D096 Study Guide
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1
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.
2. 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
3. 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?
4. 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)
5. What is the purpose of Title III of 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
6. 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)
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.
Make it Happen!!
, 7. 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.
8. 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 since they aren’t
educated on the identifying these EL students
9. Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)
1. Instruction focuses on providing Els with opportunities to engage in discipline-
specific 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.
2. 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.
3. 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.
4. 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.
5. 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
Make it Happen!!
, 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. 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
1. 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 families-
kids 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
2. 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)
vi. Due process (or impartial hearing) for resolving disputes between families
and school
vii. Freedom from discrimination at private schools (including colleges and
universities) that get federal funding
Make it Happen!!
, 3. List the important components of the Americans with Disabilities Act (ADA). (p. 18,
Essential Reading 1)
a. It’s a civil rights law that prohibits disability discrimination by schools, employers
and anyone who offers goods and services to the public
i. Legal rights for people with disabilities
ii. Reasonable accommodations in workplace (with 15 or mor employees)
iii. Freedom from discrimination at private schools including colleges and
universities) that get federal funding
iv. Access to places that offer goods and services to the public, like
restaurants and websites
4. Explain the term “Least Restrictive Environment (LRE)”. (p. 18, Essential Reading 2)
a. It’s a special education wording and legal principle. It educated the teacher on
where the student with a disability is to receive education services. It requires that
students with disabilities be educated with their chronological aged peers to the
greatest extent possible, that typically means in the general education classroom.
i. The word restrictive is open to interpretation and depends on the specific
circumstances.
5. Who is covered by the Americans with Disabilities Act (ADA). (p. 18, Essential Reading
3)
a. It protects people from disability discrimination by the government, schools,
employers, and anyone who offers goods and services to the public. And it covers
people of all ages who have a physical or mental disability that substantially
limits a major life activity.
6. Who is covered by Section 504 of the Rehabilitation Act. (p. 18, Essential Reading 4)
a. 504- Is a federal civil rights law. It protects students from disability discrimination
by public schools, and by any college, trade school, or private school that gets
federal funding-People of all ages who have a physical or mental disability that
substantially limits a major life activity.
7. Who is covered by the Individuals with Disabilities Education Act (IDEA). (p. 18,
Essential Reading 5)
a. It’s a federal education law. And it covers kids from birth through high school (or
age 21). But a child must have a disability in one of 13 categories in the law and
need special education to make progress in school Not all kids who struggle in
school with qualify.
8. What are 4 common LRE scenarios? (p. 21, Essential Reading 1)
a. General education classroom with support. A child spends the entire
day in a general education class and gets supports and services like a
tutor or aide, assistive technology, related services, or accommodations.
b. Partial mainstream/inclusion classroom. A child spends part of the day
in a general education class. The child gets some individual or small-
group instruction in a special education class, or is pulled out of class for
some services.
c. Special education class. This is a program with specialized instruction
for kids with similar learning needs.
d. Specialized program outside of the school district. This includes
private schools, residential programs, and hospital programs.
Make it Happen!!
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1
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.
2. 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
3. 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?
4. 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)
5. What is the purpose of Title III of 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
6. 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)
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.
Make it Happen!!
, 7. 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.
8. 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 since they aren’t
educated on the identifying these EL students
9. Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)
1. Instruction focuses on providing Els with opportunities to engage in discipline-
specific 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.
2. 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.
3. 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.
4. 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.
5. 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
Make it Happen!!
, 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. 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
1. 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 families-
kids 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
2. 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)
vi. Due process (or impartial hearing) for resolving disputes between families
and school
vii. Freedom from discrimination at private schools (including colleges and
universities) that get federal funding
Make it Happen!!
, 3. List the important components of the Americans with Disabilities Act (ADA). (p. 18,
Essential Reading 1)
a. It’s a civil rights law that prohibits disability discrimination by schools, employers
and anyone who offers goods and services to the public
i. Legal rights for people with disabilities
ii. Reasonable accommodations in workplace (with 15 or mor employees)
iii. Freedom from discrimination at private schools including colleges and
universities) that get federal funding
iv. Access to places that offer goods and services to the public, like
restaurants and websites
4. Explain the term “Least Restrictive Environment (LRE)”. (p. 18, Essential Reading 2)
a. It’s a special education wording and legal principle. It educated the teacher on
where the student with a disability is to receive education services. It requires that
students with disabilities be educated with their chronological aged peers to the
greatest extent possible, that typically means in the general education classroom.
i. The word restrictive is open to interpretation and depends on the specific
circumstances.
5. Who is covered by the Americans with Disabilities Act (ADA). (p. 18, Essential Reading
3)
a. It protects people from disability discrimination by the government, schools,
employers, and anyone who offers goods and services to the public. And it covers
people of all ages who have a physical or mental disability that substantially
limits a major life activity.
6. Who is covered by Section 504 of the Rehabilitation Act. (p. 18, Essential Reading 4)
a. 504- Is a federal civil rights law. It protects students from disability discrimination
by public schools, and by any college, trade school, or private school that gets
federal funding-People of all ages who have a physical or mental disability that
substantially limits a major life activity.
7. Who is covered by the Individuals with Disabilities Education Act (IDEA). (p. 18,
Essential Reading 5)
a. It’s a federal education law. And it covers kids from birth through high school (or
age 21). But a child must have a disability in one of 13 categories in the law and
need special education to make progress in school Not all kids who struggle in
school with qualify.
8. What are 4 common LRE scenarios? (p. 21, Essential Reading 1)
a. General education classroom with support. A child spends the entire
day in a general education class and gets supports and services like a
tutor or aide, assistive technology, related services, or accommodations.
b. Partial mainstream/inclusion classroom. A child spends part of the day
in a general education class. The child gets some individual or small-
group instruction in a special education class, or is pulled out of class for
some services.
c. Special education class. This is a program with specialized instruction
for kids with similar learning needs.
d. Specialized program outside of the school district. This includes
private schools, residential programs, and hospital programs.
Make it Happen!!
