Tag: Model Answer

[Solved] POLICY

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**Policy Advocacy Assignment (25% of Final Grade)Purpose**: – To formulate written professional communication that advocates for a key nursing issue. – To explore advocacy tools and resources for nurses – To reflect on nursing leadership attributes and personal perspective r/t how each contributes t…

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Assignment Prompt & Instructions

**Policy Advocacy Assignment (25% of Final Grade)Purpose**:

– To formulate written professional communication that advocates for a key nursing issue.
– To explore advocacy tools and resources for nurses
– To reflect on nursing leadership attributes and personal perspective r/t how each contributes to and influences healthcare policy, social justice, and professional nursing practice.

**Goal:**

– To highlight the importance of nurse centered advocacy and identify that all nurses including students have a voice and expertise that is valued and can inspire change.

**Outline of Project.** Policy can seem overwhelming, challenging and a little intimidating; but nurses need to have a voice. I hope this introduction into the world of nursing advocacy will help you become more familiar with the process and strategies that can be employed to make even the smallest of influences. This Assignment is laid out in 3 Essential Parts (each and every part must be completed for credit be awarded). See the grading rubric outlined below for how the grade is determined. Please read through the information carefully, follow the grading rubric, make sure to use appropriate APA formatting (title page and references page). You have a multitude of resources (these can be found with links in this paper below the grading rubric) to help you with this assignment, PLEASE take the time to review them and use them as it will make your life a LOT easier because I have done a lot of the background data gathering for you. **Detailed Outline of Each of the Assignment Parts**

**PART I:** Legislative Representatives and Policies Students identify 2 House of Representatives and 2 Senators from the **state of your choosing**. Students then review 2 bills that are sponsored or co-sponsored by the selected state House of Representatives official(s) and 2 bills that are sponsored or co-sponsored by the selected Senate Representative(s) resulting in a description of 4 total bills (see outline below). Then the students will link these 4 bills to nursing, population, health and rational for choosing. Students _are all assigned a specific state and will find their assigned state in Week 1 in Blackboard under the folder Assigned State for Student’s Advocacy Assignment (_ each student is assigned a different state; if you have trouble locating this or perhaps you were not assigned a state by accident; please ensure to reach out to your instructor).

**PART 2:** Writing a Letter to the Selected RepresentativeStudents will write a persuasive letter to one of the chosen state Representatives identified in Part 1 regarding one of the selected 4 bills (from the 4; just chose 1) that the student feels will have the most impact with a rationale for choosing the selected bill. The letter will be written in a business/personal correspondence style including name, contact information and professional salutation for the receiving party (to whom it may concern is not acceptable). Zip codes for both the student and receiving party must be included to verify that letter is addressed to an appropriate elected official, who represents the student as a constituent. Students will need ensure recipient is the appropriate person for the bill/topic (state vs federal senator, representative, governor, etc.). The uploaded document to BB must follow this format and information. The Florida Nurses Foundation: Legislative Resource Toolkit: on pg 11 (see BB resources) format should be used and is provides you with the template.

**PART 3:** Identify a Policy/Issue and Advocacy Strategy from a Selected Nursing OrganizationStudents will identify a nursing organization of their choice that has a policy advocacy section. Once the student has selected the organization, they will locate the section on advocacy and find their current legislative/advocacy agenda (most recent). There are several nursing organizations to choose from these can be found in your BB resources and in your Patton et al., 2022 textbook (these should be issues that are current and relevant).

3 PAGES

NO MORE THAN 10 % PLAGIARISM ALLOWED

DUE DATE JANUARY 22, 2025

CHECK GRAMMAR AS APPROPRIATE FOR UNIVERSITY LEVEL

REFERENCES 3-4 NO OLDER THAN 5 YEARS WITH CITATIONS

APA STYLE

– 2 years ago

November 5, 2026
[Solved] research

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Annotated Bibliography, APA 7th edition Style format. The working title for this Annotated Bibliography is in the attached document. So is the grading rubric – [\ \ AnnotatedBibliographyRubric.docx](https://www.sweetstudy.com/files/annotatedbibliographyrubric-docx-10161053 "AnnotatedBibliographyRu…

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Assignment Prompt & Instructions

Annotated Bibliography,

APA 7th edition Style format.

The working title for this Annotated Bibliography is in the attached document. So is the grading rubric

– [\
\
AnnotatedBibliographyRubric.docx](https://www.sweetstudy.com/files/annotatedbibliographyrubric-docx-10161053 "AnnotatedBibliographyRubric.docx")
– [\
\
JusticeandSocialMedia.edited.docx](https://www.sweetstudy.com/files/justiceandsocialmedia-edited-docx-10161055 "JusticeandSocialMedia.edited.docx")

– 2 years ago

November 5, 2026
[Solved] Discussion

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– 2 years ago **files (1)** – ## finalpresentation.docx **## finalpresentation.docx** **_Presentation: Realistic Clinical Case Study_** **_Class: Advanced Family nurse practitioner ADULTS_** For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of inter…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## finalpresentation.docx

**## finalpresentation.docx**

**_Presentation: Realistic Clinical Case Study_**

**_Class: Advanced Family nurse practitioner ADULTS_**

For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. Develop your presentation based on a clinical case that was seen during your experience or a topic that is of interest to you.

**Content Requirements** You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

1.
**Subjective data:** Demographics; Chief Complaint; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Review of Systems (ROS)

2.
**Objective data:** Vital signs; Physical exam, Labs (reviewed from the patient's medical records, if no lab/diagnostic tests were done recently to review, you must indicate that to receive credit).

3.
**Assessment:** Differential diagnosis; Primary Diagnosis

4.
**Plan:** Laboratory and diagnostic tests; Pharmacologic treatment plan; non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.

5.
**Other:** Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

**Submission Instructions:**

· The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.

· The presentation should consist of 10-15 slides and less than 5 minutes in length.

· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

**## finalpresentation.docx**

**_Presentation: Realistic Clinical Case Study_**

**_Class: Advanced Family nurse practitioner ADULTS_**

For this assignment, you will develop a presentation on a realistic clinical case on a topic that is of interest to you. Develop your presentation based on a clinical case that was seen during your experience or a topic that is of interest to you.

**Content Requirements** You will create a PowerPoint presentation with a realistic case study and include appropriate and pertinent clinical information that will be covering the following:

1.
**Subjective data:** Demographics; Chief Complaint; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem; Medications; Allergies; Past medical history; Family history; Past surgical history; Social history; Review of Systems (ROS)

2.
**Objective data:** Vital signs; Physical exam, Labs (reviewed from the patient's medical records, if no lab/diagnostic tests were done recently to review, you must indicate that to receive credit).

3.
**Assessment:** Differential diagnosis; Primary Diagnosis

4.
**Plan:** Laboratory and diagnostic tests; Pharmacologic treatment plan; non-pharmacologic treatment plan; Anticipatory guidance (primary prevention strategies); Follow up plan.

5.
**Other:** Incorporation of current clinical guidelines; Integration of research articles; Role of the Nurse practitioner

**Submission Instructions:**

· The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.

· The presentation should consist of 10-15 slides and less than 5 minutes in length.

· Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

November 5, 2026
[Solved] Discussion 3

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– 2 years ago **files (1)** – ## Discussion3.docx **## Discussion3.docx** **500 word response 2 references/intext citations** **Due 1/22/2025** **Answer the two questions below** **Rule Making Process Case Study:** **Food Stamps and Fast Food** _Bloomberg Businessweek_ reported in November of 2011 o…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## Discussion3.docx

**## Discussion3.docx**

**500 word response 2 references/intext citations**

**Due 1/22/2025**

**Answer the two questions below**

**Rule Making Process Case Study:** **Food Stamps and Fast Food**

_Bloomberg Businessweek_ reported in November of 2011 on an interesting and controversial fast-food and government benefits controversy. The giant fast-food company, Yum Brands, wants government to allow low-income people to use food stamps at its Taco Bell and KFC restaurants. Health care advocates as well as the U.S. Department of Agriculture, which funds the food stamp program, have criticized the proposal; and the Agriculture Department is asking the states not to accede to Yum Brand’s request. The Under Secretary of Agriculture for Food and Nutrition  stated that not to be concerned with the quality of the food is a serious mistake, and that the government should be promoting access to healthy foods.
_Bloomberg Businessweek_ indicated that Yum Brands has lobbied government officials in Ohio, Pennsylvania, and Florida to permit its restaurants to participate in the food stamp program, which is called the Supplemental Nutrition Assistance Program (SNAP). SNAP, though funded by the federal government, is administered by the states. The program is approximately five decades old, and distributed in 2010 a record amount of $64.4 billion. With that money available, one university professor of nutrition stated that “Everyone wants to get a piece of that action.” The professor also noted that now the bulk of that money is going to grocery stores, and restaurants think that the current situation is unfair.

_Bloomberg Businessweek_ related that the demand for food stamps has “exploded” since the recession began in 2007, and consequently as of August 2012 a record 45.8 million Americans participated in the food stamp program, which number was an 8.1% increase over the previous year. The magazine also pointed out that though the name “food stamp” is used, actual paper coupons were discontinued several years ago to be replaced by an electronic debit card system. The SNAP program has restrictions on the types of products that can be purchased with food stamps, for example, alcohol, tobacco, pet food, vitamins, and hot food. Approximately 85% of food stamps are redeemed at large grocery stores and supermarkets. However, in the last few years several states, including California, Arizona, Michigan, Rhode Island, and  Florida, have been allowing people who cannot cook for themselves, such as the disabled, the homeless, and the elderly, to buy hot meals at authorized fast food restaurants.

In 2011,
_Bloomberg Businessweek_ reported that certain restaurants, such as McDonald’s, Wendy’s, Taco Bell, and KFC collected approximately $21 million in food stamp redemptions.  A Yum Brands spokesperson stated that it makes “perfect sense” to expand the program, which is working well in certain states, to allow the aforementioned types of people to use food stamps in restaurants as they would in supermarkets. A member of Congress, whose district in Kentucky includes the headquarters of Yum Brands, stated that even though there may be a profit motive to Yum Brand’s request, there nonetheless is “some merit” to allow the company to more fully participate in the SNAP program. However, a spokesperson for the Pennsylvania Welfare Department stated that fast food is “not really a healthy way to get food,” and that it is “not always the best choice financially.” Another member of Congress, also from Kentucky, stated that to allow the expansion of the SNAP program would harm the needy in the long-term since they are going to get less food for their food stamps.

**Bibliography:** Patton, Leslie, “Food Stamps for Chalupa? Not Likely,”
_Bloomberg Businessweek_, November 21-November 27, 2011, pp. 32-34.

**Questions for Discussion:**

1. The appointed administrative head of the U.S. Department of Agriculture (USDA), has decided to make a new regulation. The regulation will prevent any individual state agency administrating the SNAP program within their state and individual recipient of SNAP benefits from using SNAP benefits or funds towards "fast food". The USDA agency head has decided that
**Informal Rule Making** will be used to promulgate this new federal regulation using the Administrative Procedure Act (APA) process. Explain the following using our materials and readings this week:

· Explain all the material steps involved under the APA for Informal Rule Making for such a new regulation;

· Explain how Formal Rule Making is different then Informal Rule Making; and

· Explain how Negotiated Rule Making Process is different then Informal Rule Making.

2. Would it be ethical for the USDA or an individual state agency to expand the SNAP program to cover "fast food"? Pick one of the below ethical theories (
**utilitarianism)**, explain it, then apply it to the facts of this case and conclude under it if it is moral/ethical to expand the SNAP program to cover "fast food"? You will have to do some independent research on each of the below ethical theories online to learn about them and how they work.

**## Discussion3.docx**

**500 word response 2 references/intext citations**

**Due 1/22/2025**

**Answer the two questions below**

**Rule Making Process Case Study:** **Food Stamps and Fast Food**

_Bloomberg Businessweek_ reported in November of 2011 on an interesting and controversial fast-food and government benefits controversy. The giant fast-food company, Yum Brands, wants government to allow low-income people to use food stamps at its Taco Bell and KFC restaurants. Health care advocates as well as the U.S. Department of Agriculture, which funds the food stamp program, have criticized the proposal; and the Agriculture Department is asking the states not to accede to Yum Brand’s request. The Under Secretary of Agriculture for Food and Nutrition  stated that not to be concerned with the quality of the food is a serious mistake, and that the government should be promoting access to healthy foods.
_Bloomberg Businessweek_ indicated that Yum Brands has lobbied government officials in Ohio, Pennsylvania, and Florida to permit its restaurants to participate in the food stamp program, which is called the Supplemental Nutrition Assistance Program (SNAP). SNAP, though funded by the federal government, is administered by the states. The program is approximately five decades old, and distributed in 2010 a record amount of $64.4 billion. With that money available, one university professor of nutrition stated that “Everyone wants to get a piece of that action.” The professor also noted that now the bulk of that money is going to grocery stores, and restaurants think that the current situation is unfair.

_Bloomberg Businessweek_ related that the demand for food stamps has “exploded” since the recession began in 2007, and consequently as of August 2012 a record 45.8 million Americans participated in the food stamp program, which number was an 8.1% increase over the previous year. The magazine also pointed out that though the name “food stamp” is used, actual paper coupons were discontinued several years ago to be replaced by an electronic debit card system. The SNAP program has restrictions on the types of products that can be purchased with food stamps, for example, alcohol, tobacco, pet food, vitamins, and hot food. Approximately 85% of food stamps are redeemed at large grocery stores and supermarkets. However, in the last few years several states, including California, Arizona, Michigan, Rhode Island, and  Florida, have been allowing people who cannot cook for themselves, such as the disabled, the homeless, and the elderly, to buy hot meals at authorized fast food restaurants.

In 2011,
_Bloomberg Businessweek_ reported that certain restaurants, such as McDonald’s, Wendy’s, Taco Bell, and KFC collected approximately $21 million in food stamp redemptions.  A Yum Brands spokesperson stated that it makes “perfect sense” to expand the program, which is working well in certain states, to allow the aforementioned types of people to use food stamps in restaurants as they would in supermarkets. A member of Congress, whose district in Kentucky includes the headquarters of Yum Brands, stated that even though there may be a profit motive to Yum Brand’s request, there nonetheless is “some merit” to allow the company to more fully participate in the SNAP program. However, a spokesperson for the Pennsylvania Welfare Department stated that fast food is “not really a healthy way to get food,” and that it is “not always the best choice financially.” Another member of Congress, also from Kentucky, stated that to allow the expansion of the SNAP program would harm the needy in the long-term since they are going to get less food for their food stamps.

**Bibliography:** Patton, Leslie, “Food Stamps for Chalupa? Not Likely,”
_Bloomberg Businessweek_, November 21-November 27, 2011, pp. 32-34.

**Questions for Discussion:**

1. The appointed administrative head of the U.S. Department of Agriculture (USDA), has decided to make a new regulation. The regulation will prevent any individual state agency administrating the SNAP program within their state and individual recipient of SNAP benefits from using SNAP benefits or funds towards "fast food". The USDA agency head has decided that
**Informal Rule Making** will be used to promulgate this new federal regulation using the Administrative Procedure Act (APA) process. Explain the following using our materials and readings this week:

· Explain all the material steps involved under the APA for Informal Rule Making for such a new regulation;

· Explain how Formal Rule Making is different then Informal Rule Making; and

· Explain how Negotiated Rule Making Process is different then Informal Rule Making.

