, students are more likely to have their needs met. Advocacy may lead to the receipt of appropriate services.

[Feedback for Answer Choice 2] Mr. Michals’ advocacy may lead to the receipt of services for his daughter rather than suspension.

[Feedback for Answer Choice 3] While behavior services may be helpful to support a student, such advocacy does not necessarily lead to the receipt of free behavior services in the home. Further, his daughter has no problems at home.

[Feedback for Answer Choice 4] While parent education services, may be helpful to support a student, advocacy does not necessarily lead to the receipt of parent education services.

[Q3] Dr. Peters, principal of Emerson Middle School, recently read an article about the importance of advocacy training for families. In response, she decided to create an informational video with example advocacy strategies for her high school students who have autism, and their families. In what way could this advocacy approach impact these students and their families?

1. Advocacy training could assist families with the transition to adulthood services [correct] 2. Advocacy training could assist families with knowledge about being a parent 3. Advocacy training could assist families with knowledge about homework 4. Advocacy training will not assist families [Feedback for Correct Answer 1] Research indicates that advocacy training for families of young adults with autism, assisted those families learning how to navigate the transition to adulthood and adult services, including reporting improvement in their advocacy skills and new knowledge.

[Feedback for Answer Choice 2] While knowledge about being a parent may be helpful to support a student, this advocacy training does not focus on parenting skills.

[Feedback for Answer Choice 3] While knowledge about being homework may be helpful to support a student, this advocacy training does not focus on homework completion.

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[Feedback for Answer Choice 4] Research indicates that advocacy training for families of young adults with autism assists families.

[Q4] Bette Elementary school recently partnered with a community organization designed to create opportunities for families to advocate on behalf of their students. After one year of implementation, administration realized that as a result of this advocacy initiative, the Bette Elementary school experiences which of the following?

1. The school culture became worse and yielded a negative effect.

2. The school culture got worse before it got better and yielded a neutral effect.

3. The school culture remained the same and yielded no effect.

4. The school culture changed and yielded a positive effect. [correct] [Feedback for Answer Choice 1] Regardless of whether advocacy is conducted by families or professionals, advocacy often yields positive effects on schools.

[Feedback for Answer Choice 2] Regardless of whether advocacy is conducted by families or professionals, advocacy often yields positive effects on schools.

[Feedback for Answer Choice 3] Research indicates that when advocacy occurs, the school culture often changes.

[Feedback for Correct Answer 4] Research indicates that when advocacy occurs, the school culture often changes.

Regardless of whether advocacy is conducted by families or professionals, advocacy often yields positive effects on schools.

Learning Outcome 9.3: Identify, define, and give an example of each of the four advocacy strategies.

[Q1] Millie recently disagreed with her daughter Abbie’s teacher who insisted Abbie had attention deficit hyperactive disorder because Abbie would walk all over the classroom during silent reading time. After looking into the situation further and educating herself, Millie discovered that Abbie had dyslexia and was walking around the room to escape reading, which she was successfully accomplishing because the teacher was removing her from the classroom. Upon hearing this information, Millie decided to call Abbie’s teacher and discuss the situation, including documenting her concerns with the teacher.

Reflecting on the four advocacy strategies, which strategy did Millie utilize?

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2. Pinpointing and documenting concerns [correct] 3. Identifying stakeholders and finding agreement 4. dentifying several, feasible solutions by brainstorming [Feedback for Answer Choice 1] Developing viewpoints on key issues includes using and documenting knowledge about students and their needs, the law, and peer-reviewed research.

[Feedback for Correct Answer 2] Pinpointing and documenting concerns includes determining the nature and crux of concerns while staying focused on the student and collecting relevant data. Millie did this by looking into the situation, educating herself, and meeting with Abbie’s teacher to discuss her concerns and documenting them.

[Feedback for Answer Choice 3] Identifying stakeholders to find agreement includes determining who is part of the concern, considering the viewpoints of others, and finding a middle ground.

[Feedback for Answer Choice 4] The process of Identifying several, feasible solutions by brainstorming, includes identifying resources and barriers, including everyone in the solution and creating win– win–win plans.

[Q2] Throughout the mediation process, Mr. Cane continued to strongly advocate for his staff by asking each of them if they were in agreement with the proposed solution before moving on to write the mediation agreement. Reflecting on the four advocacy strategies, which strategy did Mr. Cane utilize?

1. Identifying stakeholders and finding agreement by identifying feasible solutions [correct] 2. Pinpointing and documenting concerns 3. Identifying resources and barriers to the issue 4. Developing viewpoints on key issues [Feedback for Correct Answer 1] Identifying stakeholders and finding agreement includes determining who is part of the concern, considering the viewpoints of others, and finding a middle ground. In this case, Mr. Cane continued to check with his staff, ensuring their agreement with the proposed solution before writing the mediation agreement.

[Feedback for Answer Choice 2] Pinpointing and documenting concerns includes determining the nature and crux of concerns while staying focused on the student and collecting relevant data.

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[Feedback for Answer Choice 3] The process of identifying several, feasible solutions by brainstorming, includes identifying resources and barriers, including everyone in the solution and creating win– win–win plans.

[Feedback for Answer Choice 4] Developing viewpoints on key issues include using and documenting knowledge about students and their needs, the law, and peer-reviewed research.

[Q3] Ms. Green was supporting another parent through her advocacy consultation services.

The first aspect of advocacy Ms. Green always completed included asking the family to talk about their child, issues, and concerns about the issue. Reflecting on the four advocacy strategies, which strategy did Ms. Green demonstrate?

1. Pinpointing and documenting concerns [correct] 2. Pinpointing and documenting positive demographics 3. Developing viewpoints on key issues 4. Identifying resources and barriers to the issue [Feedback for Correct Answer 1] Pinpointing and documenting concerns includes determining the nature and crux of concerns while staying focused on the student and collecting relevant data. Ms. Green exhibits this by first asking the family to talk about their child, issues, and concerns about the issue.

[Feedback for Answer Choice 2] Pinpointing and documenting positive demographics is not a form of advocacy.

[Feedback for Answer Choice 3] Developing viewpoints on key issues includes using and documenting knowledge about students and their needs, the law, and peer-reviewed research.

[Feedback for Answer Choice 4] The process of identifying several, feasible solutions by brainstorming, includes identifying resources and barriers, including everyone in the solution and creating win– win–win plans.

[Q4] Mr. Ray was a parent of a child with a disability who also participated in advocacy training. He was recently asked to work on a case with a family who had a child with behavior challenges and believed to be unfairly suspended. Before accepting the case, Mr. Ray first became familiar with IDEA, discipline procedures, and behavior planning.

Reflecting on the four advocacy strategies, which strategy did Mr. Ray demonstrate?

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1. Pinpoint and document positive demographics 2. Identify resources to avoid litigation 3. Identify resources and barriers to the issue 4. Develop viewpoints on key issues [correct] [Feedback for Answer Choice 1] Pinpointing and documenting positive demographics is not a form of advocacy.

[Feedback for Answer Choice 2] Identifying resources to avoid litigation is not a form of advocacy.

[Feedback for Answer Choice 3] The process of identifying several, feasible solutions by brainstorming, includes identifying resources and barriers, including everyone in the solution and creating win– win–win plans.

[Feedback for Correct Answer 4] Developing viewpoints on key issues include using and documenting knowledge about students and their needs, the law, and peer-reviewed research. Mr. Ray demonstrated this form of advocacy by becoming familiar with IDEA, discipline procedures, and behavior planning.

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Chapter 9 Application Exercises Chapter 9: Advocacy Application Exercise 9.1: Advocacy as a Dimension of the Family–Professional Partnership

Learning Outcome 9.1: Define advocacy and describe why it is a dimension of family–professional partnerships.

[Q1] The school system in Mooresville, NC, enacted a policy of Every Child, Every Day. With dismal graduation rates, administrative leadership advocated to change the school culture to one of caring about every child and promising to improve the learning environment. They converted to online learning and teaching. Every teacher and administrator worked to improve teaching capacity and the academic success of every student. The superintendent working with multiple technology companies had schools wired for Internet access and school families were given access to an inexpensive Internet service. Every teacher and student was provided a laptop. Higher learning expectations were put in place and after-school tutoring programs were established when data showed some students required extra help. The graduation rate improved dramatically over a 5-year process.

Question: Describe the positive benefits of advocacy.

