Reading Response Part 1. 1. Application l could apply the concepts of prereferral considerations to help in teaching and improving the performance of the culturally and linguistically diverse students. The prereferral teams are expected to have an in-depth knowledge of the cultural, linguistic, and instructional factors that impacts on the student performance and behavior. ln chapter 6, l believe the concept of using the interpreters in the assessment process and school practice would be useful. The concepts allow for detailed guidelines and recommendations to improve the learning of the culturally and linguistically diverse students. The interpreters have different skills and training that helps to educate the diverse students. l believe the skills and training of the interpreters would help in educating the culturally diverse students on the link between the native language and the English language. Most importantly, the aspect of standard evaluation measures in the chapter helps to understand the performance of the students.
2. Agree or Disagree l agree with the concepts from the reading as a way of improving the performance of the diverse students. The culturally and linguistically diverse students will benefit from the prereferral teams. The teams work in understanding the problems and challenges facing the diverse students to improve diverse students. Chapter 6 evaluates the input of interpreters to improve the assessment model and school practice. l also support the use the interpreters in the implementation of the standardized evaluation measures.
Part 2: 1. Observation of Self ln the course of the class, l observed that more people were interested in learning how preferential teams works in improving the learning of the culturally and linguistically diverse students. lt is because l think input from the prereferential teams is effective in educating the diverse students. The prereferral teams are created in schools to help the second-language learners in learning. ln nearby school, diverse students were assigned to interpreters and prereferential teams who were useful in educating them on the English as a way of improving their student behavior and performance. The interpreters are expected to be trained evaluation specialists with understanding of the student’s native language.

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