lOMoARcPSD|10670206
lOMoARcPSD|10670206
D096 OA Study Guide
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1
- What does the term English learner (EL) mean? What are some other terms used to refer
to these students? (p. 11)
a. The term English learner means is a student whom first language isn’t
English. A student who is limited English proficient. Who is age 3-21.,
Who comes from a environment where a language other than English has
had a significant impact on the individual level of English language
proficiency?
b. ELL, ESOL, ESL, LEP are other terms used for EL students. - Federal law requires that parents be notified their child has been identified as an
English learner within what time period? (p. 12, Essential Reading 1)
a. Parents must be notified that their child has been identified as an English
learner within 30days of the beginning of the school year and within 2 weeks
for students that enroll during any other time during the school year. The
schools are required to provide parents with a host of information regarding
their child’s level of English proficiency and how this was determined, the
type of program that their child is enrolled or recommended too participate
in, the method of instruction, and more - Describe one screening tool commonly used as the first step to identify English learners.
What is it called? Who completes it? What are some of the questions it includes? (p. 12,
Essential Reading 1)
a. Home Language Survey—questions: What language did your child first
understand or speak? What language do you or others use most often
when speaking with your child?
b. Parents-What language does your child use most often when speaking with
other family or other members? - After a student is identified as a potential EL, how are placement or screener tests
used for further evaluation? (p. 12, Essential Reading 2)
a. Once students are identified as potential El students they must be assessed
with a valid and reliable assessment to determine if they are indeed Els.
They test the students in proficient in language domains (speaking, listening,
reading and writing) - What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as
it relates to the education for ELs. (p. 12, Essential Reading 2, Page 35)
a. It deals with Language instruction for English learners and Immigrants
Students. It regulates the main aspects that have to do with EL sessions
that schools provide to students whose first language is not English - If a student is identified as EL and is diagnosed with a disability but the parent
declines disability-related services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
lOMoARcPSD|10670206
a. If the parents decline disability-related services under IDEA and 504, the
SEA and LEA remain obligated to provide appropriate language assistance
services to Els.
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- If a student is identified as EL and is diagnosed with a disability but the parent opts out
of the EL programs and services, what is the school still required to provide? (p. 14,
Essential Reading 1, Page 2)
a. The LEA remains obligated to provide such services as required in the IEP or
504 plan, and to conduct ELP monitoring and / provide language assistance
as appropriate. - What are some ways we can overcome the overidentification and under-identification
of ELs in special education? (p. 14, Essential Video)
a. The resources. Available for low-income area are at a shortage-Most school
aren’t culturally responsive for the increase of El student populations. And
it results in under identification of these students. And people are nervous
because they don’t want to put a label on the EL students sinc,e they aren’t
educated on the identifying these EL students - Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)
- Instruction focuses on providing Els with opportunities to engage in disciplinespecific practices, which are designed to build conceptual understanding and
language competence in tandem. Learning is a social process that
requires teachers to intentionally design learning opportunities
that integrate reading, writing, speaking, and listening with the
practices of each discipline. - Instruction leverages ELs’ home language(s), cultural assets, and
prior knowledge. ELs’ home language(s) and culture(s) are
regarded as assets and are used by the teacher in bridging prior
knowledge to new knowledge, and in making content meaningful
and comprehensible. - Standards-aligned instruction for ELs is rigorous, grade-level
appropriate, and provides deliberate
and appropriate scaffolds. Instruction that is rigorous and
standards-aligned reflects the key shifts in
the CCSS and NGSS. Such shifts require that teachers provide
students with opportunities to describe their reasoning, share
explanations, make conjectures, justify conclusions, argue from
evidence, and negotiate meaning from complex texts. Students
with developing levels of English proficiency will require
instruction that carefully supports their understanding and use of
emerging language as they participate in these activities. - Instruction moves ELs forward by taking into account their
English proficiency level(s) and prior schooling experiences. ELs
within a single classroom can be heterogeneous in terms of home
language(s) proficiency, proficiency in English, literacy levels in
English and student’s home language(s), previous experiences in
schools, and time in the U.S. Teachers must be attentive to these
differences and design instruction accordingly.
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- Instruction fosters ELs’ autonomy by equipping them with the
strategies necessary to comprehend and
use language in a variety of academic settings. ELs must learn to
use a broad repertoire of strategies to construct meaning from
academic talk and complex text, to participate in academic
discussions, and to express themselves in writing across a variety
of academic situations. Tasks must be designed to ultimately
foster student independence. - 6. Diagnostic tools and formative assessment practices are
employed to measure students’ content knowledge,
academic language competence, and participation in
disciplinary practices. These assessment practices allow teachers
to monitor students’ learning so that they may adjust instruction,
accordingly, provide students with timely and useful feedback, and
encourage students to reflect on their own thinking and learning.
Unit 2, Module 2 - List the important components of the Individuals with Disabilities Education Act
(IDEA). (p. 18, Essential Reading 1)
a. It’s a education law that requires public school to meet the unique needs
of eligible K-12 students with disabilities.
i. Legal rights for people with disabilities
ii. An Individualized Education program (IEP) for eligible K-12 students
iii. Special education and related services to meet a students’ unique needs
iv. Accommodation (audiobooks or extra time) for K-12 students
v. A requirement that public schools find and evaluate-at no cost to familieskids who may have a disability
vi. Education funding for schools
vii. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
viii. Procedural safeguards that protect families’ rights (like access to school
records)
ix. Due process (or partial hearing) for resolving disputes between
families and schools - List the important components of Section 504 of the Rehabilitation Act. (p. 18,
Essential Reading 1)
a. 504 Plan-is a civil rights law prohibits disability discrimination at schools that
get federal funding. (School help by removing barriers)
i. Legal rights for people with disabilities
ii. 504 plans for eligible K-12 students
iii. Accommodations (audiobooks or extra time) for K-12 students
iv. A free appropriate public education (FAPE) in the least restrictive
environment (LRE) for students
v. Procedural safeguards that protect families right (like access to school
records)
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