SEI 300 Entire Course

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SEI 300 Entire Course
SEI 300 Entire Course
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SEI 300 Wk 1 – Summative Assessment: English Learner Education Laws and Policies

Imagine you are on a district English learner (EL) committee tasked with creating materials for a session to provide teachers with background concerning laws and court decisions that have significantly impacted the education of English learners.

 

Research the following court decisions and laws:

  • Court Decisions
  • Lau v. Nichols (1974)
  • Castañeda v. Pickard (1981)
  • Plyler v. Doe (1982)
  • Flores v. Arizona (2000)
  • Federal Laws
  • Every Student Succeeds Act (ESSA)
  • Title III
  • Title VI
  • Arizona State Laws
  • Arizona Proposition 203
  • Arizona House Bill 2010
  • Arizona House Bill 2064
  • Arizona Senate Bill 1014

 

Consider reviewing this week’s University Library resources for research purposes.

 

Select 1 court decision, 1 federal law, and 1 state law that you feel have had the greatest impact on English learner education.

 

Write an 875- to 1,050-word paper in which you include the following:

  • Provide an overview of the historical background of the court decision, federal law, and state law you selected.
  • Explain what impact the court decision you selected has on the policies and laws governing language instruction in Arizona.
  • Explain what impact the federal law you selected has on accountability, assessment, funding, and identification in EL education.
  • Explain what impact the Arizona state law you selected has on language acquisition methodology, student grouping, and the time frame to achieve language proficiency.

 

Format your sources according to APA guidelines.

 

Refer to the grading rubric for assignment expectations.

 

Submit your assignment.

 

SEI 300 Wk 2 – English Learner Populations Infographic

As a teacher, you will meet and work with English learners who have unique academic, social, and emotional needs based on their prior experiences. It will benefit you to take the time to learn about these students’ experiences and backgrounds to better instruct them and make them feel welcomed.

 

Research the following English learner populations:

  • Students with interrupted formal education (SIFEs)
  • Long-term English learners (LTELs)
  • Recently arrived English learners (RAELs)
  • Refugees
  • Migrants
  • Immigrants
  • Native Americans

 

Consider exploring the Special Populations: English Language Learners page from Colorín Colorado.

 

Create an infographic that differentiates the following populations:

  • Students with interrupted formal education (SIFEs)
  • Long-term English learners (LTELs)
  • Recently arrived English learners (RAELs)

 

Include in your infographic:

  • An explanation of how refugee, migrant, immigrant, and Native American students pertain as subgroups to each of the 3 groups (SIFEs, LTELs, and RAELs)
  • Brief statements or words describing factors that influence English language acquisition for learners from these special populations (e.g., family support, previous schooling)
  • Tips on how you can create a safe and inclusive environment for these special populations; think about how you will make these learners feel valued and value each other.
  • District and community resources available in your area for these students and families

 

Submit your assignment.

 

SEI 300 Wk 3 – Summative Assessment: Elements of Language Development and Acquisition Presentation

Understanding the different elements of language (i.e., phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) will help you comprehend the rules involved in learning a language.

 

Imagine your elementary school has recently had an influx of EL students. For the upcoming staff EL training, your principal has asked you to prepare a presentation that highlights foundational elements of language development and acquisition.

 

Create a 7- to 10-slide presentation in which you:

  • Define the different elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) in ELD.
  • Provide at least 1 detailed example of each element of language.
  • Explain why these elements of language are vital to an EL student’s success in language proficiency.
  • Describe the stages of second language acquisition.
  • Provide a detailed example of each stage of second language acquisition that demonstrates the characteristics of English learners.
  • Describe the different theories of language acquisition.
  • Explain which theoretical perspective(s) you favor and why.

 

Include speaker notes and images to enhance the presentation.

 

Refer to the grading rubric for assignment expectations.

 

Submit your assignment.

 

SEI 300 Wk 4 – LDA and SEI Models Quiz

  1. Question 1

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According to Arizona SEI policies, how many minutes (minimum) of English language development must students in elementary (grades K-5) and secondary (grades 6-12) receive per day?

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Elementary: 120 mins per day; Secondary: 100 mins per day

Elementary: 100 mins per day; Secondary: 120 mins per day

Elementary: 90 minutes per day; Secondary: 60 mins per day

Elementary: 60 minutes per day; Secondary: 90 mins per day

  1. Question 2

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Kristina is a 4th-grade English learner who has completed 2 hours of English language development today – all 120 minutes were focused on targeted ELD instruction. What SEI model does her class follow?

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Dual Language Immersion model

Two-Hour model

Pull-Out model

Newcomer model

  1. Question 3

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Alonzo is a 7th-grade English learner who has completed 1 hour and 40 minutes of English language development today – 50 minutes were focused on targeted ELD instruction, and 50 minutes were focused on integrated ELD instruction. What SEI model does his class follow?

