Understanding Individualized Education Programs and Language Assessment

Individualized Education Programs for students with disabilities

Viewing the Video in which general education teachers discuss with a parent and special education teacher the progress a freshman with a disability is making on his individualized education program(IEP). After viewing the video, answer the questions follow.
1. How is the student’s mother involved in the annual meeting to review the IEP and her son’s progress? Why is it important that parents be involved in the IEP process? What are the requirements for parental involvement in the IDEA? 

2. What will be your role and responsibility as a general education teacher if you have a student with a disability in their classroom? 

 

Activity 8.02: Language Assessment
Read and watch the resources that are linked below. Use what you learn from the sources provided to complete the assignments that are embedded in this page. 
State and federal law require that all students whose primary language is one other than English be assessed for English language proficiency. The legal basis for English proficiency testing is that all students have the right to an equal and appropriate education - not knowing the language could prevent a student from accessing that right. When students enroll in a California public school, their parents/guardians have to fill out a home language survey. If the parents indicate on that survey that the child's primary language is not English, the school district is required to administer a language proficiency assessment within 30 days.

 

The child is assessed in both their primary language and the English language to capture a complete picture of the child’s language development. A student’s proficiency in their primary language can become a resource for developing literacy in their second language, English. Though it is often seen as a challenge, many literacy concepts and strategies, such as drawing inferences, comparing and contrasting information, and understanding main ideas and details can transfer broadly across languages.

 

Assignment 8.02a: Proficiency Level Descriptors
1 Read pages 104-105 of Chapter 2 of the ELA/ELD Framework(Chapter 2 should be in the attachment documents).
2 List and explain the proficiency level descriptors that were described in the text.
3 Why do you think it is important to know student English language proficiency levels?  How might this data impact your instruction?

 

Activity 8.05: Culturally Responsive Teaching and Standard English Learners
Read through this page and watch the resources that are linked. Use what you learn from the sources to complete the assignments that are embedded throughout this activity. 
Standard English Learners represent a population of students whose ancestral or home languages reflect unique cultural and linguistic histories other than English; these languages differ in structure and form from the language of school. Their language incorporates English vocabulary while embodying phonology, grammar, and sentence structures rules transitioned from various indigenous languages. Some of the more common Standard English Learners include:African American/Mexican American/American India/Hawaiian American Standard English Learners possess a variety of linguistic and cultural abilities that can be considered assets. Classroom instruction that builds on these assets will help provide Standard English Learners with meaningful access to the core curriculum.

 

Procedure:
As you proceed, keep the guiding question in mind.
1. Read Chapter 9,pages 882-888, to build your knowledge base about Standard English learners.
2. Then, view the videos below. Use the information you learn from the video to complete assignment 8.05