2. Would it be ethical for the USDA or an individual state agency to expand the SNAP program to cover "fast food"? Pick one of the below ethical theories (
**utilitarianism)**, explain it, then apply it to the facts of this case and conclude under it if it is moral/ethical to expand the SNAP program to cover "fast food"? You will have to do some independent research on each of the below ethical theories online to learn about them and how they work.

November 5, 2026
[Solved] Psychology Journal assignment

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What is journal assignment? – 2 years ago

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What is journal assignment?

– 2 years ago

November 5, 2026
[Solved] Case Response

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You will be assigned to respond in writing to one state or federal court opinion relating to communication/media law every two weeks. Each written case response will require you to: 1. Summarize the **facts** of the case, the primary legal **issue** or question in the case, the **decision** or rule …

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Assignment Prompt & Instructions

You will be assigned to respond in writing to one state or federal court opinion relating to communication/media law every two weeks. Each written case response will require you to:

1. Summarize the **facts** of the case, the primary legal **issue** or question in the case, the **decision** or rule announced by the court, the court’s **reasons** for coming to its conclusion. (Please refer to [this sample case brief](https://canvas.uoregon.edu/courses/258119/files/20419546?wrap=1 "How to Brief and Analyze Cases.pdf") [Download this sample case brief](https://canvas.uoregon.edu/courses/258119/files/20419546/download?download_frd=1), which shows what this initial summary or "case brief" generally should look like.);
2. Respond to the court's reasoning and holding in that case (for example, in a paragraph of 200-300 words) by explaining whether you agree or disagree with the court's holding and reasoning AND explaining why you agree or disagree with the court's decision or some part of the court's reasoning;
3. Provide the full [Bluebook reference/citationLinks to an external site.](https://guides.ll.georgetown.edu/bluebook/citing-cases) to the case.

You are to **choose one of the legal decisions contained in the assigned readings for the prior two-week period** (those listed under "Cases" in the daily class outline on Canvas; for this week choose one of the cases noted on one of these pages:

– [Topic 3: Introduction to the First Amendment](https://canvas.uoregon.edu/courses/258119/pages/topic-3-introduction-to-the-first-amendment "Topic 3: Introduction to the First Amendment")
– [Topic 4: Symbolic Speech and the First Amendment](https://canvas.uoregon.edu/courses/258119/pages/topic-4-the-first-amendment-continued "Topic 4: Symbolic Speech and the First Amendment")

Then, if necessary, use Thomson Reuters Westlaw or Google Scholar (for example) to locate the full text of the judges' decision and base your brief off of that full decision.

## Grading breakdown (out of 25 points):

1. Summary of the case/case brief: 5 points
2. Response to the case: 20 points
3. Missing citation: 5 points (subtracted from the total from the two items above)

## Overview of Case Response Assignments

– [\
\
topic-3-introduction-to-the-first-amendment.html](https://www.sweetstudy.com/files/topic-3-introduction-to-the-first-amendment-html "topic-3-introduction-to-the-first-amendment.html")
– [\
\
topic-4-the-first-amendment-continued.html](https://www.sweetstudy.com/files/topic-4-the-first-amendment-continued-html "topic-4-the-first-amendment-continued.html")

– 2 years ago

November 5, 2026
[Solved] Never Events” & Your Clinical Project

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The Centers for Medicare & Medicaid Services (CMS) formed its no-pay policy based on the growing work of National Quality Forum (NQF) of “never events.” Meaning, CMS will no longer pay for certain conditions that result from what might be termed poor practice or events that should never have occurre…

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Assignment Prompt & Instructions

The Centers for Medicare & Medicaid Services (CMS) formed its no-pay policy based on the growing work of National Quality Forum (NQF) of “never events.” Meaning, CMS will no longer pay for certain conditions that result from what might be termed poor practice or events that should never have occurred while a patient was under the care of a healthcare professional.

– Discuss specific examples of “never events” and their impact in your workplace.
– What issues are you considering for your clinical project and why?
– Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

– 2 years ago

November 5, 2026
[Solved] Psychology Homework

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Consider the following practice situation and the ethical issues present in the situation. Discussing the ethical concerns (citing the NASW Code of Ethics specific areas which apply), the steps you would take in ethical decision making, and the decision you would make in addressing each of the ethic…

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Assignment Prompt & Instructions

Consider the following practice situation and the ethical issues present in the situation. Discussing the ethical concerns (citing the NASW Code of Ethics specific areas which apply), the steps you would take in ethical decision making, and the decision you would make in addressing each of the ethical concerns:

Jan is the 16-year-old daughter in a family you have been seeing for family therapy for the past 3 months. Her parents drop her off for the regular family therapy scheduled appointment and say that “Jan wanted to meet with you alone today” as an explanation for the change in plan. Once in your office, Jan begins to cry and tells you that she just found out she is pregnant and that she plans to leave home so she will not bring shame to her family. She informs you that she has not told her parents about this and wants you to promise to protect her privacy and not share any of this information with her parents.

When citing the two conflicting ethical areas from the Code of Ethics (nasw.org), you must cite each and discuss their relevance to the practice scenario. You must then fully discuss your decision-making process in determining to which ethical area you are most professionally bound, and the action you would take with the client scenario based on that determination. Remember that you must include any cited sources, including the Code of Ethics.

– 2 years ago

November 5, 2026
[Solved] I need help with home work

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Can you help me with my homework – 2 years ago **files (2)** – ## Week2powepointpresentationandsummary.docx – ## RubricCriteriaweek2powerpointandsummary.docx **## Week2powepointpresentationandsummary.docx** Requires Lopeswrite Assessment Description While all states must adhere to federal laws and p…

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Can you help me with my homework

– 2 years ago

**files (2)**

– ## Week2powepointpresentationandsummary.docx

– ## RubricCriteriaweek2powerpointandsummary.docx

**## Week2powepointpresentationandsummary.docx**

Requires Lopeswrite

Assessment Description

While all states must adhere to federal laws and policies to remain in compliance, states may address these laws and policies in ways that they deem best to meet the needs of their students. States share many commonalities in how they approach the education of ELs, yet they also exhibit variations in their approaches.

For this assignment, explore Arizona's approach to English learner instruction through structured English immersion. Arizona's Language Development Approach provides underlying beliefs about language, literacy, and learning development through research-based principles intended to be enacted in the instruction of all ELs in the state.

**Part 1: EL Education in Arizona**

Create a 10-12 slide narrated presentation for Arizona classroom teachers' professional development. While various slideshow applications are available, PowerPoint is recommended for its integrated voice recording feature, eliminating the need for additional tools. Elaborate on the key points in each slide with supplementary details and examples in your audio narration. Avoid simply reading the content directly from the slide.

Your presentation must include a title slide and address the following:

· Explain Arizona's definition of an English learner (EL).

· Briefly summarize the demographic and home language composition of the PK-12 EL population in Arizona.

· Describe structured English immersion (SEI) as it is used in Arizona, including its distinctions from sheltered English instruction.

· Describe Arizona's Language Development Approach, including each of the four principles, and the synthesis of the research around ELs.

· Explain student agency and its importance in the instruction of ELs, including in supporting self-determination, a sense of voice, and confidence.

· Discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion (which requires parental waiver).

· Discuss the process used to determine EL program eligibility in Arizona. Refer to the use of the Home Language Survey and Arizona's English language proficiency assessment known as the Arizona English Language Learner Assessment (AZELLA). Include how the AZELLA is used for both placement and reassessment.

· Describe the standard accommodations available to ELs for the AZELLA.

· Describe parents'/guardians' rights regarding EL services (i.e., rights of refusal for program placement, assessment).

**Part 2: Summary**

In a minimum of 250 words, summarize the following:

· The research-based best practices and foundational principles needed to instruct ELs, regardless of which program model is being used to deliver EL instruction.

· The importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Include how you plan to collaborate with other colleagues and professionals in your future school setting to support your EL students.