[Q1 Model Response] Your response should include some of the following: • Families report that advocacy can be empowering as well as positively influence family quality of life.

•

Advocates help families learn to advocate for their children.

•

Families feel empowered to interact with school personnel.

•

Families report that having an advocate has lessened their anxiety as well as freed up their time and resources.

[Q2] The school system in Mooresville, NC, enacted a policy of Every Child, Every Day. With dismal graduation rates, administrative leadership advocated to change the school culture to one of caring about every child by and promising to improve the learning environment. They converted to online learning and teaching. Every teacher and administrator worked to improve teaching capacity and the academic success of every student. The superintendent working with multiple technology companies had schools wired for Internet access and school families were given access to an inexpensive Internet service. Every teacher and student was provided a laptop. Higher learning expectations were put in place and after-school tutoring programs were established when data showed some students required extra help. The graduation rate improved dramatically over a 5-year process.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Question: Provide guidelines for effectively advocating in education.

[Q2 Model Response] Your response should include some of the following: • To advocate, you need to first collect and examine facts based on knowledge of the student and their needs, the law, and research. Specifically, use and document your knowledge of the student and their needs, especially with respect to disability, language, and adverse childhood experiences.

•

Examine the concerns prompting advocacy.

•

Determine the nature and crux of the concern while staying focused on the student and collecting data.

•

After identifying the concerns, you should identify relevant stakeholders, consider the viewpoints of others, and find a middle ground.

•

Finally, you should collaboratively identify feasible and legal solutions to address your concerns. Include everyone in choosing a solution to create a win–win–win plan.

[Q3] Scenario: Mr. Terez, the lead 4th-grade teacher, was approached by a new teacher who wanted to know more about advocacy. Mr. Terez was excited to share information he had recently learned about what advocacy in education looks like.

Question: What information should Mr. Terez share with the new teacher?

[Q3 Model Response] Your response should include some of the following:

•

Advocacy refers to pleading one’s own or another’s case or cause.

•

Within the context of education, advocacy often extends to pleading for a student.

•

Professionals often advocate to meet their students’ needs.

•

Families do likewise for their children.

•

Students advocate to meet their own needs.

•

Advocacy often seeks to secure equal opportunity and equity for students who are marginalized, such as those who have disabilities, are members of racial or ethnic groups, are refugees, or have had adverse childhood experiences.

Application Exercise 9.2: Advocacy Research in Action

Learning Outcome 9.2: Summarize research about the effect of advocacy strategies on family–professional partnerships.

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[Q1] Chapter 9 included a quote within advocacy research where a teacher made the following statement: “Action is the antidote to despair.” What did the teacher mean by this quote regarding advocacy?

[Q1 Model Response] Your response should include some of the following: • Advocacy can be empowering for professionals.

•

In the research study, the teachers reported having few educational resources and feeling frustrated about policymakers discussing the privatization of public education.

In this context, teachers reported struggling to meet the needs of their students and having work-related anxiety. However, in spite of being fatigued by the demands of teaching, teachers also reported a strong commitment to advocacy.

•

To advocate on behalf of their students, teachers attended organizational meetings, retreats, protests, and workshops. All of these activities occurred outside of the school day.

•

Teachers reported that their advocacy efforts enabled them to receive support, belong to a community, and sustain hope that the educational system may improve.

Pearson eText Video Example 9.2: [Q2] In Pearson eText Video Example 9.2, a nurse administrator uses her knowledge of the child’s health needs to discuss ways to ensure the student’s safety in school with her mother.

Question: How does the administrator elicit the knowledge of the parent during this conversation? Be sure to provide specific examples from the video.

[Q2 Model Response] Your response should include some of the following: • The nurse administrator asks the parent for updates regarding the parent’s request for a one to one nurse for their child.

•

The parents are asked about the child’s restrictions for the weather.

•

The administrator reaffirmed the parent’s concerns and feedback.

•

The parent was asked to share any concerns or issues.

•

The administrator displayed empathy for the family by asking about her child’s recent health concerns.

•

Active listening was demonstrated.

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[Q3] Describe any research findings related to the positive effects of advocacy on students and their families.

[Q3 Model Response] Your response should include some of the following: • When families and professionals advocate, students are more likely to have their needs met.

For example, within the context of students with disabilities, advocacy may lead to the receipt of appropriate services.

•

Advocacy facilitates access to needed services for students with disabilities.

•

Families learn how to navigate the transition to adulthood and adult services.

•

Families’ advocacy skills improve and they gain new knowledge about services.

•

Families are more empowered.

•

Students receive more services.

•

Advocacy leads to a greater likelihood of employment and participation in a postsecondary education programs for youth with autism.

Application Exercise 9.3: Applying the Four Advocacy Strategies

Learning Outcome 9.3: Identify, define, and give an example of each of the four advocacy strategies.

[Q1] Describe and provide an example of the first strategy that is necessary to develop a view point on key issues for a situation that may or may not require advocacy.

[Q1 Model Response] Your response should include some of the following: • Collect and examine facts based on knowledge of the student and their needs, the law, and research.

•

Use and document knowledge of students and their needs.

•

Use and document knowledge with respect to adverse childhood experiences.

•

Use and document knowledge with respect to language.

•

Use and document legal rights.

•

Use and document peer-reviewed research.

[Q2] Scenario: Two teachers were meeting after school. One teacher, Ms. McLaughlin, said she had a special needs student in her class who really belonged in the regular math class, but the math teacher would not allow it. She wanted to provide this student a chance to raise expectations for his learning, but she was new at the school this year and the math teacher had been a teacher

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there for a long time. Describe strategies that allow Ms. McLaughlin or any professional to pinpoint and document concerns that may require advocacy.

[Q2 Model Response] Your response should include some of the following: • Determine the nature of the concern.

•

Identify the crux of the concern.

•

Collect and analyze data.

•

Treat these individuals, including the ones with opposing viewpoints, with fairness and dignity.

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Chapter 9 Test Items Multiple-Choice Questions 1. The three types of advocacy are: A. Punitive, reactive, systemic B. Punitive, reactive, system framework C. Punitive, positive, systemic D. Positive, negative, systemic 2. Systematic advocacy is defined as: A. Promoting small changes for a group of students B. Promoting sweeping, systemic changes for a small group of students C. Promoting sweeping, systemic changes for a few students D. Promoting sweeping, positive changes for a large group of students E. Promoting sweeping, systemic changes for a large group of students 3. Reactive advocacy occurs in disagreement about meeting a student’s needs.

A. relation B. response C. addition D. None of the above

to a conflict or

4. One major difference between proactive and reactive advocacy includes: A. One is preventative and the other reactive B. One is preventative and the other is systemic C. One is reactive and the other is systemic D. Both are in response to an immediate problem 5. One benefit of proactive advocacy includes the following outcome: A. Recipients of the advocacy efforts tend to be more satisfied B. Recipients of the advocacy efforts tend to be more dissatisfied C. A conflict may be prevented from occurring D. A conflict may be delayed from occurring 6. An example of systemic advocacy includes the following: A. A parent advocating for their student to receive individualized instruction in literacy B. A parent advocating for their children to receive specialized transportation to address their physical needs C. A parent advocating for the school to allow her to work as a specialist D. A parent advocating for the school to build an accessible playground

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7. One of the major Supreme Court cases that paved the way for the passage of the Individuals with Disabilities Act (IDEA) did not include which of the following?

A. Rolly v. Board of Education of Education (1970) B. Brown v. Board of Education (1954) C. PARC v. Commonwealth (1972) D. Mills v. Board of Education of District of Columbia (1972) 8. Individuals who assist families of children with disabilities to obtain needed school services are described as: A. Professionals B. Special education advocates C. Administrators D. Professional advocates 9. Which of the following is identified as a barrier to parent advocacy?

A. Time B. Marital status C. Patience D. Limited knowledge about advocacy 10. Which of the following is a suggested strategy for advocacy?

A. Develop different viewpoints B. Develop different resources C. Use and document problems D. Submit a challenging statement 11. Some professional organizations may be required to adhere to: A. An advocacy plan B. A contingency plan C. A code of ethics D. A backup plan 12. Which is an example of using and documenting legal rights?

A. Identifying advocacy strategy B. Reading through documentation C. Identifying the issue of conflict D. Identifying and reading through relevant case law Essay Questions 1. Using your own words, explain why advocacy is an important aspect of the field of special education. Provide examples of advocacy actions that have led to positive outcomes for individuals with disabilities.

