Please check, just in case…
APA Tip of the Day: Emphasis
Use italics (not bold or single or double quotation
marks) for emphasis with:
• “titles of books, periodicals, films, videos, TV
shows, and microfilm publications” (APA, 2010, p.
104)
• “introduction of a new, technical, or key terms or
label (after the terms has been used once, do not
italicize it)” (APA, 2010, p. 105),
• A letter, word, or phrase cited as a linguistic
example” (APA, 2010, p. 105), and
• “words that could be misread” (APA, 2010, p. 105).
Announcements
1. School language resources profile due
next week.
2. Instructional model/method papers due
after Spring Break. Don’t wait to get
started. Make an appointment as soon as
possible if you need help.
Quick questions
or quandaries?
STRENGTHS AND LIMITATIONS OF
PROGRAM MODELS
February 23, 2015
Today’s Readings:
Soltero (2004), August et al (2005), and
McLeskey et al (2013)
Small Group Activity
• Get back into groups with the people that you
typically sit with. Share the information that
you gained from your different small groups
last week (jigsaw).
• If you have time left over, figure out which one
model you would most like to know more
about (for possible inclusion in your final
paper) and fill out a worksheet on that model
in small group.
Quick Write:
When an English language learner is
identified as needing special
education, he/she still requires ALS.
Considering the program models we've
examined, how could that be done
most effectively?
IDEA Requirements for LRE
(2) Each public agency must ensure that-(i) To the maximum extent appropriate, children with
disabilities, including children in public or private
institutions or other care facilities, are educated with
children who are nondisabled; and
(ii) Special classes, separate schooling, or other
removal of children with disabilities from the regular
educational environment occurs only if the nature or
severity of the disability is such that education in
regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily.
Variations of Inclusion
• One dually licensed teacher
• Co-teaching:
– Parallel teaching (split class)
– Rotational teaching (stations)
– 1 “teacher”, 1 “assistant” (or one observer)
– Alternative teaching (small group on the side)
– Tag teachings (both teaching at once)
• Consult model:
– EA could be in classroom to provide support
– Co-planning needed! (goal: differentiation)
Coordinating Program Models
ALS:
•
•
•
•
•
•
DLI
Transitional Bil Ed
Maintenance Bil Ed
Enrichment Bil Ed
Heritage Language Bil Ed
ESL (45 minutes/day
pull-out/class)
• ESL + sheltered
instruction
Special Education
Settings:
• Monitoring
• Inclusion
• Inclusion + pull
outs
• Resource room
• Segregated
settings (80% or
more)
Looking ahead…
Topic: Power and Privilege in
schooling
Read: Nieto & Bode (2012), chapters
1 & 3, AND Anzaldúa (1999)
Please take a
minute for the
minute paper.
And don’t forget to turn
your phone back on.