Support your presentation and reflection with a minimum of two scholarly resources.

Submit your reflection, scholarly resources, and a link to your presentation in a single document. Ensure that others can access and view the link to your presentation prior to submission.

Remember that audio quality is important and should be taken into consideration. Ensure the volume is adequate for viewers to hear. Intonation, expression, and proper speech are expected.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Use the Required References:**

Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

**Required**

Read "Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem," loc

… Read More

https://www.colorincolorado

Determining Special Education Eligibility of English Learners

**Required**

Read "Determining Special Education Eligibility of English Learners," located on the Institute of Education Sciences website (2021) in

… Read More

https://ies.ed.gov/ncee

How to Support ELL Students with Interrupted Formal Education (SIFEs)

**Required**

Explore "How to Support ELL Students with Interrupted Formal Education (SIFEs)," by Robertson and Lafond, located on the Colorín C

… Read More

https://www.colorincolor

EL Instructional Services

**Required**

Explore "EL Instructional Services," located on the Arizona Department of Education website. Click on "Structured English Immersion (SEI)

… Read More

https://www.azed.gov/oelas/structured-english-immersion-models

English Learner Accountability Hub

**Required**

Explore demographic information from the "English Learner Accountability Hub," located on the New America website.

https://www.newamerica.org/education-policy/reports/english-learner-accountability-hub/

Arizona's Language Development Approach

**Required**

Read "Arizona's Language Development Approach," located on the Arizona Department of Education website (2019), to inform the topic assign

… Read More

https://www.azed.gov/sites/

Student Agency: Promoting Student Engagement

**Required**

Read "Student Agency: Promoting Student Engagement," by Starke, located on the TeachHub website (2021).

https://www.teachhub.com/teaching-strategies/2021/02/student-agency-promoting-student-engagement/

AZELLA Assessment

**Required**

Explore the AZELLA Assessment, located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

EL Forms & Documentation Training

**Required**

Explore parent/guardian rights from "EL Forms & Documentation Training," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2020/12/EL_Forms_and_Documentation_Training_Updated%2022-23%20%281%29.pdf

Arizona English Learner Determination and Services

**Required**

Read "Arizona English Learner Determination and Services," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2023/05/EL_DeterminationAndServices-EL_ProgramsFlow-Chart_Updated2023.pdf

The Right Fit: Selecting an English Learning Program for Your Students

**Required**

Read "The Right Fit: Selecting an English Learning Program for Your Students," located on the Institute of Education Sciences (IES) website

… Read More

https://ies.ed.gov/ncee/rel/region

**## RubricCriteriaweek2powerpointandsummary.docx**

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**AZ EL Definition and Demographic/Home Language Composition**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Explanation of Arizona's definition of an English learner is comprehensive and precise. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is comprehensive.

**4. Acceptable**

4.79 points

Explanation of Arizona's definition of an English learner is accurate and includes relevant details. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is clear and detailed.

**3. Approaching**

4.07 points

Explanation of Arizona's definition of an English learner is somewhat inaccurate and lacks detail. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is generally clear but missing key details.

**2. Insufficient**

3.8 points

Explanation of Arizona's definition of an English learner is partially incomplete with inaccuracies or omissions. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is unclear with limited details.

**1. Unsatisfactory**

0 points

Explanation of Arizona's definition of an English learner is incomplete or inaccurate. Fails to include demographic or home language composition of the PK-12 EL population in Arizona.

**Structured English Immersion in AZ and Sheltered English Instruction**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Thoroughly describes structured English immersion as it is used in Arizona and includes meaningful distinctions from sheltered English instruction.

**4. Acceptable**

4.79 points

Clearly describes structured English immersion as it is used in Arizona and includes noteworthy distinctions from sheltered English instruction.

**3. Approaching**

4.07 points

Partially describes structured English immersion as it is used in Arizona and includes some distinctions from sheltered English instruction.

**2. Insufficient**

3.8 points

Inadequately describes structured English immersion as it is used in Arizona and includes little to no distinction from sheltered English instruction.

**1. Unsatisfactory**

0 points

Fails to describe structured English immersion as it is used in Arizona and its distinctions from sheltered English instruction.

**AZ LDA: Principles and Research**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a well-rounded and comprehensive description of Arizona's Language Development Approach, including its principles, and seamlessly includes a thorough synthesis of research around ELs.

**4. Acceptable**

9.57 points

Provides a complete and detailed description of Arizona's Language Development Approach, including its principles, and clearly includes a significant synthesis of research around ELs.

**3. Approaching**

8.14 points

Provides a basic or mostly complete description of the Arizona's Language Development Approach, including its principles, but lacks depth or integration in the synthesis of research around ELs.

**2. Insufficient**

7.59 points

Provides a flawed or partially incomplete description of Arizona's Language Development Approach, including its principles, with significant inaccuracies or omissions in the synthesis of research around ELs.

**1. Unsatisfactory**

0 points

Fails to describe Arizona's Language Development Approach, its principles, or the synthesis of research around ELs.

**Student Agency**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a sophisticated explanation of student agency and makes substantial connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**4. Acceptable**

9.57 points

Provides a proper explanation of student agency and makes solid connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**3. Approaching**

8.14 points

Provides a cursory explanation of student agency with few connections to its importance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**2. Insufficient**

7.59 points

Provides a poor explanation of student agency with limited relevance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**1. Unsatisfactory**

0 points

Fails to explain student agency or its importance in EL instruction. Does not include mention of self-determination, a sense of voice, or confidence.

**SEI Models**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**4. Acceptable**

9.57 points

Clearly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**3. Approaching**

8.14 points

Broadly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**2. Insufficient**

7.59 points

Inadequately discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**1. Unsatisfactory**

0 points

Fails to discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**Program Eligibility and AZELLA**

11 points

**Criteria Description**

**5. Target**

11 points

Thoroughly discusses the EL program eligibility process in Arizona and proficiently refers to the Home Language Survey and AZELLA. Specifically discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**4. Acceptable**

9.57 points

Effectively discusses the EL program eligibility process in Arizona and appropriately refers to the Home Language Survey and AZELLA. Clearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**3. Approaching**

8.14 points

Vaguely discusses the EL program eligibility process in Arizona and generally refers to the Home Language Survey and AZELLA. Minimally discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**2. Insufficient**

7.59 points

Insufficiently discusses the EL program eligibility process in Arizona or inappropriately refers to the Home Language Survey and AZELLA. Unclearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**1. Unsatisfactory**

0 points

Fails to discuss the EL program eligibility process in Arizona. Does not refer to the Home Language Survey or AZELLA. Fails to discuss how the AZELLA is used for both placement and reassessment and its standard accommodations.

**Parents'/Guardians' Rights**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively describes parents'/guardians' rights regarding EL services.

**4. Acceptable**

9.57 points

Accurately describes parents'/guardians' rights regarding EL services.

**3. Approaching**

8.14 points

Generally describes parents'/guardians' rights regarding EL services.

**2. Insufficient**

7.59 points

Imprecisely describes parents'/guardians' rights regarding EL services.

**1. Unsatisfactory**

0 points

Inaccurately describes parents'/guardians' rights regarding EL services.

**Summary**

22 points

**Criteria Description**

**5. Target**

22 points

Substantially summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sophisticated.

**4. Acceptable**

19.14 points

Suitably summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sound.

**3. Approaching**

16.28 points

Cursorily summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are underdeveloped.

**2. Insufficient**

15.18 points

Inadequately summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are unreasonable.

**1. Unsatisfactory**

0 points

Erroneously summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Fails to include collaboration plans to support EL students.

**Professionalism**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Manner exhibits a high degree of professionalism. The background or environment of the recording is superior and completely free of distraction.

**4. Acceptable**

4.79 points

Manner exhibits appropriate professionalism. The background or environment of the recording is appropriate and relatively free of distraction.