2. Provide detailed examples of each form of advocacy discussed in the textbook: proactive, reactive, and systemic.

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3. Describe a personal experience that has required you to use advocacy in your life.

Discuss the actions you made, paying careful attention to describe the feelings and lessons learned along the way.

4. Explain how advocacy has shaped the formation of educational laws.

5. dentify and describe three major barriers families experience with respect to advocacy.

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Chapter 9 Test Answer Key ANSWER KEY: Chapter 9 Test (Multiple Choice) 1. A 2. E 3. B 4. A 5. C 6. D 7. A 8. B 9. D 10. A 11. C 12. D

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Chapter 10: Test Item File Families and Professionals: Trusting Partnerships in General and Special Education Eighth Edition Ann Turnbull/Rud Turnbull University of Kansas

Grace L. Francis George Mason University

Meghan Burke University of Illinois at Urbana–Champaign

Kathleen Kyzar Texas Christian University

Shana J. Haines University of Vermont

Tracy Gershwin University of Northern Colorado

Katharine G. Shepherd University of Vermont

Natalie Holdren/George H. S. Singer University of California, Santa Barbara

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

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ISBN-10: 0-13-676869-5 ISBN-13: 978-0-13-676869-2

Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Table of Contents Chapter 10: Commitment Learning Outcome Quizzes

1

Application Exercises

11

Test Items

22

Test Answer Key

27

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Chapter 10: Commitment Chapter 10 Learning Outcome Quizzes Learning Outcome 10.1: Define professional commitment and provide a rationale for why it is important for trusting family–professional partnerships.

[Q1] Terri is a social studies teacher with a passion for civics education. She received an offer from a social studies professor at the nearby university to partner in developing a weeklong civics camp for middle schoolers. Terri jumped at the opportunity, and while it has been a lot of work, she has stayed the course because this is something she wants, not something someone else tasked for her to do. Based on the information provided, which of the following commitment indicators is highlighted in this scenario?

1. Dedication 2. Bonding 3. Responsibility 4. Volition [correct] [Feedback for Answer Choice 1] Dedication involves showing very strong support and loyalty for one’s work. While the scenario references that Terri has worked hard in putting the camp together, dedication is not the feature of commitment that is highlighted in this scenario.

[Feedback for Answer Choice 2] Bonding involves forming connections with people, tasks, and activities within one’s work. Closely connecting with this camp is not the feature of commitment that is highlighted in this scenario. If it were, the focus would be more so on how Terri embeds work on the camp in her everyday life.

[Feedback for Answer Choice 3] Responsibility involves holding oneself accountable for the outcomes of his or her work.

Accountability is not explicitly discussed in this scenario.

[Feedback for Correct Answer 4] Volition involves a conscious choice to be committed and the power to act on that choice. In this scenario, volition is highlighted because the focus is on Terri’s power to choose leadership with the civics camp on her own, without direction or influence from another.

[Q2] It is Armando’s first year teaching at Stoney Ridge and he wants to make a good impression. He struggled at his last school to connect with others—he just felt like an outsider most of the time—and he really wants to have good working relationships at 1 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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Stoney Ridge. He has heard that there has been a big push in the district to bolster family engagement practices, and especially family–professional partnerships with families of students receiving special education services. At his former school, facilitated IEP, a strategy for promoting positive partnerships within IEP meetings, was used and he believes that this could be a good approach to try at Stoney Ridge as it is in line with the broader district goals. He decides to approach his principal about sharing information at the next faculty meeting. Based on the information provided, which of the following best reflects Armando’s drive for recommending the facilitated IEP practice.

1. Intrinsic motivation 2. Extrinsic motivation [correct] 3. Perspective taking 4. Partnership citizenship [Feedback for Answer Choice 1] Intrinsic motivation involves engaging with one’s job for inherent pleasure and satisfaction. In this scenario, Armando is not recommending facilitated IEP because he believes in the value of partnering with families of students with disabilities, but rather to make a good impression in his school for leading an effort that the district has deemed valuable.

[Feedback for Correct Answer 2] Extrinsic motivation involves job engagement to minimize anxiety and guilt, or to respond to external demands, pressures, or rewards. Extrinsic motivation applies to this scenario because Armando is recommending facilitated IEP to be rewarded with esteem and likeability in the school.

[Feedback for Answer Choice 3] Perspective taking refers to the cognitive ability to take the perspective of another person. This is not referenced in the scenario.

[Feedback for Answer Choice 4] Partnership citizenship refers to behaviors or dispositions educators have when enacting the partnership dimensions opportunities that lead to trust. This is not referenced in the scenario.

[Q3] Antonio is so valued on the J.D. Brite special services team not only because of his deep knowledge of IDEA laws and regulations, but also because of his ability to communicate those to the team and to keep everyone mindful of the ways in which their practices align with disability policy, especially related to family–professional partnerships within the IEP. Which of the following partnership citizenship behaviors best represents Antonio’s strengths, as described in the scenario?

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3. Conscientious behaviors [correct] 4. Helping behaviors [Feedback for Answer Choice 1] Sportsmanship behaviors refer to being gracious and diplomatic when facing less than ideal circumstances related to partnerships. This is not referenced in the scenario.

[Feedback for Answer Choice 2] Civic virtue behaviors refer to being dedicated to the common welfare of students and families, even if it means that it comes at the cost of one’s own interests. This is not referenced in the scenario.

[Feedback for Correct Answer 3] Conscientious behaviors refer to accepting and adhering to the rules, regulations, and procedures for partnerships. This applies to this scenario in that Antonio has a strength in adhering to the rules, regulations, and procedures within IDEA policy.

[Feedback for Answer Choice 4] Helping behaviors refer to voluntarily helping students and families with, or preventing the occurrence of, work-related problems by being courteous, available, and accessible.

This is not referenced in the scenario.

[Q4] In her first year at William Hart High School, Rhee worked with several parent leaders to organize a community resource fair where families in the school could learn about services in the community for addressing family-related needs and, to learn about postschool employment and education opportunities. Leading this effort took a ton of time, both at work and during out-of-work hours, but Rhee never once thought that this activity was outside of her role as a special education teacher at William Hart. Based on the information provided, which of the following partnership citizenship behavior concepts applies to this scenario?

1. Avoiding extra-role only designation [correct] 2. Diminishing organizational citizenship 3. Bolstering conscientiousness 4. Creating sportsmanship [Feedback for Correct Answer 1] Within the Sunshine Model, partnership citizenship behaviors are not viewed as either in- or extra-role, as has been the case with previous family–professional partnership models, and so the “extra-role only” designation for an activity such as what Rhee is engaging is avoided.

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[Feedback for Answer Choice 2] Organizational citizenship behaviors refer to actions people take in the workplace when completing tasks associated with their job, that support the psychological and social environment of their organization and the people within it. In this scenario, organizational citizenship is enhanced, not diminished.

[Feedback for Answer Choice 3] Conscientious behaviors refer to accepting and adhering to the rules, regulations, and procedures for partnerships. This is not the primary focus of the scenario.

[Feedback for Answer Choice 4] Sportsmanship behaviors refer to being gracious and diplomatic when facing less than ideal circumstances related to partnerships. This is not referenced in the scenario.

Learning Outcome 10.2: Describe three influences on educators’ commitment in school settings.

[Q1] At Tatiana’s new school, Trinity Hills International Academy, where she will be the 6thgrade choir teacher, she is surprised to learn that there is a mission statement and a plan for schoolwide implementation of family engagement practices. The vision at the school is that every teacher and every family member will feel that their partnerships are grounded in trust. In her 15 years of teaching, Tatiana has never witnessed such thoughtfulness regarding family–professional partnership practices. She wonders what is different about Trinity Hills International Academy that would facilitate such a clear mission and vision. Based on the information provided, which of the following best describes this facilitator?

1. Self-efficacy 2. Synergy 3. Empowerment 4. School culture [correct] [Feedback for Answer Choice 1] Self-efficacy refers to the extent to which education professionals perceive that they have the skills needed to carry out their work and that enacting those skills will result in positive outcomes. This concept is not referenced in this scenario.

[Feedback for Answer Choice 2] Synergy refers to the combined greater effect than could be produced by isolated efforts. This concept is not referenced in this scenario.

