1. Please check, just in case…

2. 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).

3. 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.

4. Quick questions or quandaries?

5. February 23, 2015 STRENGTHS AND LIMITATIONS OF PROGRAM MODELS Today’s Readings: Soltero (2004), August et al (2005), and McLeskey et al (2013)

6. 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.

7. 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?

8. IDEA Requirements for LRE (2) (2) Each public agency must ensure that-- (i) (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) (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.

9. 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)

10. 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)

11. Topic: Power and Privilege in schooling Read: Nieto & Bode (2012), chapters 1 & 3, AND Anzaldúa (1999) Looking ahead …

12. Please take a minute for the minute paper. And don’t forget to turn your phone back on.