**3. Approaching**

4.07 points

Manner within the recording is marginally professional. The background or environment of the recording detracts from the message.

**2. Insufficient**

3.8 points

Manner within the recording is lacking professionalism. The background or environment of the recording is distracting.

**1. Unsatisfactory**

0 points

Manner within the recording is not professional; or the background or environment of the recording is inappropriate.

**Presentation of Content**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Presentation appearance is exceptional and professionally communicates the message of the product. Work would be exemplary for public dissemination.

**4. Acceptable**

4.79 points

Presentation appearance is appropriate and enhances the message of the product. Work would be desirable for public dissemination.

**3. Approaching**

4.07 points

Presentation appearance and organization is generally acceptable. Work would be adequate for public dissemination.

**2. Insufficient**

3.8 points

Presentation of content is not neat or organized. Work would not be presentable for public dissemination.

**1. Unsatisfactory**

0 points

Presentation of content is unfitting for the assignment.

**Supporting Research and Documentation of Sources**

5.5 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

5.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

4.79 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**3. Approaching**

4.07 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

**2. Insufficient**

3.8 points

Supporting research is limited or insufficient. Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

**1. Unsatisfactory**

0 points

Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

**Mechanics of Writing**

5.5 points

**Total** 110 points

**## RubricCriteriaweek2powerpointandsummary.docx**

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**AZ EL Definition and Demographic/Home Language Composition**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Explanation of Arizona's definition of an English learner is comprehensive and precise. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is comprehensive.

**4. Acceptable**

4.79 points

Explanation of Arizona's definition of an English learner is accurate and includes relevant details. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is clear and detailed.

**3. Approaching**

4.07 points

Explanation of Arizona's definition of an English learner is somewhat inaccurate and lacks detail. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is generally clear but missing key details.

**2. Insufficient**

3.8 points

Explanation of Arizona's definition of an English learner is partially incomplete with inaccuracies or omissions. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is unclear with limited details.

**1. Unsatisfactory**

0 points

Explanation of Arizona's definition of an English learner is incomplete or inaccurate. Fails to include demographic or home language composition of the PK-12 EL population in Arizona.

**Structured English Immersion in AZ and Sheltered English Instruction**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Thoroughly describes structured English immersion as it is used in Arizona and includes meaningful distinctions from sheltered English instruction.

**4. Acceptable**

4.79 points

Clearly describes structured English immersion as it is used in Arizona and includes noteworthy distinctions from sheltered English instruction.

**3. Approaching**

4.07 points

Partially describes structured English immersion as it is used in Arizona and includes some distinctions from sheltered English instruction.

**2. Insufficient**

3.8 points

Inadequately describes structured English immersion as it is used in Arizona and includes little to no distinction from sheltered English instruction.

**1. Unsatisfactory**

0 points

Fails to describe structured English immersion as it is used in Arizona and its distinctions from sheltered English instruction.

**AZ LDA: Principles and Research**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a well-rounded and comprehensive description of Arizona's Language Development Approach, including its principles, and seamlessly includes a thorough synthesis of research around ELs.

**4. Acceptable**

9.57 points

Provides a complete and detailed description of Arizona's Language Development Approach, including its principles, and clearly includes a significant synthesis of research around ELs.

**3. Approaching**

8.14 points

Provides a basic or mostly complete description of the Arizona's Language Development Approach, including its principles, but lacks depth or integration in the synthesis of research around ELs.

**2. Insufficient**

7.59 points

Provides a flawed or partially incomplete description of Arizona's Language Development Approach, including its principles, with significant inaccuracies or omissions in the synthesis of research around ELs.

**1. Unsatisfactory**

0 points

Fails to describe Arizona's Language Development Approach, its principles, or the synthesis of research around ELs.

**Student Agency**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a sophisticated explanation of student agency and makes substantial connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**4. Acceptable**

9.57 points

Provides a proper explanation of student agency and makes solid connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**3. Approaching**

8.14 points

Provides a cursory explanation of student agency with few connections to its importance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**2. Insufficient**

7.59 points

Provides a poor explanation of student agency with limited relevance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**1. Unsatisfactory**

0 points

Fails to explain student agency or its importance in EL instruction. Does not include mention of self-determination, a sense of voice, or confidence.

**SEI Models**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**4. Acceptable**

9.57 points

Clearly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**3. Approaching**

8.14 points

Broadly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**2. Insufficient**

7.59 points

Inadequately discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**1. Unsatisfactory**

0 points

Fails to discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**Program Eligibility and AZELLA**

11 points

**Criteria Description**

**5. Target**

11 points

Thoroughly discusses the EL program eligibility process in Arizona and proficiently refers to the Home Language Survey and AZELLA. Specifically discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**4. Acceptable**

9.57 points

Effectively discusses the EL program eligibility process in Arizona and appropriately refers to the Home Language Survey and AZELLA. Clearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**3. Approaching**

8.14 points

Vaguely discusses the EL program eligibility process in Arizona and generally refers to the Home Language Survey and AZELLA. Minimally discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**2. Insufficient**

7.59 points

Insufficiently discusses the EL program eligibility process in Arizona or inappropriately refers to the Home Language Survey and AZELLA. Unclearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**1. Unsatisfactory**

0 points

Fails to discuss the EL program eligibility process in Arizona. Does not refer to the Home Language Survey or AZELLA. Fails to discuss how the AZELLA is used for both placement and reassessment and its standard accommodations.

**Parents'/Guardians' Rights**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively describes parents'/guardians' rights regarding EL services.

**4. Acceptable**

9.57 points

Accurately describes parents'/guardians' rights regarding EL services.

**3. Approaching**

8.14 points

Generally describes parents'/guardians' rights regarding EL services.

**2. Insufficient**

7.59 points

Imprecisely describes parents'/guardians' rights regarding EL services.

**1. Unsatisfactory**

0 points

Inaccurately describes parents'/guardians' rights regarding EL services.

**Summary**

22 points

**Criteria Description**

**5. Target**

22 points

Substantially summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sophisticated.

**4. Acceptable**

19.14 points

Suitably summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sound.

**3. Approaching**

16.28 points

Cursorily summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are underdeveloped.

**2. Insufficient**

15.18 points

Inadequately summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are unreasonable.

**1. Unsatisfactory**

0 points

Erroneously summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Fails to include collaboration plans to support EL students.

**Professionalism**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Manner exhibits a high degree of professionalism. The background or environment of the recording is superior and completely free of distraction.

**4. Acceptable**

4.79 points

Manner exhibits appropriate professionalism. The background or environment of the recording is appropriate and relatively free of distraction.

**3. Approaching**

4.07 points

Manner within the recording is marginally professional. The background or environment of the recording detracts from the message.

**2. Insufficient**

3.8 points

Manner within the recording is lacking professionalism. The background or environment of the recording is distracting.

**1. Unsatisfactory**

0 points

Manner within the recording is not professional; or the background or environment of the recording is inappropriate.

**Presentation of Content**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Presentation appearance is exceptional and professionally communicates the message of the product. Work would be exemplary for public dissemination.

**4. Acceptable**

4.79 points

Presentation appearance is appropriate and enhances the message of the product. Work would be desirable for public dissemination.

**3. Approaching**

4.07 points

Presentation appearance and organization is generally acceptable. Work would be adequate for public dissemination.

**2. Insufficient**

3.8 points

Presentation of content is not neat or organized. Work would not be presentable for public dissemination.

**1. Unsatisfactory**

0 points

Presentation of content is unfitting for the assignment.