[Feedback for Answer Choice 3] Empowerment refers to the capacity for individuals to become stronger and more capable of directing their own lives. This concept is not referenced in this scenario.

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[Feedback for Correct Answer 4] School culture refers to the way stakeholders in school—including administrators, teachers, students, families, and community members—work together toward shared beliefs, values, and assumptions. Recall from the chapter that educators are more likely to be committed when they are in a school culture that has a clear vision and goals for the school. This applies to this scenario.

[Q2] Sasha has a meeting this afternoon with R.J.’s granddad, Mr. Obermeier, about R.J.’s progress this grading period. At the last meeting, Sasha felt as if Mr. Obermeier blamed her for R.J.’s lack of improvement in reading. She wants to build a trusting partnership with Mr. Obermeier because she knows this is best for R.J., and she wonders how she can communicate her strong interest in R.J.’s success in school in a way that will help Mr. Obermeier see her dedication to his learning. Based on the information in the scenario, which of the following best characterizes the issue that is impacting Sasha’s partnership with Mr. Obermeier?

1. A lack of self-efficacy in communication skills [correct] 2. A lack of empowerment in her partnership with Mr. Obermeier 3. A lack of synergy in their communication 4. A lack of a positive school culture [Feedback for Correct Answer 1] Self-efficacy refers to the extent to which education professionals perceive that they have the skills needed to carry out their work and that enacting those skills will result in positive outcomes. In this scenario, Sasha perceives that her communication is negatively impacting her ability to build a trusting partnership with Mr. Obermeier.

[Feedback for Answer Choice 2] Empowerment refers to the capacity for individuals to become stronger and more capable of directing their own lives. While Sasha may feel disempowered in her partnership with Mr. Obermeier, empowerment is not the main focus of her concern.

She is more concerned about her abilities in this instance.

[Feedback for Answer Choice 3] Synergy refers to the combined greater effect than could be produced by isolated efforts. This concept is not referenced in this scenario.

[Feedback for Answer Choice 4] School culture refers to the way stakeholders in school—including administrators, teachers, students, families, and community members—work together toward shared beliefs, values, and assumptions.

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[Q3] The teachers at Trinity Hills International Academy have been meeting regularly to review the strategies they are using to build trusting partnerships with families within conferences and meetings. At each meeting, they review the progress they are making in ensuring that their implementation of conferences is grounded in the Sunshine Model dimensions: equity, respect, communication, advocacy, and commitment. The focus is on personal growth in implementing partnership practices, to which each group member is committed. Based on the information provided, what is the best term for the focus of this group of teachers at Trinity Hills International Academy?

1. Empowerment building community 2. Family engagement teaming 3. Professional learning community [correct] 4. Conflict prevention team [Feedback for Answer Choice 1] Empowerment refers to the capacity for individuals to become stronger and more capable of directing their own lives. While one of the outcomes of this group may indeed be enhanced empowerment, the focus of the meetings is on each teacher’s personal growth in implementing partnership practices. Thus, this selection is not the best choice for describing the focus of this group.

[Feedback for Answer Choice 2] Family engagement refers to the opportunity for parents of students in general education to be partners with their children’s teachers and for the teachers to be supported by the parents in order to foster student achievement. While the work that the teachers at Trinity Hills International Academy are doing to ensure trusting family– professional partnerships through Sunshine Model implementation may be linked with enhanced family engagement, the focus of the meetings is on each teacher’s personal growth in implementing partnership practices. Family engagement rather is about broad programming. Thus, this selection is not the best choice for describing the focus of this group.

[Feedback for Correct Answer 3] Professional learning community refers to a group such as “teachers in a school and its administrators [who] continuously seek and share learning, and act on their learning.

The goal of their actions is to enhance their effectiveness as professional for students’ benefit” (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006, p. 221). This applies to the focus of the group of teachers at Trinity Hills International Academy.

[Feedback for Answer Choice 4] While engaging in this type of group work may reduce conflicts between families and professionals over the short- and long-term, the focus of the group is not on conflict prevention, per se, and therefore this concept does not apply to the scenario.

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[Q4] Sasha has been working on improving her communication in conferences so that she can better connect with the families of her students. She has been practicing specific strategies that lead to connection such as demonstrating understanding, validating, and showing care in her communication during conferences and meetings, and even in more informal contexts such as at morning drop-off and afternoon pickup. She has decided to extend this practice to her communication with students in the classroom, as she has found that it is helping her achieve another one of her other commitments: relationship building with students. She has been pleased with how she has been able to streamline her goals as this has helped her feel that meeting both commitments is more manageable and less overwhelming. Based on the information provided, which of the following best describes the approach Sasha is using to remain committed to improving her communication with families?

1. Creating self-efficacy in achieving multiple commitments 2. Creating synergy across multiple commitments [correct] 3. Creating actions to ensure partnership commitments 4. Creating dignity in her work [Feedback for Answer Choice 1] Self-efficacy refers to the extent to which education professionals perceive that they have the skills needed to carry out their work and that enacting those skills will result in positive outcomes. Self-efficacy is not the focus in this scenario.

[Feedback for Correct Answer 2] Synergy refers to the combined greater effect than could be produced by isolated efforts. In this scenario, Sasha is combining her efforts of using communication strategies that serve to build connections to meet two commitments: building trusting partnerships with families and building relationships with students. Thus, what is described here is Sasha creating synergy across multiple commitments.

[Feedback for Answer Choice 3] Actions that ensure partnership commitments refer to what you can do differently, requests you may make, and learning you may acquire. Actions are not the focus in this scenario.

[Feedback for Answer Choice 4] Dignity refers to the state of being worthy, honored, or esteemed; it refers to the respect that a person has inherently and because others attribute dignity to the person. Dignity is not referenced in this scenario.

Learning Outcome 10.3: Complete a six-step process to strengthen your commitment to family–professional partnerships.

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[Q1] Sasha’s goal for her commitment is as follows: “I am committed to using connecting communication strategies to build trusting partnerships with families.” According to the chapter, what is missing from this goal statement?

1. A description of rewards 2. A clear rationale [correct] 3. A brief overview of actions 4. Astatement of investment [Feedback for Answer Choice 1] Describing the rewards of a commitment involves identifying what you would treasure about your commitment if it were to have successful outcomes. In this scenario, rewards are not the focus.

[Feedback for Correct Answer 2] In defining a commitment goal, a clear rationale for your motivation related to the commitment is required. Commitment goals do not just state what the commitment is; they also include why the commitment is needed and important.

[Feedback for Answer Choice 3] Listing actions involves identifying behaviors that are new or different, requests you could make, and/or learning you can acquire to help you meet your commitment. In this scenario, the focus is not on listing actions.

[Feedback for Answer Choice 4] Acknowledging investments involves recognizing what you have already done toward your commitment, such as existing investments in the form of time, energy, learning and skills, among others. In this scenario, the focus is not on acknowledging investments.

[Q2] In working through the six-step commitment process related to her commitment to use connecting communication strategies to build trusting partnerships with families, Sasha is envisioning what her partnerships will be like in the future after she has been successful in meeting her commitment. Something she has identified is that she will learn new strategies that will better help her meet her students’ needs in the classroom.

Based on the information provided in this scenario, which of the following best represents the aspect of the six-step commitment process that Sasha is engaging in?

1. Defining a goal for her commitment 2. Describing the rewards of her commitment [correct] 3. Listing the actions for her commitment 4. Acknowledging the investments related to her commitment

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[Feedback for Answer Choice 1] Defining a goal for a commitment involves stating the commitment and the reasons for the commitment. In this scenario, the focus is not on defining the goal.

[Feedback for Correct Answer 2] Describing the rewards of a commitment involves identifying what you would treasure about your commitment if it were to have successful outcomes. This applies to the process Sasha is working through in this scenario.

[Feedback for Answer Choice 3] Listing actions involves identifying behaviors that are new or different, requests you could make, and/or learning you can acquire to help you meet your commitment. In this scenario, the focus is not on listing actions.

[Feedback for Answer Choice 4] Acknowledging investments involves recognizing what you have already done toward your commitment, such as existing investments in the form of time, energy, learning and skills, among others. In this scenario, the focus is not on acknowledging investments.

[Q3] In working through the six-step commitment process related to her commitment to use connecting communication strategies to build trusting partnerships with families, Sasha is determining a way to address the possible setback of not having enough time for reflection on her communication skills. Based on the information provided in this scenario, which of the following best represents the aspect of the six-step commitment process that Sasha is engaging in?

