Welcome to EP240! Tammy Cayuela, M.A.

E-College Platform: Units Units Units Located on left of course homepage Located on left of course homepage Include readings, discussions, projects and seminars Include readings, discussions, projects and seminars Units 2, 4, 6, 7 and 9 include projects Units 2, 4, 6, 7 and 9 include projects

E-College Platform: Course Homepage Announcements Announcements Syllabus Syllabus Seminar Instructions Seminar Instructions Student Lounge Student Lounge Course Questions Course Questions APA Quick Reference APA Quick Reference Library Presentation Library Presentation

Unit 1 Overview Read all information on course homepage Read all information on course homepage Unit 1 Unit 1 Introduce yourself Introduce yourself Reading Reading Web Resources Web Resources Discussion (2 threads) Discussion (2 threads) Seminar Seminar Final Project Information Final Project Information

E-College Platform: Tools Tools (located at the top of the course homepage) Tools (located at the top of the course homepage) Gradebook Gradebook Live (chat tool) Live (chat tool) Doc Sharing Doc Sharing Dropbox Dropbox Webliography Webliography

Dropbox Submit all projects to the Dropbox Submit all projects to the Dropbox All projects should be submitted in Microsoft Word All projects should be submitted in Microsoft Word Save your project with first name, last name and unit # Save your project with first name, last name and unit # Example: TammyCayuelaUnit3 Example: TammyCayuelaUnit3

Seminars Live seminars Live seminars For full credit, attend the full hour and contribute to the discussion For full credit, attend the full hour and contribute to the discussion Attend Flex Seminar, 10pm EST; no other options Attend Flex Seminar, 10pm EST; no other options Seminar option 2: due at the end of the unit Seminar option 2: due at the end of the unit For full credit, respond to the questions with a 300-word minimum response and submit to the Dropbox For full credit, respond to the questions with a 300-word minimum response and submit to the Dropbox

Contact Information address: address: Include concern or topic of your in the subject line Include concern or topic of your in the subject line Office Hours: Available by appointment Office Hours: Available by appointment AIM screen name: tcayuela AIM screen name: tcayuela

Textbook Teaching ESL K-12 Views from the Classroom, Helene Becker, Heinle & Heinle Teaching ESL K-12 Views from the Classroom, Helene Becker, Heinle & Heinle

Grading Total course points: 1,000 Total course points: 1,000 Weekly discussions: 20 points Weekly discussions: 20 points Weekly seminars: 5 points Weekly seminars: 5 points Projects: 520 points total Projects: 520 points total Quiz: 50 (Unit 6) Quiz: 50 (Unit 6) Final project: 205 points Final project: 205 points Refer to rubrics in the syllabus for all grades Refer to rubrics in the syllabus for all grades

Discussion Requirements For full credit: For full credit: 1. Complete answers to all discussion questions. Make sure your responses provide a thorough discussion of the questions and include relevant examples of unit concepts. 2. Make sure your postings relate to the readings. Include reflections about how the unit objectives will be relevant to your “real world” experiences in the classroom. 3. Write responses that are at least 100 words. Read over your responses before posting to check for clear writing and correct spelling and grammar. 4. Interact with other students. Make sure to further the discussion by connecting your responses to the readings and course content. You should also interact with at least 2 classmates per thread Connect and Cite Course Readings. You must make connections to the readings through citations 6. Post on time and throughout the week. 6. Post on time and throughout the week. Late Discussion Board posts will be given partial credit.

Project Requirements Complete projects for Units 2, 4, 6, 7 and 9 Complete projects for Units 2, 4, 6, 7 and 9 Refer to the project instructions and rubrics Refer to the project instructions and rubrics All projects need a separate Title and Reference Page All projects need a separate Title and Reference Page

Late Policy Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Projects are due Tuesday by 11:59 p.m. EST of their assigned unit Late projects may be marked down 5 points per week (with a maximum of -20 points) Late projects may be marked down 5 points per week (with a maximum of -20 points) me if you need an extension! me if you need an extension!

Incompletes Incompletes provide students with an option to complete coursework after the term’s end. Incompletes provide students with an option to complete coursework after the term’s end. Eligibility: Eligibility: Must have completed 75% of coursework Must have completed 75% of coursework Must request an incomplete by due date Must request an incomplete by due date Deadline for an incomplete is February 14, 2011 Deadline for an incomplete is February 14, 2011

Plagiarism Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Taking another person’s words, ideas, or results as their own. (If you want to include someone else’s words, ideas, or results, be sure to give proper credit to the source by following APA citation guidelines.) Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Copying work or written text without properly citing it. If you want to quote an author, you must give proper credit to the author. Please use quotations sparingly in your projects. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you. Turning in an assignment that another student either partially or wholly completed. Your projects need to be written entirely by you.

Preview of Course This course will provide you with some background on particular social and emotional considerations, as well as disabilities and other learning issues. You’ll have the opportunity to explore different strategies for modifying instruction and addressing social concerns. This course will provide you with some background on particular social and emotional considerations, as well as disabilities and other learning issues. You’ll have the opportunity to explore different strategies for modifying instruction and addressing social concerns.

Preview of Course You also will explore different approaches of teaching English to ELL students. This information will provide you with the tools you will need to be the best paraprofessional that you can be.

Seminar Question 1 What expectations do schools have for paraprofessionals? What expectations do schools have for paraprofessionals?

School Expectations academic requirements- must be highly qualified and know about their rights and the student’s rights; all paras hired after 2002 must meet new requirements by 2006 for existing paras academic requirements- must be highly qualified and know about their rights and the student’s rights; all paras hired after 2002 must meet new requirements by 2006 for existing paras prepare students to function successfully in classrooms where English is the medium of instruction for all subject areas (Chamot and OMalley) prepare students to function successfully in classrooms where English is the medium of instruction for all subject areas (Chamot and OMalley) assist students adjust to American Society assist students adjust to American Society emphasize oral communication to become proficient in day to day activities (Chamot) emphasize oral communication to become proficient in day to day activities (Chamot) Speaking listening activities Speaking listening activities Coordinate with teacher/ Meet with teacher/plan with teacher Coordinate with teacher/ Meet with teacher/plan with teacher Address their emotional/ social/ academic needs Address their emotional/ social/ academic needs

Seminar Question 2 Why have paraprofessionals become needed in the classroom? Why have paraprofessionals become needed in the classroom?

Need for Paraprofessionals Complexity of student population in schools; (ESE, ELL, high risk of failure) Complexity of student population in schools; (ESE, ELL, high risk of failure) need for instructional support (high academic standards/testing); need for instructional support (high academic standards/testing); cost effectiveness; cost effectiveness; Instruct; Instruct; community connections (share linguistic cultural similarities); community connections (share linguistic cultural similarities); individualized support; individualized support; improve teacher-student ratio; improve teacher-student ratio; legislation allows /requires it (No Child Left Behind Act of 2002 as Disabilities Education Act (IDEA) Amendments of 2004 ) adequately trained/qualified and supervised paras provide instructional and other supports for students. legislation allows /requires it (No Child Left Behind Act of 2002 as Disabilities Education Act (IDEA) Amendments of 2004 ) adequately trained/qualified and supervised paras provide instructional and other supports for students.

Summing it up… What are your expectations for this course? What are your expectations for this course?

Weekly Quote “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France “To accomplish great things, we must not only act, but also dream; not only plan, but also believe.” ~Anatole France

Happy Learning! Good night and see you next week! you next week!