**Supporting Research and Documentation of Sources**

5.5 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

5.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

4.79 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**3. Approaching**

4.07 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

**2. Insufficient**

3.8 points

Supporting research is limited or insufficient. Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

**1. Unsatisfactory**

0 points

Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

**Mechanics of Writing**

5.5 points

**Total** 110 points

**## Week2powepointpresentationandsummary.docx**

Requires Lopeswrite

Assessment Description

While all states must adhere to federal laws and policies to remain in compliance, states may address these laws and policies in ways that they deem best to meet the needs of their students. States share many commonalities in how they approach the education of ELs, yet they also exhibit variations in their approaches.

For this assignment, explore Arizona's approach to English learner instruction through structured English immersion. Arizona's Language Development Approach provides underlying beliefs about language, literacy, and learning development through research-based principles intended to be enacted in the instruction of all ELs in the state.

**Part 1: EL Education in Arizona**

Create a 10-12 slide narrated presentation for Arizona classroom teachers' professional development. While various slideshow applications are available, PowerPoint is recommended for its integrated voice recording feature, eliminating the need for additional tools. Elaborate on the key points in each slide with supplementary details and examples in your audio narration. Avoid simply reading the content directly from the slide.

Your presentation must include a title slide and address the following:

· Explain Arizona's definition of an English learner (EL).

· Briefly summarize the demographic and home language composition of the PK-12 EL population in Arizona.

· Describe structured English immersion (SEI) as it is used in Arizona, including its distinctions from sheltered English instruction.

· Describe Arizona's Language Development Approach, including each of the four principles, and the synthesis of the research around ELs.

· Explain student agency and its importance in the instruction of ELs, including in supporting self-determination, a sense of voice, and confidence.

· Discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion (which requires parental waiver).

· Discuss the process used to determine EL program eligibility in Arizona. Refer to the use of the Home Language Survey and Arizona's English language proficiency assessment known as the Arizona English Language Learner Assessment (AZELLA). Include how the AZELLA is used for both placement and reassessment.

· Describe the standard accommodations available to ELs for the AZELLA.

· Describe parents'/guardians' rights regarding EL services (i.e., rights of refusal for program placement, assessment).

**Part 2: Summary**

In a minimum of 250 words, summarize the following:

· The research-based best practices and foundational principles needed to instruct ELs, regardless of which program model is being used to deliver EL instruction.

· The importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Include how you plan to collaborate with other colleagues and professionals in your future school setting to support your EL students.

Support your presentation and reflection with a minimum of two scholarly resources.

Submit your reflection, scholarly resources, and a link to your presentation in a single document. Ensure that others can access and view the link to your presentation prior to submission.

Remember that audio quality is important and should be taken into consideration. Ensure the volume is adequate for viewers to hear. Intonation, expression, and proper speech are expected.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Use the Required References:**

Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

**Required**

Read "Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem," loc

… Read More

https://www.colorincolorado

Determining Special Education Eligibility of English Learners

**Required**

Read "Determining Special Education Eligibility of English Learners," located on the Institute of Education Sciences website (2021) in

… Read More

https://ies.ed.gov/ncee

How to Support ELL Students with Interrupted Formal Education (SIFEs)

**Required**

Explore "How to Support ELL Students with Interrupted Formal Education (SIFEs)," by Robertson and Lafond, located on the Colorín C

… Read More

https://www.colorincolor

EL Instructional Services

**Required**

Explore "EL Instructional Services," located on the Arizona Department of Education website. Click on "Structured English Immersion (SEI)

… Read More

https://www.azed.gov/oelas/structured-english-immersion-models

English Learner Accountability Hub

**Required**

Explore demographic information from the "English Learner Accountability Hub," located on the New America website.

https://www.newamerica.org/education-policy/reports/english-learner-accountability-hub/

Arizona's Language Development Approach

**Required**

Read "Arizona's Language Development Approach," located on the Arizona Department of Education website (2019), to inform the topic assign

… Read More

https://www.azed.gov/sites/

Student Agency: Promoting Student Engagement

**Required**

Read "Student Agency: Promoting Student Engagement," by Starke, located on the TeachHub website (2021).

https://www.teachhub.com/teaching-strategies/2021/02/student-agency-promoting-student-engagement/

AZELLA Assessment

**Required**

Explore the AZELLA Assessment, located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

EL Forms & Documentation Training

**Required**

Explore parent/guardian rights from "EL Forms & Documentation Training," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2020/12/EL_Forms_and_Documentation_Training_Updated%2022-23%20%281%29.pdf

Arizona English Learner Determination and Services

**Required**

Read "Arizona English Learner Determination and Services," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2023/05/EL_DeterminationAndServices-EL_ProgramsFlow-Chart_Updated2023.pdf

The Right Fit: Selecting an English Learning Program for Your Students

**Required**

Read "The Right Fit: Selecting an English Learning Program for Your Students," located on the Institute of Education Sciences (IES) website

… Read More

https://ies.ed.gov/ncee/rel/region

**## RubricCriteriaweek2powerpointandsummary.docx**

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**AZ EL Definition and Demographic/Home Language Composition**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Explanation of Arizona's definition of an English learner is comprehensive and precise. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is comprehensive.

**4. Acceptable**

4.79 points

Explanation of Arizona's definition of an English learner is accurate and includes relevant details. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is clear and detailed.

**3. Approaching**

4.07 points

Explanation of Arizona's definition of an English learner is somewhat inaccurate and lacks detail. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is generally clear but missing key details.

**2. Insufficient**

3.8 points

Explanation of Arizona's definition of an English learner is partially incomplete with inaccuracies or omissions. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is unclear with limited details.

**1. Unsatisfactory**

0 points

Explanation of Arizona's definition of an English learner is incomplete or inaccurate. Fails to include demographic or home language composition of the PK-12 EL population in Arizona.

**Structured English Immersion in AZ and Sheltered English Instruction**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Thoroughly describes structured English immersion as it is used in Arizona and includes meaningful distinctions from sheltered English instruction.

**4. Acceptable**

4.79 points

Clearly describes structured English immersion as it is used in Arizona and includes noteworthy distinctions from sheltered English instruction.

**3. Approaching**

4.07 points

Partially describes structured English immersion as it is used in Arizona and includes some distinctions from sheltered English instruction.

**2. Insufficient**

3.8 points

Inadequately describes structured English immersion as it is used in Arizona and includes little to no distinction from sheltered English instruction.

**1. Unsatisfactory**

0 points

Fails to describe structured English immersion as it is used in Arizona and its distinctions from sheltered English instruction.

**AZ LDA: Principles and Research**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a well-rounded and comprehensive description of Arizona's Language Development Approach, including its principles, and seamlessly includes a thorough synthesis of research around ELs.

**4. Acceptable**

9.57 points

Provides a complete and detailed description of Arizona's Language Development Approach, including its principles, and clearly includes a significant synthesis of research around ELs.

**3. Approaching**

8.14 points

Provides a basic or mostly complete description of the Arizona's Language Development Approach, including its principles, but lacks depth or integration in the synthesis of research around ELs.

**2. Insufficient**

7.59 points

Provides a flawed or partially incomplete description of Arizona's Language Development Approach, including its principles, with significant inaccuracies or omissions in the synthesis of research around ELs.

**1. Unsatisfactory**

0 points

Fails to describe Arizona's Language Development Approach, its principles, or the synthesis of research around ELs.

**Student Agency**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a sophisticated explanation of student agency and makes substantial connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**4. Acceptable**

9.57 points

Provides a proper explanation of student agency and makes solid connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**3. Approaching**

8.14 points

Provides a cursory explanation of student agency with few connections to its importance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**2. Insufficient**

7.59 points

Provides a poor explanation of student agency with limited relevance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**1. Unsatisfactory**

0 points

Fails to explain student agency or its importance in EL instruction. Does not include mention of self-determination, a sense of voice, or confidence.

