Journal Entry 2 EDUU 512
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Week2GettingtoKnowStudents.pptxGetting to Know Students
Week 2
How do you learn about your students?
Review cumulative files
Use student questionnaires
Use family questionnaires
Observe and interact with students
2
Educating the Whole Child
Physical
Cognitive
Social/Emotional
Sources of Student Diversity
Students with special needs
GATE students
English learners
Cultural and Linguistic resources and funds of knowledge
Developmental considerations
Gender/Sexual Orientation
Social Identity
Students at risk
Students with Special Needs (IEP)
Individualized Education Plan (IEP}
This written document is developed and required for each public school child who receives special education and related services.
The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities.
Students with Special Needs (504 Plan)
504 Plan. Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that prohibits discrimination against individuals with disabilities, protects students from being denied participation in school programs, services, or activities solely on the basis of disability.
Much like an IEP, a 504 Plan is a written document detailing the services, accommodations, and modifications that can help students with learning and attention issues learn and participate tn the general education curriculum. Section 504 defines disability on a broader basis than does IDEA. That's why children who aren't eligible for an IEP may qualify for a 504 Plan.
Students who meet the definition of a person with a disability under Section 504 are those who have a physical or mental impairment that substantially limits one or more major life activities; have a record of such an impairment; or are regarded as having such an impairment.
The 504 Plan should include a description of the disability; the major life activity limited; the basis for determining the disability and its educational impact; necessary accommodations; and placement in the least restrictive environment .
Gifted and Talented Education (GATE)
Under this state program, local educational agencies (LEAs) develop unique education opportunities for high-achieving and underachieving pupils in the California public elementary and secondary schools.
Each school district's governing board determines the criteria it will use to identify students for participation in the GATE program.
Categories for identification may include one or more of the following: intellectual, creative, specific academic, or leadership ability; high achievement; performing and visual arts talent; or any other criterion that meets the standards set forth by the State Board of Education (SBE).
English Learners (ELs)
Students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved oral language assessment procedures, have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs.
The California Department of Education (CDE) provides assistance to local schools and districts to ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and also that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.
Standard English Learners (SELs)
Standard English learners (SELs) are ethnic native speakers of English whose mastery of the Standard English language used in the curriculum and discourse of schools is limited due to their use of ethnic-specific nonstandard dialects.
English Language Proficiency Levels
English language proficiency. The level of knowledge, skills, and ability that students who are learning English as a new language need in order to access, engage with, and achieve in grade-level academic content. For California, these are delineated in the California English Language Development (CA ELD) Standards.
English Language Proficiency Assessments for California (ELPAC). The ELPAC, which will replace the California English Language Development Test (CELDT, defined above) in 2018 as the required state test for English language proficiency (state and federal law require that local educational agencies administer a state test of English language proficiency [ELP] to eligible students in kindergarten through grade twelve). The ELPAC will be aligned with the 2012 California English Language Development Standards and will comprise two separate ELP assessments: one for the initial identification of students as English learners (Els), and a second for the annual summative assessment to measure a student's progress in learning English and to identify the student's level of ELP.
English Language Proficiency Assessments for California (ElPAC)
Two Assessments for English Learners
Initial Identification of Students as English Learners
Annual Summative Assessment- measures student progress in learning English
Aligned with 2012 California ELD Standards
Three initial performance levels
Initial Fluent English Proficient (Bridging)
Intermediate English Learner (Expanding)
Novice English Learner (Emerging)
Initial Fluent English Proficient
Students at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade Twelve (2012 ELD Standards).
https:// www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Intermediate English Learner
Students at this level have somewhat developed to moderately developed oral (listening and speaking) and written (reading and writing) skills. This level captures a broad range of English learners, from those who can use English only to meet immediate communication needs to those who can, at times, use English to learn and communicate in meaningful ways in a range of topics and content areas. They may need some degree of linguistic support to engage in familiar social and academic contexts (depending on the student, the level of support needed may be moderate, light, or minimal); they may need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the entire “Expanding” proficiency level and to the lower range of the “Bridging” proficiency level as described in the 2012 ELD Standards.
https:// www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Novice English Learner
Students at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the 2012 ELD Standards https:// www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Summative Performance Level Descriptors
Level 4-
English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade 12 (CA ELD Standards).
Summative Performance Level Descriptors
Level 3
English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light-to-minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Expanding” proficiency level through the lower range of the “Bridging” proficiency level as described in the CA ELD Standards.
Summative Performance Level Descriptors
Level 2
English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the low- to mid-range of the “Expanding” proficiency level as described in the CA ELD Standards
Summative Performance Level Descriptors
Level 1
English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the CA ELD Standards.
Cultural and Linguistic Resources and Funds of knowledge
Cultural and Linguistic resources refer to the knowledge and skills derived from cultural experiences
Funds of knowledge
Defined by researchers2 Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (2001) "to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being" (p. 133). When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways. With this new knowledge, they can begin to see that the households of their students contain rich cultural and cognitive resources and that these resources can and should be used in their classroom in order to provide culturally responsive and meaningful lessons that tap students' prior knowledge . Information that teachers learn about their students in this process is considered the student's funds of knowledge.
Developmental Considerations
Typical Development –children that acquire specific skills and behaviors according to a predictable rate and sequence.
Atypical development- children whose differences in development appears to be significantly inconsistent with normal child development and/or have significant deviations in the normal sequence of development.
Social-emotional development- Includes the student's experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intrapersonal and interpersonal processes.
Social Emotional Development
LGBTQ+
An acronym for Lesbian, Gay, Bisexual, Trans, Queer/Questioning, and others. It refers to a population of people united by having gender identities or sexual orientations that differ from the heterosexual and cisgender majority.
Social Identity
The cultural identities of students are constructed from their experiences with the 12 attributes of culture identified by Cushner, McClelland, and Safford (2000): ethnicity/nationality, social class, sex/gender, health, age, geographic region, sexuality, religion, social status, language, ability/disability, and race.
Students' cultural identities are defined by these experiences, and students learn these identities within a culture through socializing agents (Campbell 2004). Therefore, teachers must understand that these cultural identities define who the students are.
Social Identity Wheel
Socio-economic Status (SES)
Combination of parent’s income, occupation and level of education
Linked to intelligence, achievement test scores, grades, truancy, dropout and suspension rates
Students from lower SES families may be at greater risk of dropping out of school
Students from higher SES families may face pressure from parents to achieve at higher levels which can lead to anxiety or depression
At Risk Students
Students who have experienced Adverse Childhood Experiences (ACEs):
Physical abuse
Sexual abuse
Emotional abuse
Physical neglect
Emotional neglect
Intimate partner violence
Mother treated violently
Substance misuse within household
Household mental illness
Parental separation or divorce
Incarcerated household member
Mental Health Professionals in Schools
School Psychologists- trained to provide psychological testing, assessment, prevention and intervention services
School Counselors- address academic, career and personal/social developmental needs of students
School Social Workers- provide a range of prevention and intervention strategies to students and their families
School Nurses- Provide services and supports to prevent and treat general health and wellness concerns
Mental Health Services in the Community
Psychiatrists
Doctors
Clinical Counselors
Clinical Psychologists
Social Workers
Case Managers
Juvenile Probation
Court System
Online Resources
NASP-National Association of School Psychologists- www.nasponline.org
NAMI- National Alliance on Mental Illness – https://www.nami.org
Child Mind Institute- https://childmind.org/audience/for-educators /