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Dual Language Immersion model

Two-Hour model

Pull-Out model

Newcomer model

  1. Question 4

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Alicia is a 10th-grade English learner who has completed 3 hours and 20 minutes of English language development today – 100 minutes were focused on targeted ELD instruction, and 100 minutes were focused on integrated ELD instruction. What SEI model does her class follow?

Hide answer choices

Dual Language Immersion model

Two-Hour model

Pull-Out model

Newcomer model

  1. Question 5

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According to the Staff Considerations, any teacher responsible for teaching any portion of Targeted English instruction or Integrated instruction must have which of the following. (Choose two.)

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A foundational understanding of high-quality instruction for ELs

A certification in Reading

A certification in English

An SEI, ESL, or Bilingual endorsement

  1. Question 6

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What is the foundational understanding underlying Arizona’s Language Development Approach (LDA)?

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The four principles of the Language Development Approach must be implemented.

English learners are valuable members of the educational community and all individuals at every level within the educational system have an active role in ensuring their success and achievement.

Educators must encourage independent learning by teaching effective strategies for learning language and content.

Materials provided for instruction must be age and grade level appropriate.

  1. Question 7

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Select two asset-based behaviors and expectations that are consistent with Principle One. (Choose two.)

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Recognize there is no universal EL student profile and no one-size-fits-all approach.

Model learning approaches so students can construct meaning using metacognition strategies.

Recognize that multilingualism and biliteracy are assets.

Use Arizona’s English Language Proficiency Standards to align instruction and assessment on a language learning continuum.

  1. Question 8

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For Principle Two, select two aspects of integrated instruction in disciplinary language and content. (Choose two.)

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Use short cycle formative assessment data (i.e., minute-by-minute, day-by-day) to gather evidence on student progress.

Immerse students in a language-rich environment and engage in interactive and discussion-based learning tasks about the language of complex content-area texts.

Support EL students’ deep learning and ability to engage in extended academic discourse and abundant, authentic writing.

Ensure students’ cultural and linguistic assets are acknowledged and respected in a safe, affirming, and inclusive climate.

  1. Question 9

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For Principle Three, select two aspects of targeted and explicit language instruction. (Choose two.)

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Design instruction that fosters EL students’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.

Use analytical rubrics and assessment data to provide meaningful feedback on language development, skill development, and content knowledge.

Consistently acknowledge and build on the background knowledge and prior experiences of EL students.

Use language supports, academic language development, and opportunities for academic discourse.

  1. Question 10

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For Principle Four, select two aspects of assessment, monitoring, and feedback. (Choose two.)

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Use student progress evidence to guide teachers’ and students’ productive next steps to support content learning and academic language development.

Leverage home languages and cultures as assets for the EL student and their community (e.g., peers, teachers)

Use Arizona state assessment data to evaluate language and content instructional effectiveness and inform future language and academic program decisions.

Provide differentiated scaffolds to make grade level concepts comprehensible in receptive, productive, and interactive language and to support students to make informed and deliberate choices about language when speaking and writing.

 

 

 

SEI 300 Wk 5 – ELP Standard Level Comparison and Instructional Supports

Knowing how to code standards and read coded standards will significantly aid your lesson planning. For ELP standards, understanding the differences between the standards and the proficiency levels can help you determine how to scaffold your instruction with English learners.

 

Complete the ELP Standard Level Comparison and Instructional Supports worksheet.

 

Submit your assignment.

 

 

SEI 300 Wk 6 – Summative Assessment: EL Program Eligibility Presentation

All states are required to have procedures and assessments for determining EL eligibility, placement, and exit from the program. This assignment focuses on Arizona’s procedures for identifying and placing EL students.

 

Imagine you are on a team of elementary EL teachers at a school that receives Title III funds. You have been asked by the principal to present to families and staff about the process for determining EL eligibility and for other services.

 

Review Ch. 1, 4, 7, and 8 of the English Learner Tool Kit from the U.S. Department of Education.

 

Create a 10- to 12-slide presentation that includes the following:

  • The procedures for identifying EL students
  • The assessment and reassessment standards or procedures after the student is identified as an EL student.
  • The parents’ rights and consent options available for families
  • The procedures schools must follow for students who opt out of an EL program or services
  • At least 3 tips for schools to ensure that ELs can participate in gifted and talented education programs, or other specialized education programs

 

Include a reference slide, speaker notes, and images to enhance the presentation.

 

Format your sources according to APA guidelines.

 

Refer to the grading rubric for assignment expectations.

 

Submit your assignment.

 

SEI 300 Wk 6 – AZELLA Module and Reflection

View the Arizona English Language Learner Assessment (AZELLA) learning module.

 

Using the AZELLA module as a source, write a 1- to 2-page reflection in which you address the following questions:

  • Who is an English learner?
  • What is the AZELLA?
  • How is the AZELLA used?
  • How can teachers use the AZELLA with the English Language Proficiency Standards?
  • How can understanding the AZELLA test blueprint guide your instruction?
  • Consider the EL student evaluation tool used in another state. What similarities and differences do you notice between that tool and the AZELLA?

 

Submit your assignment.