**SEI Models**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**4. Acceptable**

9.57 points

Clearly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**3. Approaching**

8.14 points

Broadly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**2. Insufficient**

7.59 points

Inadequately discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**1. Unsatisfactory**

0 points

Fails to discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**Program Eligibility and AZELLA**

11 points

**Criteria Description**

**5. Target**

11 points

Thoroughly discusses the EL program eligibility process in Arizona and proficiently refers to the Home Language Survey and AZELLA. Specifically discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**4. Acceptable**

9.57 points

Effectively discusses the EL program eligibility process in Arizona and appropriately refers to the Home Language Survey and AZELLA. Clearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**3. Approaching**

8.14 points

Vaguely discusses the EL program eligibility process in Arizona and generally refers to the Home Language Survey and AZELLA. Minimally discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**2. Insufficient**

7.59 points

Insufficiently discusses the EL program eligibility process in Arizona or inappropriately refers to the Home Language Survey and AZELLA. Unclearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**1. Unsatisfactory**

0 points

Fails to discuss the EL program eligibility process in Arizona. Does not refer to the Home Language Survey or AZELLA. Fails to discuss how the AZELLA is used for both placement and reassessment and its standard accommodations.

**Parents'/Guardians' Rights**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively describes parents'/guardians' rights regarding EL services.

**4. Acceptable**

9.57 points

Accurately describes parents'/guardians' rights regarding EL services.

**3. Approaching**

8.14 points

Generally describes parents'/guardians' rights regarding EL services.

**2. Insufficient**

7.59 points

Imprecisely describes parents'/guardians' rights regarding EL services.

**1. Unsatisfactory**

0 points

Inaccurately describes parents'/guardians' rights regarding EL services.

**Summary**

22 points

**Criteria Description**

**5. Target**

22 points

Substantially summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sophisticated.

**4. Acceptable**

19.14 points

Suitably summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sound.

**3. Approaching**

16.28 points

Cursorily summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are underdeveloped.

**2. Insufficient**

15.18 points

Inadequately summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are unreasonable.

**1. Unsatisfactory**

0 points

Erroneously summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Fails to include collaboration plans to support EL students.

**Professionalism**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Manner exhibits a high degree of professionalism. The background or environment of the recording is superior and completely free of distraction.

**4. Acceptable**

4.79 points

Manner exhibits appropriate professionalism. The background or environment of the recording is appropriate and relatively free of distraction.

**3. Approaching**

4.07 points

Manner within the recording is marginally professional. The background or environment of the recording detracts from the message.

**2. Insufficient**

3.8 points

Manner within the recording is lacking professionalism. The background or environment of the recording is distracting.

**1. Unsatisfactory**

0 points

Manner within the recording is not professional; or the background or environment of the recording is inappropriate.

**Presentation of Content**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Presentation appearance is exceptional and professionally communicates the message of the product. Work would be exemplary for public dissemination.

**4. Acceptable**

4.79 points

Presentation appearance is appropriate and enhances the message of the product. Work would be desirable for public dissemination.

**3. Approaching**

4.07 points

Presentation appearance and organization is generally acceptable. Work would be adequate for public dissemination.

**2. Insufficient**

3.8 points

Presentation of content is not neat or organized. Work would not be presentable for public dissemination.

**1. Unsatisfactory**

0 points

Presentation of content is unfitting for the assignment.

**Supporting Research and Documentation of Sources**

5.5 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

5.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

4.79 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**3. Approaching**

4.07 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

**2. Insufficient**

3.8 points

Supporting research is limited or insufficient. Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

**1. Unsatisfactory**

0 points

Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

**Mechanics of Writing**

5.5 points

**Total** 110 points

**## Week2powepointpresentationandsummary.docx**

Requires Lopeswrite

Assessment Description

While all states must adhere to federal laws and policies to remain in compliance, states may address these laws and policies in ways that they deem best to meet the needs of their students. States share many commonalities in how they approach the education of ELs, yet they also exhibit variations in their approaches.

For this assignment, explore Arizona's approach to English learner instruction through structured English immersion. Arizona's Language Development Approach provides underlying beliefs about language, literacy, and learning development through research-based principles intended to be enacted in the instruction of all ELs in the state.

**Part 1: EL Education in Arizona**

Create a 10-12 slide narrated presentation for Arizona classroom teachers' professional development. While various slideshow applications are available, PowerPoint is recommended for its integrated voice recording feature, eliminating the need for additional tools. Elaborate on the key points in each slide with supplementary details and examples in your audio narration. Avoid simply reading the content directly from the slide.

Your presentation must include a title slide and address the following:

· Explain Arizona's definition of an English learner (EL).

· Briefly summarize the demographic and home language composition of the PK-12 EL population in Arizona.

· Describe structured English immersion (SEI) as it is used in Arizona, including its distinctions from sheltered English instruction.

· Describe Arizona's Language Development Approach, including each of the four principles, and the synthesis of the research around ELs.

· Explain student agency and its importance in the instruction of ELs, including in supporting self-determination, a sense of voice, and confidence.

· Discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion (which requires parental waiver).

· Discuss the process used to determine EL program eligibility in Arizona. Refer to the use of the Home Language Survey and Arizona's English language proficiency assessment known as the Arizona English Language Learner Assessment (AZELLA). Include how the AZELLA is used for both placement and reassessment.

· Describe the standard accommodations available to ELs for the AZELLA.

· Describe parents'/guardians' rights regarding EL services (i.e., rights of refusal for program placement, assessment).

**Part 2: Summary**

In a minimum of 250 words, summarize the following:

· The research-based best practices and foundational principles needed to instruct ELs, regardless of which program model is being used to deliver EL instruction.

· The importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Include how you plan to collaborate with other colleagues and professionals in your future school setting to support your EL students.

Support your presentation and reflection with a minimum of two scholarly resources.

Submit your reflection, scholarly resources, and a link to your presentation in a single document. Ensure that others can access and view the link to your presentation prior to submission.

Remember that audio quality is important and should be taken into consideration. Ensure the volume is adequate for viewers to hear. Intonation, expression, and proper speech are expected.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Use the Required References:**

Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

**Required**

Read "Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem," loc

… Read More

https://www.colorincolorado

Determining Special Education Eligibility of English Learners

**Required**

Read "Determining Special Education Eligibility of English Learners," located on the Institute of Education Sciences website (2021) in

… Read More

https://ies.ed.gov/ncee

How to Support ELL Students with Interrupted Formal Education (SIFEs)

**Required**

Explore "How to Support ELL Students with Interrupted Formal Education (SIFEs)," by Robertson and Lafond, located on the Colorín C

… Read More

https://www.colorincolor

EL Instructional Services

**Required**

Explore "EL Instructional Services," located on the Arizona Department of Education website. Click on "Structured English Immersion (SEI)

… Read More

https://www.azed.gov/oelas/structured-english-immersion-models

English Learner Accountability Hub

**Required**

Explore demographic information from the "English Learner Accountability Hub," located on the New America website.

https://www.newamerica.org/education-policy/reports/english-learner-accountability-hub/

Arizona's Language Development Approach

**Required**

Read "Arizona's Language Development Approach," located on the Arizona Department of Education website (2019), to inform the topic assign

… Read More

https://www.azed.gov/sites/

Student Agency: Promoting Student Engagement

**Required**

Read "Student Agency: Promoting Student Engagement," by Starke, located on the TeachHub website (2021).

https://www.teachhub.com/teaching-strategies/2021/02/student-agency-promoting-student-engagement/

AZELLA Assessment

**Required**

Explore the AZELLA Assessment, located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

EL Forms & Documentation Training

**Required**

Explore parent/guardian rights from "EL Forms & Documentation Training," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2020/12/EL_Forms_and_Documentation_Training_Updated%2022-23%20%281%29.pdf

Arizona English Learner Determination and Services

**Required**

Read "Arizona English Learner Determination and Services," located on the Arizona Department of Education website.

https://www.azed.gov/sites/default/files/2023/05/EL_DeterminationAndServices-EL_ProgramsFlow-Chart_Updated2023.pdf

The Right Fit: Selecting an English Learning Program for Your Students

**Required**

Read "The Right Fit: Selecting an English Learning Program for Your Students," located on the Institute of Education Sciences (IES) website

… Read More

https://ies.ed.gov/ncee/rel/region

**## RubricCriteriaweek2powerpointandsummary.docx**

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**AZ EL Definition and Demographic/Home Language Composition**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Explanation of Arizona's definition of an English learner is comprehensive and precise. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is comprehensive.

