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Education of English Language Learners and Students With Disabilities

Overview

Your current position is an educational consultant of English language learners (ELL) and students with disabilities in the New Brookhaven School. (You may determine the level of the school: early childhood, elementary, middle, or high school.) The teachers you are assigned to work with have taught in the school for 5–10 years. Each teacher is set in his or her ways. The test scores on achievement tests for neighborhood typical learning students are average to above average. Students with disabilities are known to be excluded from standardized testing and some classroom activities. Five ELL students have also just arrived at the school from the new community immigrant host program. Parents of the ELL students do not speak English and will need an interpreter to work with the school and communicate with teachers. Two of the ELL students are known for exhibiting behavioral outbursts in class. Several of the students with disabilities also have Behavioral Intervention Plans and are behind academically. Parents of the students with disabilities often complain that their children are not receiving a fair education and are treated differently than their peers. The school has limited technology funding. Your position in the school is to create a learning environment that is educationally sound for the ELL students and students with disabilities.

Instructions

Write an 8–10 page paper in which you:

  1. Summarize a background scenario of the school, teachers, teaching environment, and students.
  2. Explain how you would establish and integrate programs for students with disabilities and ELL students. Research and cite two case law findings that impact programs for students with disabilities and ELL students.
  3. Analyze how school resources and public school funding could be utilized or reappropriated for technology and specialized programs for student learning and engagement. Research and cite one case law finding or legislative act that impacts school resources and public school funding allocations.
  4. Discuss how incidents of behavioral infractions will be addressed.
  5. Recommend how the needs of students and teachers will be met as it relates to student and teacher freedom and safety.
  6. Construct a plan to meet the needs of ELL students, students with disabilities, and their parents.
  7. Explain a strategy for securing technology funding to meet student and teacher technology needs.
  8. Analyze three potential challenges to your proposed plan and explain how you would address these.
  9. Use at least six peer-reviewed academic resources in this assignment including a conversation from a K-12 Administrator. Note: Wikipedia and similar websites do not qualify as academic resources. If you are uncertain that a resource qualifies as a peer-reviewed academic resource, please consult your course instructor. The K-12 Administrator qualifies as one academic resource.
  • Construct a plan to meet the needs of ELL teachers, students, students with disabilities, and their parents

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Formative assessments are more formative for teachers than for students

Based on the readings and videos of this unit write a paper on Formative Assessment by addressing the points below:Analyze the following statement: ‘formative assessments are more formative for teachers than for students’; give an example.

Analyze how formative assessments ARE formative for students; give an example.

Submit a paper that is 2-3 pages in length, exclusive of the reference page, double-spaced using 12 point, Times New Roman font. The paper must be well written and cite at least 3 outside sources in APA format,, and at least one from the one provided in the references below.   Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used. your paper should have practical experience

References

1. Erie, PA., Public Schools. (2017). Diagnostic assessment. ERIESD. https://www.eriesd.org/cms/lib/PA01001942/Centricity/Domain/1917/Types%20of%20Assessments%20information%20sheets.pdf 

  • ‘Diagnostic assessment’ is a clear summary of this assessment.

2. Lamprianu, I., & Athanasau, J. (2009). A teacher’s guide to classroom assessment. Sense Publishers. Available here. 

  • Read pp: 15-38
  • In pages 15-38 of ‘A teacher’s guide to classroom assessment, you will find an analysis of the different types of classroom assessments and their uses.

3. Lynch, M. (2016, August 23). Summative assessments, do you know these basics? The Edvocate. https://www.theedadvocate.org/summative-assessments-know-basics/

  • ‘Summative assessments, do you know these basics?’ is a description of the basic aspects of summative assessments.

4. Lynch, M. (2016, November 22). The five major features of summative assessments. The Edvocate. https://www.theedadvocate.org/five-major-features-summative-assessments/

  • Five major features of summative assessments’ is a description of the major features of summative assessments.

5. Looney, J. (2011). Integrating formative and summative assessments: progress towards a seamless system. OECD Education Working Papers No. 58. https://files.eric.ed.gov/fulltext/ED529586.pdf

  • ‘Integrating formative and summative assessments: progress towards a seamless system’ is an overview of the efforts to integrate these assessments. The challenges are, on the one hand, strengthening the classroom-based formative assessments and, on the other hand, improving testing and measurement technologies.

