NYSTCE EAS Practice Questions (2026) — Free Sample Questions with Answers

Answer: B

Letting students show learning with a poster, skit, or short essay: Choice in how students demonstrate learning is multiple means of action and expression, a different UDL principle.

Presenting the content through captioned video, diagrams, and text: Correct. Offering the same content in several formats is multiple means of representation, and the captions also support the student who is hard of hearing.

Offering a choice of partners and a personal goal-setting checklist: Choice and self-regulation supports fall under multiple means of engagement.

Giving every student the same textbook chapter to read on their own: A single print format is the opposite of multiple means of representation.

UDL's three principles: representation (how content is presented), action and expression (how students show learning), and engagement (why and how students stay motivated).

Answer: A

Gather data on first-language skills and on progress with ENL supports: Correct. Comparing the student's first-language literacy, progress with language supports, and performance against similar ELL peers—with the ENL teacher—helps separate language acquisition from a possible disability.

Refer the student for special education now so services begin sooner: Referring before considering language-acquisition factors risks misidentifying a typical ELL as having a disability.

Wait until the student is fully proficient in English to raise any concern: Waiting years can delay help for a student who truly has a disability; concerns should be investigated now with appropriate data.

Give a standardized reading test in English to confirm the disability: An English-only test confounds limited English proficiency with a reading disability and cannot confirm one.

Before referral, ask: Is this language acquisition or a disability? Look at first-language skills, quality of ENL instruction, response to intervention, and peer comparisons.

Answer: C

The student most likely has a learning disability in reading: This conclusion is premature; the pattern described is typical of second-language development.

The student has finished learning English and lacks motivation: Social fluency does not mean acquisition is complete, and nothing suggests a motivation problem.

Conversational English develops faster than academic English: Correct. Social language (BICS) often develops in 1–3 years, while academic language (CALP) commonly takes 5–7 years or more.

The student's first language is blocking all English learning: First-language skills generally transfer and support English learning rather than block it.

BICS versus CALP: playground fluency can mask the much longer time needed to master academic language.

Answer: A

A Section 504 plan: Correct. Section 504 provides accommodations for students whose disability substantially limits a major life activity, even when no special education is needed.

An IEP under IDEA: An IEP requires that the disability create a need for specially designed instruction, which this student does not have.

A behavior intervention plan: There is no behavior concern; a BIP addresses problem behaviors identified through a functional behavioral assessment.

No plan, given her high grades: 504 protection does not depend on grades; she still needs accommodations to have equal access.

IEP = disability + need for special education (IDEA). 504 plan = disability that substantially limits a major life activity, requiring accommodations for access.

Answer: C

Wait to see whether the harassment continues for a while before reporting it: DASA requires prompt reporting; waiting allows harm to continue.

Handle it privately with the two students, with no report needed: Intervening is appropriate, but it does not replace the required report.

Orally report it to the principal or designee within one school day: Correct. Staff must make an oral report no later than one school day after witnessing harassment and a written report within two school days.

Report it only if the targeted student files a formal complaint: The duty is triggered by what the employee witnesses, not by a student complaint.

DASA: report harassment, bullying, or discrimination to the principal, superintendent, or designee (the Dignity Act Coordinator)—orally within one school day and in writing within two.

Answer: A

Arrange for a qualified interpreter to attend the conference: Correct. Schools must provide meaningful communication with limited-English-proficient parents, using qualified interpreters.

Ask the parent's ten-year-old child to interpret the meeting: Using children as interpreters is inappropriate; it burdens the child and risks inaccurate or filtered information.

Send home a detailed letter in English instead of meeting: An English-only letter does not give the parent meaningful access to the information.

Keep the meeting short and speak slowly in simple English: Simplified English still does not give the parent full understanding or a way to respond.

Communicate with families in a language they understand; use trained interpreters and translated documents, never students as interpreters.