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The information below was in a handout the instructor sent and can be helpful for the assignment

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The information below was in a handout the instructor sent and can be helpful for the assignment. It is recommended that you complete this task as a paper. (Common length: about 5-6 pages in WORD, double-spaced, including references.) Part A: Identify your State Specific Requirements: ? You can also look for links for your state in the Colorin Colorado site in the page of ELL Resources by State: http://colorincolorado.org/ell-basics/state ? *Note: Within this section, you MUST include a working URL(s) for accessing your state’s requirements. Part A (cont.): For comparing state requirements to national requirements (not standards): How are they the same? How are they different? Some possible considerations: ? Definition of English Learner ? Requirement for Home Language Survey ? Requirements and methods of screening and assessment ? Criteria/requirements for identification, placement, reclassification, and exit ? Time requirement for screening/placement (nat’l guidelines do not have strict time window) ? Requirement for Individual learning plan or service plan ? What vs. how (Do states have flexibility in how they follow nat’l procedures?) *It is fine to focus on similarities, but include two differences, such as time requirement (window) for administering the Home Language Survey, screening assessment, parent notification, etc., or the fact that National Requirements do not require a specific screening or summative assessment. *Note: There is a typo in the Task 3 directions: “national standards” should be “National requirements” Some National Resources: ? Zacarian, D. (2012). Serving English Learners: Laws, Policies, and Regulations. http://www.colorincolorado.org/sites/default/files/Policy_Guide_Final.pdf ? U.S. Department of Education. (2017). English Learner Toolkit for State and Local Education Agencies. https://ncela.ed.gov/sites/default/files/legacy/files/english_learner_toolkit/OELA_2017_ELsToolkit_508C.pdf ? U.S. Department of Education (2017). Chapter 8: Tools and Resources for Monitoring and exiting English Learners from EL programs and services. English Learner Toolkit. https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap8.pdf ? U.S. Department of Education (n.d.). Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them. https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf link down ? U.S. Department of Justice (n.d.). Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs. https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf link down ? https://www2.ed.gov/about/offices/list/ocr/ell/planoutline.html link down ? U.S. Department of Education, Office for Civil Rights. (2015). Developing programs for English language learners: Identification chart. https://www2.ed.gov/about/offices/list/ocr/ell/cidentification.html (FLOWCHART: See other chart options on the left side of page) link down For Part B, you need to create a table with headings, per the instructions, to display your information. For example: State Requirements Three Procedures Teachers Need to Follow Three Instruments ? The State Requirements column pertains to procedures and/or criteria surrounding the identification of ELLs (Home Language Survey), parent notification, placement/reclassification, exit from ELL services, etc. ? Consider the Procedures teachers need to follow regarding obtaining info from parents, parent notification, monitoring progress, consulting with the EL’s other teachers/team, implementing testing/instructional accommodations, and both screening and annual assessments, if applicable. ? The Instruments column refers to specific instruments used in processes such as identification, placement, reclassification, and exit. Some examples include the following: ? Home Language Survey ? Your state’s language screening assessment (ex. WIDA MODEL, ELPA21 Screener, etc ) ? Your state’s annual language proficiency assessment (ex. WIDA ACCESS) ? *The three columns are independent of each other; row/item correspondence is not expected. ? This chart may seem somewhat redundant to Part A. For Part C, discuss the role and rights of the family, including non-English speaking parents. Your state and/or district may have policies in place for this. See individual state’s department of education website or district’s website, and/or the following: ? U.S. Department of Education (n.d.). Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them. https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf ? Tumarkin, S. R. & Weldin, D. J. (1997). Parent Involvement: More Power in the Portfolio Process. Paper presented at the Annual Conference and Exhibit of the Association for Supervision and Curriculum Development (Baltimore, MD, March 22-25, 1997). https://files.eric.ed.gov/fulltext/ED411066.pdf ? WIDA (n.d.). My child is an ELL: A Parent’s Guide. (7 videos). https://wida.wisc.edu/sites/default/files/resource/My-Child-is-an-ELL-Flyer-English.pdf ? Shores, E. & Grace, C. (1998). Portfolio Development in School-Age Programs. In The Portfolio Book: S Step-by-Step Guide for Teachers. Involving Parents in the Portfolio Process. https://arbetterbeginnings.com/wp-content/uploads/Involve%20Parents%20in%20the%20Process.pdf ? See page 17 of Zacarian, D. (2012). Serving English Learners: Laws, Policies, and Regulations. http://www.colorincolorado.org/sites/default/files/Policy_Guide_Final.pdf Sample APA Report: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/APA%207%20Student%20Sample%20Paper.pdf (you do NOT need an abstract) *Do not submit this task in PowerPoint!