6.  Rethinking classroom assessment with purpose in mind. (n.d.). WNCP. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf 

  • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit you need to read Chapter 2.

7. Ronan, A. (2015, April 29). Every teacher’s guide to assessment. Edudemic. https://www.moedu-sail.org/wp-content/uploads/2014/02/CFA-Handouts-for-C-Assessment-Design.pdf 

  • ‘Every teacher’s guide to assessment’ is quite a complete overview of classroom assessment.

Optional Videos

1. Common Sense Education. (2016, July 12). 3 tips for great formative assessment [Video]. YouTube. (2:16)https://youtu.be/JJ5yRhyIeFI

  • 3 tips for great formative assessment’ raises two interesting questions: is formative assessment more formative for teachers than for students? If so, how can formative assessment be also formative for students?

2. Datko, K. (2013, May 6). Rethinking assessment [Video]. YouTube.  (5:39) https://youtu.be/sFZP4gsEVWo

  • ‘Rethinking assessment’ is a visual summary of formative (for learning) and summative (of learning) assessments.

3. SanBdoCitySchools. (2015, December 4). Formative assessments: using feedback to guide instruction [Video]. YouTube.  (7:06) https://youtu.be/Ecp5tFwXA_M 

  • In ‘Formative assessments: using feedback to guide instruction’ the instructor shows how to use formative assessments and give feedback to students

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t is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities

it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.

Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. 

Requirements:

Provide a 500 word (or 2 pages double spaced) minimum reflection.

Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.

Share a personal connection that identifies specific knowledge and theories from this course.

Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. 

You should not provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace

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priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities

At UC, it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.

Assignment:Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. 

Requirements:

·       Provide a 500 word (or 2 pages double spaced) minimum reflection.

·       Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.

·       Share a personal connection that identifies specific knowledge and theories from this course.

·       Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment. 

·       You should not provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace

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Intercultural and international communication has taken on a new role for students as well as career professionals.

Country for Assignment is Portugal.
1. 10-15 minute presentation to the class – need a power point presentation as well
2. Referencing of material is a must!
3. 3 page (double-spaced) reflection on your experience working with your group – this is important as well
– What did you learn from the experience? What do you think went well? What would you have done
differently, given the opportunity? What are your goals for future group work?
4. Self & Peer evaluations
Group Project
Country – Portugal
Intercultural and international communication has taken on a new role for students as well as career professionals. Knowing when the European and Asian markets open has become mandatory; so has awareness of multiple time zones and their importance in relation to trade, shipping, and the production cycle. Managing production in China from an office in Chicago has become common. Receiving technical assistance for your computer often means connecting with a well-educated English speaker in New Delhi. Communities are no longer linked as simply “brother” and “sister” cities in symbolic partnerships. They are linked in the daily trade of goods and services.
In your line of work, you will be exposed to a variety of different cultures and language differences. These different cultures and language differences can bring about differences in how you interact with others.
For this project, you will examine and explore the following from your assigned country:
1. Primary languages spoken in your country
2. Verbal and non-verbal communication skills
3. How teams interact and work together
4. Define management styles
5. Define how conflict is managed
6. Any other relevant information
Final Product:
1. 10-15 minute presentation to the class
2. Referencing of your material is a must!
3. 3 page (double-spaced) reflection on your experience working with your group.
– What did you learn from the experience? What do you think went well? What would you have done
differently, given the opportunity? What are your goals for future group work?
4. Self & Peer evaluations

Rubric
Total: 76 marks
Topic accurately covered:
Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10
Language Material Covered:
Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10
Management Style Covered: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10
Conflict Covered:
Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10
Referencing: Yes: 7-10/10 Partially: 4-6/10 Not Well: 0-3/10
Verbal Presentation:
Covered Well: 7-10/10 Partially Well: 4-6/10 Not Well: 0-3/10
Self & Peer Evaluation Completed: 5/5 Not Completed: 0/5
Reflection Page Requirements: 0-2/2
Reviewed Experience 0-2/2
Provided Future Goals for Group Work 0-2/2