1. Listing actions 2. Anticipating obstacles 3. Identifying solutions [correct] 4. Accepting barriers [Feedback for Answer Choice 1] Listing actions involves identifying behaviors that are new or different, requests you could make, and/or learning you can acquire to help you meet your commitment. In this scenario, the focus is not on listing actions.

[Feedback for Answer Choice 2] Anticipating obstacles refers to pinpointing the possibilities of a lack of time, resources, emotional energy, potential burnout or boredom, skills among other things that will get in the way of your dedication to your commitment. In this scenario, Sasha has already anticipated the obstacle of not having enough time for reflection, so this is not the focus in this scenario.

[Feedback for Correct Answer 3]

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Identifying solutions involves brainstorming ways to cope with obstacles that have been identified while working through the six-step commitment process. In this scenario, by trying to find a way to address the possible setback of not having enough time for reflection on her communication skills, Sasha is identifying solutions.

[Feedback for Answer Choice 4] While working through solutions to obstacles that are anticipated, one strategy is to simply accept that a barrier or obstacle is going to happen. By accepting this barrier, the person is saying that it is just “worth it” to deal with this barrier because the payoff for the commitment is greater than the downsides that the barrier brings. Accepting barriers is not referenced, specifically in this scenario.

[Q4] In working through the six-step commitment process related to her commitment to use connecting communication strategies to build trusting partnerships with families, Sasha is reviewing her plan to make sure it is doable. She is asking herself questions about whether she can merge actions she has identified with other commitments to create synergy, and thus increase the likelihood that she will meet her commitment. Based on the information provided in this scenario, which of the following best represents the aspect of the six-step commitment process that Sasha is engaging in?

1. Listing actions 2. Describing rewards 3. Acknowledging investments 4. Managing commitments [correct] [Feedback for Answer Choice 1] Listing actions involves identifying behaviors that are new or different, requests you could make, and/or learning you can acquire to help you meet your commitment. In this scenario, the focus is not on listing actions.

[Feedback for Answer Choice 2] Describing the rewards of a commitment involves identifying what you would treasure about your commitment if it were to have successful outcomes. In this scenario, the focus is not on describing rewards.

[Feedback for Answer Choice 3] Acknowledging investments involves recognizing what you have already done toward your commitment, such as existing investments in the form of time, energy, learning and skills, among others. In this scenario, the focus is not on acknowledging investments.

[Feedback for Correct Answer 4] Managing commitments refers to identifying present and future professional and personal commitments that may divert you from your commitment. This applies to the scenario, as described.

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Chapter 10 Application Exercises Chapter 10: Commitment Application Exercise 10.1: Influences on Commitment in High-Poverty Schools Learning Outcome 10.1: Define professional commitment and provide a rationale for why it is important for trusting family–professional partnerships.

[Audio URL] [Q1] Use Audio Example 10.1 to answer the following question: What skills does Dr. Milner identify for teacher effectiveness in high-poverty schools? How might these skills enhance teachers’ commitment to family–professional partnerships?

[Q1 Model Response] Dr. Milner explains that teachers need to examine their own belief systems and worldviews, and recognize that their beliefs may need to be disrupted in order to be responsive to their students’ learning needs. By broadening their worldview, teachers will likely be more open to learning about, considering, and valuing families’ perspectives and viewpoints, even when those perspectives and viewpoints are very different from their own. This aligns with perspective-taking and empathy, which are linked with teachers’ enhanced commitment to partnerships.

[Q2] Use Audio Example 10.1 to answer the following question: What does Dr. Milner discuss about school culture in high poverty schools? How might the school culture issue he discusses affect teachers’ commitment to family–professional partnerships?

[Q2 Model Response] Dr. Milner explains that teachers in high-poverty schools may become frustrated and discouraged because they feel that issues of poverty are “out of their hands,” resulting in their resigning, at least in part, their feelings of responsibility for student learning. As discussed in the chapter, educators are more likely to be committed when they experience autonomy and empowerment in decision making at the school and classroom levels, and when they are encouraged to be innovative as long as they have the adequate resources for such innovation. The comments made by Dr. Milner suggest that teachers in high-poverty areas may feel a lack of autonomy, empowerment, and innovation, and thus these issues will affect their commitment to family–professional partnerships.

[Q3] In the chapter, you read: “Regardless of families’ and educators’ perceptions about each other—good or bad—it is often the case that each partner is committed, but that 11 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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their commitments are too heavily shaded—by perceptions, stereotypes, past experiences, bureaucracy, ‘busyness’, or competing priorities that are inherent in complex school and family systems—to be noticed.” In his comments, Dr. Milner identifies specific factors that “shade” families’ and teachers’ commitments in highpoverty schools. What are these factors?

[Q3 Model Response] Dr. Milner pinpoints factors that can cause misconceptions about commitments in highpoverty areas. For teachers, factors include the inability to break free from their own worldview in order to connect with students and families, and the feeling that they are not able to make an impact. For families, factors include the view that it is their role to provide for their children’s basic needs rather than academic learning needs, and the viewpoint that it is the school’s role to address academics.

Application Exercise 10.2: What Influences Commitment Learning Outcome 10.2: Describe three influences on educators’ commitment in school settings.

[Q1] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. She started this year with a commitment to communicate with families on a regular basis in a positive way about students’ strengths. At the first faculty meeting of the year, the principal, Ms. Ravine, asked teachers to share something new that they were going to try this year, and Tara quickly shared her ideas about strengthsbased homeschool communication. She hoped that by doing so, she might spark a larger conversation about family–professional partnerships as last year, she often felt alone in her strong value for what families bring to their children’s learning. After the meeting, one teacher, Dana, approached her gently and remarked, “Tara, I know it is just your second year here so I want to let you know that so many of us have tried to partner with families, but they don’t seem to want partnerships. I just had to say something because I see how hopeful and optimist you are, and I want to prepare you for the possibility that families will let you down. I am sorry to be so blunt, but I just feel it is the right to tell you the truth.” Tara was struck by these comments, but decided to shrug them off. After all, Dana was just one teacher. That afternoon, Tara decided to reach out to a few other teachers to get their perspectives. One of the teachers, Cece, said it was a really good idea, but that she would probably not try it because it sounded time intensive and she just felt lost when it came to communicating with families. She agreed that communicating positively with families was important, but she just could not take that on this year, especially since there is no training or support for this kind of thing at the school. She wished Tara the best, though. Another teacher, Marti, agreed with Dana. She said that in her experience families often undercut her and believed their child’s version of a situation at school over hers. She said there are exceptions, but overall, this is not the case. She works overtime to help her students, and she cares about their learning. It is frustrating to her that it seems that all she gets in return from

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families is grief. Her plan this year is to communicate with families only when she has to.

Despite the lack of support, Tara decided to move forward with her plan. She thanked Dana and the other teachers for their concern and feedback, told them she respected their viewpoints given their experience at the school. She asked if she could continue to check in with them as she tried the strategy for brainstorming, and they agreed. After her first round of conferences, Tara did in fact reach back out to Dana and her other colleagues, and before long, she noticed that they were coming to her with a new idea or two that they were going to try as well. Tara noticed that Dana was very strong in helping her and the other teachers remember the policies and procedures they needed to follow when implementing partnership strategies; and she noticed that Marti seemed to always be coming up with ways to help families, based on what families have shared with teachers about their needs. It seemed that the same dedication Marti showed to her students started spilling over to families when she began to have trusted relationships with them. Over the course of the year, this group became a strong source of support for Tara. By the end of the year, Ms. Ravine had taken notice of their professional learning community. She invited them to formalize their collaborations into a task force focused on family–professional partnerships. Their charge was to lead an effort to develop a schoolwide family–professional partnership plan.

Question: Recall from the chapter that intrinsic motivation involves engaging with one’s job for inherent pleasure and satisfaction and that extrinsic motivation involves job engagement to minimize anxiety and guilt, or to respond to external demands, pressures, or rewards. Take a position on whether Tara’s engagement with family– professional partnership practices is grounded in intrinsic or extrinsic motivation. Briefly explain your position.

[Q1 Model Response] Based on what is written in the scenario, there appear to be no external motivators for Tara to engage in partnerships at her school, as her principal did not require it or offer any rewards for it; in fact, the other teachers seemed to actively discourage her from engaging with families when she first approached them about it. In the scenario, Tara explains that she is partnering with families because she values it—she believes it is important for student learning. Thus, my position is that Tara’s engagement with family– school partnership practices is grounded in intrinsic motivation.