**4. Acceptable**

4.79 points

Explanation of Arizona's definition of an English learner is accurate and includes relevant details. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is clear and detailed.

**3. Approaching**

4.07 points

Explanation of Arizona's definition of an English learner is somewhat inaccurate and lacks detail. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is generally clear but missing key details.

**2. Insufficient**

3.8 points

Explanation of Arizona's definition of an English learner is partially incomplete with inaccuracies or omissions. Summary of the demographic and home language composition of the PK-12 EL population in Arizona is unclear with limited details.

**1. Unsatisfactory**

0 points

Explanation of Arizona's definition of an English learner is incomplete or inaccurate. Fails to include demographic or home language composition of the PK-12 EL population in Arizona.

**Structured English Immersion in AZ and Sheltered English Instruction**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Thoroughly describes structured English immersion as it is used in Arizona and includes meaningful distinctions from sheltered English instruction.

**4. Acceptable**

4.79 points

Clearly describes structured English immersion as it is used in Arizona and includes noteworthy distinctions from sheltered English instruction.

**3. Approaching**

4.07 points

Partially describes structured English immersion as it is used in Arizona and includes some distinctions from sheltered English instruction.

**2. Insufficient**

3.8 points

Inadequately describes structured English immersion as it is used in Arizona and includes little to no distinction from sheltered English instruction.

**1. Unsatisfactory**

0 points

Fails to describe structured English immersion as it is used in Arizona and its distinctions from sheltered English instruction.

**AZ LDA: Principles and Research**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a well-rounded and comprehensive description of Arizona's Language Development Approach, including its principles, and seamlessly includes a thorough synthesis of research around ELs.

**4. Acceptable**

9.57 points

Provides a complete and detailed description of Arizona's Language Development Approach, including its principles, and clearly includes a significant synthesis of research around ELs.

**3. Approaching**

8.14 points

Provides a basic or mostly complete description of the Arizona's Language Development Approach, including its principles, but lacks depth or integration in the synthesis of research around ELs.

**2. Insufficient**

7.59 points

Provides a flawed or partially incomplete description of Arizona's Language Development Approach, including its principles, with significant inaccuracies or omissions in the synthesis of research around ELs.

**1. Unsatisfactory**

0 points

Fails to describe Arizona's Language Development Approach, its principles, or the synthesis of research around ELs.

**Student Agency**

11 points

**Criteria Description**

**5. Target**

11 points

Provides a sophisticated explanation of student agency and makes substantial connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**4. Acceptable**

9.57 points

Provides a proper explanation of student agency and makes solid connections to its importance in EL instruction, including supporting self-determination, a sense of voice, and confidence.

**3. Approaching**

8.14 points

Provides a cursory explanation of student agency with few connections to its importance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**2. Insufficient**

7.59 points

Provides a poor explanation of student agency with limited relevance to EL instruction, including supporting self-determination, a sense of voice, and confidence.

**1. Unsatisfactory**

0 points

Fails to explain student agency or its importance in EL instruction. Does not include mention of self-determination, a sense of voice, or confidence.

**SEI Models**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**4. Acceptable**

9.57 points

Clearly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**3. Approaching**

8.14 points

Broadly discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**2. Insufficient**

7.59 points

Inadequately discusses components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**1. Unsatisfactory**

0 points

Fails to discuss components of Arizona's approved research-based SEI models: newcomer, pull-out, two-hour, and 50-50 dual language immersion.

**Program Eligibility and AZELLA**

11 points

**Criteria Description**

**5. Target**

11 points

Thoroughly discusses the EL program eligibility process in Arizona and proficiently refers to the Home Language Survey and AZELLA. Specifically discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**4. Acceptable**

9.57 points

Effectively discusses the EL program eligibility process in Arizona and appropriately refers to the Home Language Survey and AZELLA. Clearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**3. Approaching**

8.14 points

Vaguely discusses the EL program eligibility process in Arizona and generally refers to the Home Language Survey and AZELLA. Minimally discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**2. Insufficient**

7.59 points

Insufficiently discusses the EL program eligibility process in Arizona or inappropriately refers to the Home Language Survey and AZELLA. Unclearly discusses how the AZELLA is used for both placement and reassessment and its standard accommodations.

**1. Unsatisfactory**

0 points

Fails to discuss the EL program eligibility process in Arizona. Does not refer to the Home Language Survey or AZELLA. Fails to discuss how the AZELLA is used for both placement and reassessment and its standard accommodations.

**Parents'/Guardians' Rights**

11 points

**Criteria Description**

**5. Target**

11 points

Comprehensively describes parents'/guardians' rights regarding EL services.

**4. Acceptable**

9.57 points

Accurately describes parents'/guardians' rights regarding EL services.

**3. Approaching**

8.14 points

Generally describes parents'/guardians' rights regarding EL services.

**2. Insufficient**

7.59 points

Imprecisely describes parents'/guardians' rights regarding EL services.

**1. Unsatisfactory**

0 points

Inaccurately describes parents'/guardians' rights regarding EL services.

**Summary**

22 points

**Criteria Description**

**5. Target**

22 points

Substantially summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sophisticated.

**4. Acceptable**

19.14 points

Suitably summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are sound.

**3. Approaching**

16.28 points

Cursorily summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are underdeveloped.

**2. Insufficient**

15.18 points

Inadequately summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Collaboration plans to support EL students are unreasonable.

**1. Unsatisfactory**

0 points

Erroneously summarizes research-based best practices and foundational principles needed to instruct ELs and the importance of properly identifying ELs and their needs to ensure they receive appropriate services and supports. Fails to include collaboration plans to support EL students.

**Professionalism**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Manner exhibits a high degree of professionalism. The background or environment of the recording is superior and completely free of distraction.

**4. Acceptable**

4.79 points

Manner exhibits appropriate professionalism. The background or environment of the recording is appropriate and relatively free of distraction.

**3. Approaching**

4.07 points

Manner within the recording is marginally professional. The background or environment of the recording detracts from the message.

**2. Insufficient**

3.8 points

Manner within the recording is lacking professionalism. The background or environment of the recording is distracting.

**1. Unsatisfactory**

0 points

Manner within the recording is not professional; or the background or environment of the recording is inappropriate.

**Presentation of Content**

5.5 points

**Criteria Description**

**5. Target**

5.5 points

Presentation appearance is exceptional and professionally communicates the message of the product. Work would be exemplary for public dissemination.

**4. Acceptable**

4.79 points

Presentation appearance is appropriate and enhances the message of the product. Work would be desirable for public dissemination.

**3. Approaching**

4.07 points

Presentation appearance and organization is generally acceptable. Work would be adequate for public dissemination.

**2. Insufficient**

3.8 points

Presentation of content is not neat or organized. Work would not be presentable for public dissemination.

**1. Unsatisfactory**

0 points

Presentation of content is unfitting for the assignment.

**Supporting Research and Documentation of Sources**

5.5 points

**Criteria Description**

Uses appropriate designated style and formatting to document sources in citations and references.

**5. Target**

5.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

**4. Acceptable**

4.79 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**3. Approaching**

4.07 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

**2. Insufficient**

3.8 points

Supporting research is limited or insufficient. Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

**1. Unsatisfactory**

0 points

Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

**Mechanics of Writing**

5.5 points

**Total** 110 points

November 5, 2026
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November 5, 2026