Self and Peer Evaluation of Group Project
Please assess the work of you and your colleagues by using the following criteria. We will
consider your feedback in assigning the grade for the project. Please try to be as honest and fair
as possible in your assessment.
5 = Excellent work; was crucial component to group’s success
4 = Very strong work; contributed significantly to group
3 = Sufficient effort; contributed adequately to group
2 = Insufficient effort; met minimal standards of group
1 = Little or weak effort; was detrimental to group?
SELF Evaluation (Name: ____________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 1: _______________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material

PEER Evaluation (Partner 2: ________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 3: ________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 4: ________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 5: ________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material
PEER Evaluation (Partner 6: ________________________):
_____ Participation in developing ideas and planning project
_____ Willingness to discuss the ideas of others
_____ Cooperation with other group members
_____ Interest and enthusiasm in project
_____ Participation in leading/facilitating discussion
_____ Ease and familiarity with discussion material

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  • Enjoy our bonus services. You can make a free inquiry before placing and your order and paying this way, you know just how much you will pay. A verdict was rendered against three parent chaperones. How was the third parent included in the case?
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What are the barriers EAL students face in mainstream English classroom, and in what ways teachers could facilitate their learning?

Annotated Bibliography
Word Count: 1600 words
In this task you will review eight peer reviewed research articles published in academic journals that are immediately relevant to the topic or problem you are choosing to investigate. In the introduction to your annotated bibliography, you need to identify the researchable issue and explain why you have chosen to focus on this inquiry.
Topic/Problem: What are the barriers EAL students face in mainstream English classroom, and in what ways teachers could facilitate their learning?

Part One: Introduction
(a) What is your research question? (b) What is the purpose of this review?
Part Two: 8 Peer Reviewed Articles
Framing your annotated bibliography as a response to a question makes the contribution of each article clearer. Discuss each paper (in no more than 200 words each) reporting:
(2) What is the scope of the research (i.e., what is the paper is about?).
(3) What are the key findings of the study (what did the study discover?
(4) the significance of these findings for education practice (so what?).
Try to balance all 8-peer reviewed article, focusing on different area of the topic.
3-4 Article talking about the barriers EAL students face in mainstream English.
4-5 Articles, talking about the ways teacher could facilitate their learning.

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Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school.

In your opinion, are Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school. Please explain. What is a meta-analysis and how is such a research method useful to demonstrate efficacy of an outcome?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument in general for SEL effectiveness and why?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument globally for SEL effectiveness and why?What is a randomized control trial and why is it important to include these types of studies in a meta-analysis?

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Explain why students with EBD are less successful on academic tasks than their peers. How does student motivation influence both instruction and learning?

 This assignment has three parts. All parts should be submitted in one document.

Part 1: Explain why students with EBD are less successful on academic tasks than their peers. How does student motivation influence both instruction and learning?

Part 2: Defend your position on the following statement: When curriculum and instruction are adapted or modified, it dilutes, or “dumbs-down,” the curriculum. Cite at least three peer-reviewed articles to help support your position.

Part 3: As a special education teacher, discuss some instructional modification options for students with EBD. In your response, choose any grade or content area ensuring to describe the classroom environment, your interactions as the teacher, and specifically how you would modify/adapt the curriculum, materials, classwork, and homework.

Length: 4-6 pages, not including title and reference page.

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Explain why students with EBD are less successful on academic tasks than their peers.

This assignment has three parts. All parts should be submitted in one document.

Part 1: Explain why students with EBD are less successful on academic tasks than their peers. How does student motivation influence both instruction and learning?

Part 2: Defend your position on the following statement: When curriculum and instruction are adapted or modified, it dilutes, or “dumbs-down,” the curriculum. Cite at least three peer-reviewed articles to help support your position.

Part 3: As a special education teacher, discuss some instructional modification options for students with EBD. In your response, choose any grade or content area ensuring to describe the classroom environment, your interactions as the teacher, and specifically how you would modify/adapt the curriculum, materials, classwork, and homework.

Length: 4-6 pages, not including title and reference page.

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The Analects, the teachings of Confucius written down by his students after his death

Primary sources are first-hand accounts of historical events, including materials like government documents, autobiographies and memoirs of participants, and archives.

In this assignment, you will read a primary source, an excerpt from The Analects, the teachings of Confucius written down by his students after his death:

http://web.archive.org/web/20001215223500/http://www.humanities.ccny.cuny.edu/history/reader/analects.htm

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