• 1-Interview and observation: Setup an appointment to interview an ESL and a Special Ed teacher. Please compose and ask a minimum of 10 questions to each individual. Compare and contrast both interviews and provide a summary of their responses. If you are unable to conduct both interviews please complete at least one and provide a summary.(one page)
• 2-How will Modifications, Accommodations, and Interventions help ESL students with an active Individual Education Plan (IEP)? 2. Which skill do you believe is the most important for a teacher to possess? (one page)
• 3- Can you please comment on two of Colleagues postings (I will post their responses)(one paragraph for each one )

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1-Katie Smith

Students with limited English proficiency that have an active IEP should receive modifications, accommodations and interventions to level the playing field as much as possible, so that students have access to the curriculum as intended. Accommodations are just add ons to the actual curriculum, and the same standards are still being assessed for these students. Examples of accommodations for ESL students may include: providing text in a student’s native language, reading text or assessments orally (either in native language or English depending on the standards being assessed), extended time, dictionary software, text to speech software, modeling, vocabulary pre-teaching and providing samples. None of these accommodations would alter the standard being addressed, but they do allow the student a chance to understand the content better. Furthermore, sometimes with more severe and profound disabilities (or more severe language gaps), modifications are needed which do alter the standards being assessed. Some possibilities that would help students would include: alternative responses to a written assessment (could be an oral response to a scribe), modified test read orally in native language, and providing advanced notes and test specific study guides in native language. Finally, these students must receive intensive interventions both to support their disability and english proficiency. These interventions could be completely separate or simultaneous depending on what their needs are at the time.

The most important aspect of dealing with ESL students with disabilities, is writing a clear IEP and providing appropriate supports. It must be clear when modifications and supports are provided in the native spoken language and when they should be in english. For example, if a teacher is trying to support english proficiency, appropriate accommodations might include re-teaching academic vocabulary and reading the text out loud in english. However, if the goal is to assess a comprehension standard (and not english proficiency) it would be appropriate to provide text and assessments in the students’ native language (read independently or orally depending on the student’s disability and present level of performance). All in all, it is always necessary to have an objective in mind and then determine what modifications and accommodations would be appropriate for the student’s disability and assessing that objective.

In general, I think the most important skill for a teacher to possess is flexibility. When I was thinking about this question, there was a long of skills I thought of including: being open minded, being able to build relationships, fair, responsive…etc. However, I feel that these all fit under being flexible. A teacher must realize that all students are completely different. They all have different strengths and needs, and each student comes from very different backgrounds. It is a teacher’s job to be flexible with each student and provide individualized support for each student academically, socially, and emotionally. Also, with new initiatives, mandates, curriculum, and assessments thrown at us all the time, teachers must be open to learn new things and still support our students. We must realize that fair is not equal, and we have to provide support for each student to be successful in their own way

Eva Schutter

English Learners with IEPs are students who absolutely need accommodations, modifications and interventions to be successful in the classroom. All students, regardless of native language have a right to a free and appropriate education. If a student has been identified as Limited English Proficient and has a disability, it is the school’s and teacher’s responsibility to ensure that these students are able to meaningfully participate in school, regardless of what level they are in English. In order to do this, students must be given accommodations and modifications to access the curriculum. As all ELs are different, those adjustments must be specific to their needs. For example, a translated text does nothing to help a student who speaks another language but can not read that language. Knowing our students is the key to discovering what works for which students.

ESL students with IEPs can be very challenging because language proficiency, as defined by the state, necessitates a 4.8 overall score on the ACCESS test. A student who has a disability related to reading or writing may not make adequate gains in their scores due to their disability. Language progression through the six levels is often viewed as linear with a positive correlation, meaning that as time passes, English proficiency increases as well. For many students with IEPs, this is not the case. In fact, I have seen students with disabilities who qualify for EL services that have lived here their entire lives score lower in some language domains than typically able students who have been here for only one to two years.

The skill that I find most important for teachers to possess is the ability to reflect. Reflection gives us the opportunity to evaluate and gauge whether or not or our lessons, assessments, accommodations, modifications, and interventions are appropriate, or if they need to be adjusted. Reflection allows us to grow and evolve. I am certainly not the same teacher I was eleven years ago and that is due to my ability to reflect on my day to day teaching, as well as each year as it passes. It allows me to recharge, renew, and refresh my pedagogy, and in turn, serve my students better.

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4-Reflect on for all of the above and post your summary. (Two paragraphs)