ELL Instructor Interview

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Interview an ELL instructor from a Title I school about how
assessment is used for placement. You may interview one of the
instructors that you have observed during your observations for this
course. Inquire also about how placement is determined for both special
education and gifted ELLs. Your questions might include (but should not
be limited to) the following:

  1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
  2. How can informal as well as formal assessment results factor into placement?
  3. What role do parents and teachers have in placement?
  4. What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
  5. How are changes among individual ELL proficiency levels over the course of the school year accounted for?
  6. How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
  7. What are the benefits of the SIOP protocol for native English
    speakers as well as those for whom English is an additional language?

Consolidate your findings in a 750-word essay, supporting your
findings with at least three current sources from your readings and the
GCU Library to support your reasoning.

Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.

This assignment uses a grading 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 Turnitin.

Document the hours and locations that you spend in the field on the appropriate form.

Submit your Clinical Field Experience Verification Form or
Practicum/Field Experience Observation and Activity Log with the last
assignment by the assignment due date. Directions for submitting can be
found on the College of Education site in the Student Success Center.