[Q2] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. She started this year with a commitment to communicate with families on a regular basis in a positive way about students’ strengths. At the first faculty meeting of the year, the principal, Ms. Ravine, asked teachers to share something new that they were going to try this year, and Tara quickly shared her ideas about strengthsbased homeschool communication. She hoped that by doing so, she might spark a larger conversation about family–professional partnerships as last year, she often felt alone in her strong value for what families bring to their children’s learning. After the 13 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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meeting, one teacher, Dana, approached her gently and remarked, “Tara, I know it is just your second year here so I want to let you know that so many of us have tried to partner with families, but they don’t seem to want partnerships. I just had to say something because I see how hopeful and optimist you are, and I want to prepare you for the possibility that families will let you down. I am sorry to be so blunt, but I just feel it is the right to tell you the truth.” Tara was struck by these comments, but decided to shrug them off. After all, Dana was just one teacher. That afternoon, Tara decided to reach out to a few other teachers to get their perspectives. One of the teachers, Cece, said it was a really good idea, but that she would probably not try it because it sounded time intensive and she just felt lost when it came to communicating with families. She agreed that communicating positively with families was important, but she just could not take that on this year, especially since there is not any training or support for this kind of thing available at the school. She wished Tara the best, though. Another teacher, Marti, agreed with Dana. She said that in her experience families often undercut her and believed their child’s version of a situation at school over hers. She said there are definitely exceptions, but overall, this is not the case. She works overtime to help her students, and she cares about their learning. It is frustrating to her that it seems that all she gets in return from families is grief. Her plan this year is to communicate with families only when she has to.

Despite the lack of support, Tara decided to move forward with her plan. She thanked Dana and the other teachers for their concern and feedback, told them she respected their viewpoints given their experience at the school. She asked if she could continue to check in with them as she tried the strategy for brainstorming and they agreed. After her first round of conferences, Tara did in fact reach back out to Dana and her other colleagues, and before long, she noticed that they were coming to her with a new idea or two that they were going to try as well. Tara noticed that Dana was very strong in helping her and the other teachers remember the policies and procedures they needed to follow when implementing partnership strategies; and she noticed that Marti seemed to always be coming up with ways to help families, based on what families have shared with teachers about their needs. It seemed that the same dedication Marti showed to her students started spilling over to families when she began to have trusted relationships with them. Over the course of the year, this group became a strong source of support for Tara. By the end of the year, Ms. Ravine had taken notice of their professional learning community. She invited them to formalize their collaborations into a task force focused on family–professional partnerships. Their charge was to lead an effort to develop a schoolwide family–professional partnership plan.

Question: Recall from the chapter that partnership citizenship behaviors refer to the dispositions educators have when enacting the partnership dimensions (the “how” of partnerships) within partnership opportunities (the “what” of partnerships) that lead to trust. These behaviors include: sportsmanship behaviors, civic virtue behaviors, conscientiousness behaviors, and helping behaviors. According to the scenario, Dana was strong in conscientiousness and Marti was strong in helping behaviors. Briefly describe the ways that Tara was strong in sportsmanship and civic virtue behaviors.

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[Q2 Model Response] Tara exhibited sportsmanship behaviors by being gracious and diplomatic after getting negative feedback and criticism from Dana, Marti, and the other teacher about her idea to partner with families when she thanked them for their feedback and validated their experience at the school. She further demonstrated these behaviors when she asked them if she could continue reaching out to them, and by inviting them to reach out to her for brainstorming and support. Tara demonstrated civic virtue behaviors by not letting criticism from her colleagues about her idea stop her. This was not about Tara or her idea, but rather about the larger goal of building trusting relationships with families for students’ benefit.

[Q3] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. She started this year with a commitment to communicate with families on a regular basis in a positive way about students’ strengths. At the first faculty meeting of the year, the principal, Ms. Ravine, asked teachers to share something new that they were going to try this year, and Tara quickly shared her ideas about strengthsbased homeschool communication. She hoped that by doing so, she might spark a larger conversation about family–professional partnerships as last year, she often felt alone in her strong value for what families bring to their children’s learning. After the meeting, one teacher, Dana, approached her gently and remarked, “Tara, I know it is just your second year here so I want to let you know that so many of us have tried to partner with families, but they don’t seem to want partnerships. I just had to say something because I see how hopeful and optimist you are, and I want to prepare you for the possibility that families will let you down. I am sorry to be so blunt, but I just feel it is the right to tell you the truth.” Tara was struck by these comments, but decided to shrug them off. After all, Dana was just one teacher. That afternoon, Tara decided to reach out to a few other teachers to get their perspectives. One of the teachers, Cece, said it was a really good idea, but that she would probably not try it because it sounded time intensive and she just felt lost when it came to communicating with families. She agreed that communicating positively with families was important, but she just could not take that on this year, especially since there is no training or support for this kind of thing at the school. She wished Tara the best, though. Another teacher, Marti, agreed with Dana. She said that in her experience families often undercut her and believed their child’s version of a situation at school over hers. She said there are definitely exceptions, but overall, this is not the case. She works overtime to help her students, and she cares about their learning. It is frustrating to her that it seems that all she gets in return from families is grief. Her plan this year is to communicate with families only when she has to.

Despite the lack of support, Tara decided to move forward with her plan. She thanked Dana and the other teachers for their concern and feedback, told them she respected their viewpoints given their experience at the school. She asked if she could continue to check in with them as she tried the strategy for brainstorming and they agreed. After her first round of conferences, Tara did in fact reach back out to Dana and her other colleagues, and before long, she noticed that they were coming to her with a new idea 15 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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or two that they were going to try as well. Tara noticed that Dana was very strong in helping her and the other teachers remember the policies and procedures they needed to follow when implementing partnership strategies; and she noticed that Marti seemed to always be coming up with ways to help families, based on what families have shared with teachers about their needs. It seemed that the same dedication Marti showed to her students started spilling over to families when she began to have trusted relationships with them. Over the course of the year, this group became a strong source of support for Tara. By the end of the year, Ms. Ravine had taken notice of their professional learning community. She invited them to formalize their collaborations into a task force focused on family–professional partnerships. Their charge was to lead an effort to develop a schoolwide family–professional partnership plan.

Question: Recall from the chapter that school culture refers to the way stakeholders in a school—including administrators, teachers, students, families, and community members —work together toward shared beliefs, values, and assumptions. Commitment is enhanced when there is a clear vision and goals for the school, freely shared ideas and information, autonomy and empowerment in decision making, innovation coupled with adequate resources. In light of these aspects, offer an analysis of the evolution that occurred throughout the year at J.W. Hart Elementary in terms how the school culture fosters commitment to family–professional partnerships.

[Q3 Model Response] At the beginning of the year, Tara lacked access to most of the school culture elements that are linked with enhanced commitment. She was not working with other stakeholders in the school toward shared beliefs, values, and assumptions. There appeared to be no clear vision or goals for family–professional partnerships, no sharing of ideas or information, and no partnership innovation or resources. It did seem, however that Tara enjoyed autonomy and empowerment in decision making about partnerships. That is, while the culture did not facilitate her ability to form partnerships with families, no one stopped her from trying. As the year progressed, there were positive changes in the school culture. Tara began to collaborate other teachers who began share the belief that partnering with families was important. They shared ideas and information, and it appears that innovation was starting to happen as each teacher was trying a new idea and Marti was brainstorming new ways to address families’ needs. There is no explicit reference to an increase in resources or a clear vision/goals by the end of the year, but by Ms. Ravine asking Tara and her colleagues to spearhead a family–professional partnership task force, it can be inferred that a vision and resources would be a of this future work.

Application Exercise 10.3: The Commitment Process Learning Outcome 10.3: Complete a six-step process to strengthen your commitment to family–professional partnerships.

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[Q1] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. All of last year, she was sort of in “survival mode,” learning procedures and policies, and engaging in “trial and error” in her teaching strategies to best meet the diverse learning needs of her students. One of the strategies that she found to be particularly effective was providing students with specific, positive feedback related to their goals and performance in class. She noticed that when she points out to students what they do well, they seem to be more motivated to achieve academically, socially, and behaviorally. This year, she has decided to include this positive feedback in her communication with families as well. She has noticed that most families appear to lack trust in the school, and she wonders if sharing positive feedback with them about their child will help to build relationships and trust. Last year, she had some difficult interactions with families. A few times, she felt attacked—not just on a professional level, but also on a personal level—so when she thinks about interacting with families even to communicate positive information, she must admit that she becomes anxious.

