Create a 10-12 slide digital presentation for special education teachers, gifted teachers, and other members of a multidisciplinary team to lay a foundation for understanding ELL students’ needs and making culturally, linguistically, and developmentally appropriate decisions for intervention, support, special education services, and/or gifted services. Include the following in your presentation:
- Explain the importance of understanding how the individual identity of the ELL student, affected by academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impacts the student’s learning, development, and achievement.
- Provide a rationale, including major concepts, principles, theories, or research, for developing awareness of the role of culture/cultural groups to construct supportive learning environments for ELLs, including those with exceptionalities.
- Describe three methods that educators can implement to learn about personal characteristics of individual ELLs with exceptionalities (e.g., interests, motivations, strengths, needs) and their families (e.g., language use, literacy practices, circumstances) to develop effective instructional practices.
- Describe three methods that can be implemented to collect information on the ELL student’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for the ELL.
- Provide three recommendations for how to collaborate with ELL families in meeting the needs of ELL students with exceptionalities.
Support your presentation with a minimum of three scholarly resources.
Submit your deliverable, or a link to your deliverable, and scholarly resources in a single document. Ensure that others can access and view the link prior to submitting.
Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
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.
Benchmark – Addressing the Diverse Needs of ELLs – Rubric
Factors A�ecting Learning (B) 50 points
Criteria Description
C2.5
5. Target 50 points
The importance of understanding how the individual identity of the ELL student
impacts the student’s learning, development, and achievement is compelling.
Provides a sophisticated rationale, including major concepts, principles, theories, or
research, for developing awareness of the role of culture/cultural groups to
construct supportive learning environments for ELLs, including those with
exceptionalities.
4. Acceptable 43.5 points
The importance of understanding how the individual identity of the ELL student
impacts the student’s learning, development, and achievement is noteworthy.
Provides a significant rationale, including major concepts, principles, theories, or
research, for developing awareness of the role of culture/cultural groups to
construct supportive learning environments for ELLs, including those with
exceptionalities.
3. Approaching 37 points
The importance of understanding how the individual identity of the ELL student
impacts the student’s learning, development, and achievement is overly simplistic.
Provides a weak rationale, including major concepts, principles, theories, or
research, for developing awareness of the role of culture/cultural groups to
construct supportive learning environments for ELLs, including those with
exceptionalities.
2. Insufficient 34.5 points
The importance of understanding how the individual identity of the ELL student
impacts the student’s learning, development, and achievement is insufficient.
Provides a poor rationale, including major concepts, principles, theories, or
research, for developing awareness of the role of culture/cultural groups to
construct supportive learning environments for ELLs, including those with
exceptionalities.
1. No Submission 0 points
Collapse All
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Not addressed.
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Personal Characteristics (B) 40 points
Criteria Description
C2.1
5. Target 40 points
Methods that educators can implement to learn about personal characteristics of
individual ELLs with exceptionalities and their families to develop effective
instructional practices are innovative.
4. Acceptable 34.8 points
Methods that educators can implement to learn about personal characteristics of
individual ELLs with exceptionalities and their families to develop effective
instructional practices are effective.
3. Approaching 29.6 points
Methods that educators can implement to learn about personal characteristics of
individual ELLs with exceptionalities and their families to develop effective
instructional practices are weak.
2. Insufficient 27.6 points
Methods that educators can implement to learn about personal characteristics of
individual ELLs with exceptionalities and their families to develop effective
instructional practices are flawed.
1. No Submission 0 points
Not addressed.
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Instructional and Assessment Practices (B) 40 points
Criteria Description
C2.3
5. Target 40 points
Methods that can be implemented to collect information on the ELL student’s
academic characteristics, including background knowledge, educational history, and
current performance data, to develop effective, individualized instructional and
assessment practices for the ELL are sophisticated.
4. Acceptable 34.8 points
Methods that can be implemented to collect information on the ELL student’s
academic characteristics, including background knowledge, educational history, and
current performance data, to develop effective, individualized instructional and
assessment practices for the ELL are significant.
3. Approaching 29.6 points
Methods that can be implemented to collect information on the ELL student’s
academic characteristics, including background knowledge, educational history, and
current performance data, to develop effective, individualized instructional and
assessment practices for the ELL are shallow.
2. Insufficient 27.6 points
Methods that can be implemented to collect information on the ELL student’s
academic characteristics, including background knowledge, educational history, and
current performance data, to develop effective, individualized instructional and
assessment practices for the ELL are ineffective.
1. No Submission 0 points
Not addressed.
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Collaboration with ELL Families 40 points
Criteria Description
Collaboration with ELL Families
5. Target 40 points
Recommendations for how to collaborate with ELL families in meeting the needs of
ELL students with exceptionalities are ideal.
4. Acceptable 34.8 points
Recommendations for how to collaborate with ELL families in meeting the needs of
ELL students with exceptionalities are solid.
3. Approaching 29.6 points
Recommendations for how to collaborate with ELL families in meeting the needs of
ELL students with exceptionalities are weak.
2. Insufficient 27.6 points
Recommendations for how to collaborate with ELL families in meeting the needs of
ELL students with exceptionalities are unfitting.
1. No Submission 0 points
Not addressed.
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Presentation 10 points
Criteria Description
Presentation
5. Target 10 points
The work is well presented. The overall appearance is neat and professional. Work
would be highly desirable for public dissemination.
4. Acceptable 8.7 points
The overall appearance is generally neat, with a few minor organizational flaws.
Work would be desirable for public dissemination.
3. Approaching 7.4 points
The work is somewhat disheveled and includes several organizational flaws. Work
would barely be presentable for public dissemination.
2. Insufficient 6.9 points
The work is sloppy or chaotic. Work would not be presentable for public
dissemination.
1. No Submission 0 points
Not addressed.
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Title Slide, Slide Notes, and Research Citations 10 points
Criteria Description
Title Slide, Slide Notes, and Research Citations
5. Target 10 points
Title slide and thorough slide notes are present. In-text citations and a reference
slide are complete and correct. Sources are credible. The documentation of cited
sources is free of error.
4. Acceptable 8.7 points
Title slide and slide notes are present. In-text citations have few errors. References
used are reliable and reference slide lists all cited sources with few errors.
3. Approaching 7.4 points
Title slide, and/or slide notes, and/or reference slide are not present. Sources do
not fully support claims, or sources are not all credible. Sources are documented,
although several errors are present.
2. Insufficient 6.9 points
No title slide or slide notes are present. Reference slide includes errors and/or
inconsistently used citations. Sources are noncredible.
1. No Submission 0 points
Not addressed.
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Mechanics of Writing 10 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence
structure, etc.
5. Target 10 points
Presentation and speaker’s notes are free of mechanical errors. Skilled control of
sentence structure is used throughout.
4. Acceptable 8.7 points
Presentation and speaker’s notes include a few mechanical errors. Suitable
sentence structure is used.
3. Approaching 7.4 points
Presentation and speaker’s notes include frequent and repetitive mechanical
errors. Inconsistencies in sentence structure are recurrent.
2. Insufficient 6.9 points
Presentation and speaker’s notes include errors in grammar or syntax that are
pervasive and impede meaning. Incorrect sentence structure errors are found
throughout.
1. No Submission 0 points
Not addressed.
Total 200 points
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