Assignment Prompt & Instructions
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