But Tara believes that partnerships with families are a critical aspect of effective teaching, and having a plan gives her some relief from the anxiety she feels. Still, she wonders if families will be receptive to her communication. She wonders if they will think that positive feedback is unimportant, or perhaps less important than feedback about how their child can improve. To her knowledge, very little homeschool communication is occurring at the school overall. What if she “opens a can of worms” by reaching out to families, and they start asking her for more than just positive information, but all information, and what if one family member prefers text messages while another prefers e-mail? How will she make time for this added communication? She decides that despite all the unknown issues that could arise, it is still worth it to try because of the possibilities it has for students in building their self-concept and motivation for learning.

She also sees possibilities for families, too. For example, communicating with them about strengths may help them see strengths in their child that they had not noticed before. Also, perhaps this communication prompts them to share strengths they see in their child with her that will help her in her teaching. At the very least, she hopes that families will feel relief and comfort when they realize that she sees positive things in their children, and not just the negative. While she is nervous about trying this, she also feels motivated by the challenge, and she looks forward to seeing if her hopes become a reality.

Question: Based on what you have learned about Tara, complete Step 1 of the six-step process for family–professional partnership commitments by stating what Tara is committed to and why she is committed to this.

[Q1 Model Response] Your response does not have to be boxed but organized to answer what Tara is committed to and why.

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Step 1: Define Your Commitment: What are you committed to and why?

What is Tara committed to?

Why is Tara committed to this?

Tara is committed to building trusting family–professional partnerships by pointing out student strengths to students and their families.

Tara is committed to pointing out student strengths because positive partnerships with families are a critical aspect of effective teaching.

[Q2] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. All of last year, she was sort of in “survival mode,” learning procedures and policies, and engaging in “trial and error” in her teaching strategies to best meet the diverse learning needs of her students. One of the strategies that she found to be particularly effective was providing students with specific, positive feedback related to their goals and performance in class. She noticed that when she points out to students what they do well, they seem to be more motivated to achieve academically, socially, and behaviorally. This year, she has decided to include this positive feedback in her communication with families as well. She has noticed that most families appear to lack trust in the school, and she wonders if sharing positive feedback with them about their child will help to build relationships and trust. Last year, she had some difficult interactions with families. A few times, she felt attacked—not just on a professional level, but also on a personal level—so when she thinks about interacting with families even to communicate positive information, she must admit that she becomes anxious.

But Tara believes that partnerships with families are a critical aspect of effective teaching, and having a plan gives her some relief from the anxiety she feels. Still, she wonders if families will be receptive to her communication. She wonders if they will think that positive feedback is unimportant, or perhaps less important than feedback about how their child can improve. To her knowledge, very little homeschool communication is occurring at the school overall. What if she “opens a can of worms” by reaching out to families, and they start asking her for more than just positive information, but all information, and what if one family member prefers text messages while another prefers e-mail? How will she make time for this added communication? She decides that despite all the unknown issues that could arise, it is still worth it to try because of the possibilities it has for students in building their self-concept and motivation for learning.

She also sees possibilities for families, too. For example, communicating with them about strengths may help them see strengths in their child that they had not noticed before. Also, perhaps this communication prompts them to share strengths they see in their child with her that will help her in her teaching. At the very least, she hopes that families will feel relief and comfort when they realize that she sees positive things in their children, and not just the negative. While she is nervous about trying this, she also feels motivated by the challenge, and she looks forward to seeing if her hopes become a reality.

Question: Based on what you have learned about Tara, complete Step 2 of the six-step process for family–professional partnership commitments by listing rewards Tara specifies for students, families, and for herself.

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[Q2 Model Response] Your answer does not have to be boxed but should list rewards Tara specifies for students, families, and for herself.

Step 2: Describe the Rewards of Your Commitment What rewards did Tara specify for students?

• Enhanced self-concept •

Enhanced motivation for learning

What rewards did Tara specify for families?

• Seeing strengths in their child that they may not have seen before •

Increased trust

•

Feeling relief and comfort that teachers see positive things in their child

What rewards did Tara specify for herself?

• Improved relationships with students and families •

Learning new student strengths and using those to be a better teacher

Motivation in taking on a new challenge

[Q3] Scenario: This is Tara’s second year as a special education teacher at J.W. Hart Elementary School. All of last year, she was sort of in “survival mode,” learning procedures and policies, and engaging in “trial and error” in her teaching strategies to best meet the diverse learning needs of her students. One of the strategies that she found to be particularly effective was providing students with specific, positive feedback related to their goals and performance in class. She noticed that when she points out to students what they do well, they seem to be more motivated to achieve academically, socially, and behaviorally. This year, she has decided to include this positive feedback in her communication with families as well. She has noticed that most families appear to lack trust in the school, and she wonders if sharing positive feedback with them about their child will help to build relationships and trust. Last year, she had some difficult interactions with families. A few times, she felt attacked—not just on a professional level, but also on a personal level—so when she thinks about interacting with families even to communicate positive information, she must admit that she becomes anxious.

But Tara believes that partnerships with families are a critical aspect of effective teaching, and having a plan gives her some relief from the anxiety she feels. Still, she wonders if families will be receptive to her communication. She wonders if they will think that positive feedback is unimportant, or perhaps less important than feedback about how their child can improve. To her knowledge, very little homeschool communication is occurring at the school overall. What if she “opens a can of worms” by reaching out to families, and they start asking her for more than just positive information, but all 19 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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information, and what if one family member prefers text messages while another prefers e-mail? How will she make time for this added communication? She decides that despite all the unknown issues that could arise, it is still worth it to try because of the possibilities it has for students in building their self-concept and motivation for learning.

She also sees possibilities for families, too. For example, communicating with them about strengths may help them see strengths in their child that they had not noticed before. Also, perhaps this communication prompts them to share strengths they see in their child with her that will help her in her teaching. At the very least, she hopes that families will feel relief and comfort when they realize that she sees positive things in their children, and not just the negative. While she is nervous about trying this, she also feels motivated by the challenge, and she looks forward to seeing if her hopes become a reality.

Question: Based on what you have learned about Tara, complete Step 4 of the six-step process for family–professional partnership commitments by listing the obstacles Tara identified and possible solutions to those obstacles. For obstacles that should be accepted or disregarded, briefly describe why?

[Q3 Model Answer] Your answer does not have to be boxed but should identify obstacles Tara identified and possible solutions. Be sure you have explained why obstacles should be accepted or disregarded.

Step 4: Anticipate Obstacles and Identify Solutions What obstacles did Tara identify?

• Obstacle 1: Families may view her communication with them about their child’s strengths as unimportant, or less important than communicating with them about ways their child needs to improve Tara should disregard this as irrational at this time.

While it is possible that families will react negatively to this strategy, it is unknown at this time if negativity will occur—and if so, what the negativity will be centered around—so spending time now brainstorming solutions to negative reactions without more information would be unproductive.

•

Obstacle 2: Families may want even more communication than just positive feedback, and this will be difficult for Tara to manage. Possible solution (see below)

Obstacle 3: Families may want to communicate in different modalities (text, e-mail, phone) and this will be difficult to manage in an already busy schedule. Possible solution (see below) What possible solutions could Tara implement to overcome the obstacles she identified?

•

Solution to Obstacle 2: Answers may vary, but must build on the stated obstacle and follow the recommendations in the chapter regarding identifying solutions. Sample answers could include:

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o Tara could seek out a mentor in the school that could help her in establishing boundaries and expectations for homeschool communication that help her communication with families become more manageable. o Tara could seek to find ways to merge this commitment with other commitments or even requirements she has such as communicating with families about student progress toward IEP goals and objectives that results in a feeling of synergy across multiple commitments rather than her feeling stretched thin across multiple commitments.

•

Solution to Obstacle 3: Answers may vary, but must build on the stated obstacle and follow the recommendations in the chapter regarding identifying solutions. Sample answers could include: o Tara could look into a management system (e.g., spreadsheet, checklist) that helps her track which families she has communicated with each week, by which modality. o She could choose to communicate with all families who prefer a “text message” one week and the next week, communicate with all families who communicate via e-mail, to help her keep everything straight.

She could also limit the amount of communication she has with families to one time per week at the beginning to see what is manageable for her.

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Chapter 10 Test Items Multiple-Choice Questions 1. The four indicators for commitment in the Sunshine model are: A. Volition, bonding, dedication, responsibility B. Variation, bonding, deliberation, recapping C. Variation, bonding, dedication, responsibility D. Volition, bracketing, deliberation, recapping 2. Within the Sunshine model definition of commitment, volition refers to: A. A conscious choice to be committed and the strength to act on that choice B. A conscious choice to be committed and the power to act on that choice C. A conscious choice to be committed and the determination to act on that choice D. A conscious choice to be committed and the responsibility to act on that choice 3. Within the Sunshine model definition of commitment, bonding refers to: A. Connecting with the school community on the whole, not just students and families B. Creating a strong relationship with families and students C. Connecting with others to form partnerships D. Forming connections with people, tasks, and activities within one’s work 4. Within the Sunshine model definition of commitment, dedication refers to: A. Time, energy, and work in forming partnerships that are grounded in trust B. One of the key character traits expected of teachers in partnerships C. Showing a very strong support for and loyalty to one’s work D. Long-term allegiance to families and students in support of partnerships 5. Within the Sunshine model definition of commitment, responsibility refers to: A. Holding oneself accountable for the outcomes of one’s work B. Holding the district accountable for supporting partnerships C. Holding families accountable within trusting family–professional partnerships D. Families and teachers holding students accountable for their learning 6. Which of the following types of motivation is needed for commitment to partnerships?

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B. The ability to help families understand one’s perspective about student learning C. A multidimensional view of family–professional partnerships D. A skill that families and teachers must address in considering student learning needs 8. Helen and her colleagues have been working with district staff from the Central Office on establishing a laundry service at Terry High School for students and their families to use free of charge. She applied for grant funding and was awarded enough money to purchase five sets of washers and dryers. However, it seems that once they meet one requirement, there is a new form to fill out or a new protocol to address. Honestly, it feels at times like the rules are changing from one moment to the next. In responding, Helen remains courteous and tactful, despite her frustrations with the bureaucracy. Which of the following partnership citizenship behaviors best describes Helen’s actions?

A. Sportsmanship behaviors B. Civic virtue behaviors C. Conscientious behaviors D. Helping behaviors 9. Working on getting the laundry service project up and running has been tedious.

First of all, there was the grant application, which required multiple signatures, adherence to guidelines for content and formatting, and a strict deadline. And then after receiving the funding, there have been more details. Helen is highly organized, and she is glad that she has this skill because she is not sure she would have been able to continue if her work was in a state of disorganization. Which of the following partnership citizenship behaviors best describes Helen’s actions?

A. Sportsmanship behaviors B. Civic virtue behaviors C. Conscientious behaviors D. Helping behaviors 10. Helen and her colleagues were not asked to develop the laundry service at the school, write the grant, or work through all of the bureaucratic processes. They did this out of a commitment to meet the needs of the families in the community.

Families and community members have remarked that they have appreciated the school’s efforts to find out what problems needed to be addressed in the community and to be available to problem-solve with the community in finding solutions. Which of the following partnership citizenship behaviors best describes Helen’s actions?

A. Sportsmanship behaviors B. Civic virtue behaviors C. Conscientious behaviors D. Helping behaviors 11. Helen and her colleagues came up with the idea for the laundry service because they decided to engage in a listening tour in the community where they asked community members, including families and students, how the school could best 23 Copyright © 2022, 2015, and 2011 Pearson Education, Inc. All Rights Reserved.

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meet their needs. The laundry service resulted as one of the top needs for the community. Writing the grant and dealing with the bureaucratic processes has resulted in long afternoons and evenings at the school, but Helen does not regret it.

She is driven by the need to serve her community. Which of the following partnership citizenship behaviors best describes Helen’s actions?

A. Sportsmanship behaviors B. Civic virtue behaviors C. Conscientious behaviors D. Helping behaviors 12. Which of the following aligns with the Sunshine Model regarding partnership citizenship behaviors and teachers’ role/job description?

A. Educators choose to enact partnership citizenship behaviors above and beyond what is expected or required for their job B. Partnership citizenship behaviors are within an educator’s role and job description C. Most partnership citizenship behaviors are “in-role,” but a few are “extra-role” D. Partnership citizenship behaviors cannot fit neatly inside either an “in-role” or “extra-role” designation 13. Research has documented linkages between commitment and which of the following factors?

A. School culture, skills, and other commitments B. Organizational citizenship behaviors, conflict resolution, and professional learning communities C. Dignity, culture, and responsibility D. Engagement, perspective-taking, and empathy 14. Which of the following is true about self-efficacy?

A. Teachers and families must feel self-efficacious about partnerships in order for commitment to be meaningful.

B. Teachers can feel self-efficacious about one partnership skill (e.g., communication) and less self-efficacious about another skill (e.g., advocacy).

C. Self-efficacy is related to motivation, which is related to commitment, but there is no direct link between self-efficacy and commitment.

D. Self-efficacy has yet to be identified as relevant to commitment, so teachers should focus on other factors that have been established through research.

15. Which of the following best describes a professional learning community designed to address commitment to family–professional partnerships?

A. An independent book study, such as The Glass Castle B. A study group for a certification test C. Group learning on communication skills D. A workshop put on by the district

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

16. What does it mean to refer to multiple commitments as “targets”?

A. This means that a person is not committed to “partnerships” on the whole, but rather specific aspects, such as equity, referred to as the targets B. This means that in people should identify targets in their commitments that they want to prioritize and streamline other priorities to the selected target C. This means that teachers should think about their multiple commitments in targeted ways, such as thinking about families, students, their school, and their colleagues, among other targets D. This means that teachers should consider asking families about their multiple commitments in order to assist them in targeting the most pressing one 17. Which step in the six-step process for family–professional partnership commitments involves writing a letter to your future self?

A. Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment B. Step 2: Describe the Likely Rewards of Your Commitment C. Step 3: List the Actions You Will Take to Carry Out Your Commitment D. Step 4: Anticipate Obstacles and Identify Solutions 18. Which step in the six-step process for family–professional partnership commitments involves identifying concerns related to your commitment that you need to just learn to accept as being “worth it” for making your commitment?

A. Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment B. Step 2: Describe the Likely Rewards of Your Commitment C. Step 3: List the Actions You Will Take to Carry Out Your Commitment D. Step 4: Anticipate Obstacles and Identify Solutions 19. Which step in the six-step process for family–professional partnership commitments involves asking yourself to identify what you have put into your commitment already?

A. Step 3: List the Actions You Will Take to Carry Out Your Commitment B. Step 4: Anticipate Obstacles and Identify Solutions C. Step 5: Acknowledge the Investments You Have Already Made D. Step 6: Manage Your Many Commitments 20. Which step in the six-step process for family–professional partnership commitments involves asking yourself if you can “do it all”?

A. Step 3: List the Actions You Will Take to Carry Out Your Commitment B. Step 4: Anticipate Obstacles and Identify Solutions C. Step 5: Acknowledge the Investments You Have Already Made D. Step 6: Manage Your Many Commitments Essay Questions 1. Using your own words, explain why each of the four indicators—volition, bonding, dedication, and responsibility—are needed for commitment, and provide examples for each based on a teacher who has made a commitment to build trusting partnerships with students’ families.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

2. Offer an example to illustrate why in- versus extra-role distinctions are not relevant to the way that commitment is defined and understood in the Sunshine model.

3. Define and offer examples for each of the four partnership citizenship behaviors: sportsmanship behaviors, civic virtue behaviors, conscientious behaviors, and helping behaviors.

4. Describe a school culture that would foster commitment to family–professional partnerships, using the research-based indicators discussed in Chapter 10.

5. Explain how other commitments you make will shape your commitment to partnerships.

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Test Bank for Families and Professionals Trusting Partnerships in General and Special Education, 8th Edition By Ann Turnbull, Turnbull, Francis, Meghan.

Chapter 10 Test Answer Key ANSWER KEY: Chapter 10 Test (Multiple Choice) 1. A 2. B 3. D 4. C 5. A 6. C 7. A 8. A 9. C 10. D 11. B 12. D 13. A 14. B 15. C 16. A 17. B 18. D 19. C 20. D

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