SEI/300 v9 ELP Standard Level Comparison and Instructional Supports SEI/300 v9 Page 2 of 2 ELP Standard Level Comparison and Instructional Supports Complete Parts 1 and 2 below.  Part 1: ELP Standard Level Comparison Review the most current (2019)  English Language Proficiency Standards and the  English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.   Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or 4th-5th). Choose an ELP standard and sub-skill within that grade band that has a performance indicator for each proficiency level (Pre-Emergent/Emergent, Basic, and Intermediate).   Fill out the table below with your chosen grade band, standard, and sub-skill. Grade Band Standard Pre-Emergent / Emergent Basic Intermediate Example: Grades 2-3 Example: Standard 1: By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing. Example: PE/E-4: retell a familiar text using key words and phrases. Example: B-4: retell a variety of texts using key details. Example: I-4: recount a variety of texts using key details. Insert grade bandInsert standard # and descriptionPE/E-# (insert performance indicator)B-# (insert performance indicator) I-# (insert performance indicator) Part 2: Instructional Supports and Adjustments Consider the fact that, during a lesson, the teacher may need to adjust 1 or more portions of the lesson for students who are at different proficiency levels. In the chart below, describe examples of instructional supports and adjustments for a lesson related to the standard and sub-skill you identified in Part 1. Refer to the standards document for guidance. Proficiency Level Specific instructional supports and adjustments to a lesson for each proficiency level Applications to other content areas, as appropriate for each proficiency level (See content area connections in the ELPS) Pre-Emergent / Emergent Basic Intermediate Copyright 2021 by University of Phoenix. All rights reserved. Copyright 2021 by University of Phoenix. All rights reserved. image1.png 2 Response 1 Jaimee Villareal Borja YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at 1:10am Manage Discussion Entry Compare task groups versus educational, support, or skills groups. According to Kirst-Ashman and Hull (2018), task groups exist to achieve specific objectives or tasks. A few examples of task groups include boards of directors, task forces, committees and commissions, governing bodies, interdisciplinary teams, case conferences, and other organizations that social workers might collaborate with. Task groups work together to.

1. SEI/300 v9
ELP Standard Level Comparison and Instructional Supports
SEI/300 v9
Page 2 of 2
ELP Standard Level Comparison and Instructional Supports
Complete Parts 1 and 2 below.
Part 1: ELP Standard Level Comparison
Review the most current (2019)
English Language Proficiency Standards and the
English Language Proficiency Standards Guidance
Document on the Arizona Department of Education website.
Select an elementary grade band to focus on (K, 1st, 2nd-3rd, or
4th-5th).
Choose an ELP standard and sub-skill within that grade
band that has a performance indicator for each proficiency level
(Pre-Emergent/Emergent, Basic, and Intermediate).
Fill out the table below with your chosen grade band, standard,
and sub-skill.
Grade Band
Standard
Pre-Emergent / Emergent
Basic
Intermediate
Example:

2. Grades 2-3
Example:
Standard 1: By the end of each language proficiency level, an
English learner can construct meaning from oral presentations
and literary and informational text through grade appropriate
listening, reading, and viewing.
Example:
PE/E-4: retell a
familiar text using key words and phrases.
Example:
B-4: retell a variety of
texts using key details.
Example:
I-4: recount a variety of texts using key details.
Insert grade bandInsert standard # and descriptionPE/E-# (insert
performance indicator)B-# (insert performance indicator)
I-# (insert performance indicator)
Part 2: Instructional Supports and Adjustments
Consider the fact that, during a lesson, the teacher may need to
adjust 1 or more portions of the lesson for students who are at
different proficiency levels. In the chart below,
describe examples of instructional supports and
adjustments for a lesson related to the standard and sub-skill
you identified in Part 1.
Refer to the standards document for guidance.
Proficiency Level
Specific instructional supports and adjustments to a lesson for
each proficiency level

3. Applications to other content areas, as appropriate for each
proficiency level (See content area connections in the ELPS)
Pre-Emergent / Emergent
Basic
Intermediate
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
image1.png
2
Response 1
Jaimee Villareal Borja
YesterdayLocal: Dec 21 at 12:10am<br>Course: Dec 21 at
1:10am
Manage Discussion Entry
Compare task groups versus educational, support, or skills
groups.
According to Kirst-Ashman and Hull (2018), task groups exist
to achieve specific objectives or tasks. A few examples of task
groups include boards of directors, task forces, committees and
commissions, governing bodies, interdisciplinary teams, case
conferences, and other organizations that social workers might
collaborate with. Task groups work together to develop
interventional plans and programs that could aid a broader range

4. of people. In contrast, treatment groups such as educational,
support, or skills groups focus on the needs of their members
(Kirst-Ashman and Hull (2018). Treatment groups consist of
people who are dealing with the same or similar issues.
Describe a type of treatment group you would facilitate as a
social worker.
The type of treatment group I would like to facilitate as a social
worker is a support group. Support groups are individuals with
the same characteristics who come together to provide one
another emotional support, promote new coping skills, and
facilitate strengths-based discussions of problems and
challenges (Kirst-Ashman and Hull (2018). When discussing
support groups, I would like to focus my attention on military
families. Military life can be incredibly hard and is often
affected by deployments and frequent relocations. I want to
assist them in enhancing their quality of life by helping them
manage their emotions, talk about their feelings, and improve
their overall well-being.
Explain what professional role you may take when facilitating
this group.
The professional role I would take in facilitating this group
would be as a facilitator. According to Kirst-Ashman and Hull
(2018), this professional role is crucial whether the issue is
between group members or people and their surroundings. In a
task group, the facilitator must encourage everyone to engage,
stick to the agenda, and create a safe space for open
conversation.
Describe what is meant by group norms, and explain how you
would help shape these norms based on your role in the group.
Norms are unwritten expectations about how people will behave
in particular circumstances (Kirst-Ashman and Hull, 2018). In
other words, group norms are expectations of how group
members ought to behave and communicate. As a facilitator, I
will ensure that each member treats the other with dignity and
respect. Military families are composed of a diverse population,
and it is vital to create an open and accepting environment

5. regardless of their race or background.
Explain what is meant by group roles. Identify at least one
group role, and explain why a group member may take that role.
Group roles are functions and responsibilities that members of a
group carry. Group roles can either be functional or
nonfunctional roles. Functional roles such as harmonizer,
compromiser, encourager, and other roles aim to improve group
functioning. In comparison, nonfunctional roles do not
contribute to the group’s progress or goals. One of the group
roles that I think would be beneficial to the group is encourager.
Encourager encourages other group members to participate and
feel heard or understood. Encouraging families to talk about
their challenges could help them express their feelings and think
that they are not alone. This could also help encourage them to
ask for help or resources when needed.
Describe a group member role that might be most challenging to
you as a group leader, and explain why.
As a group leader, the most challenging role for me would be
aggressive members. Aggressive members attack others in an
effort to elevate themselves by bringing others down (Kirst-
Ashman and Hull, 2018). They are inclined to disagree with
others’ beliefs and motivations, which could cause conflict in
the group. This role could cause intimidation to other group
members, who could cause lower group cohesion and
progression.
References
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment
Series: Understanding generalist practice (8th ed.). CENGAGE
Learning.
Response2
Collapse SubdiscussionCassie Harman
Cassie Harman

6. YesterdayLocal: Dec 21 at 9:40am<br>Course: Dec 21 at
10:40am
Manage Discussion Entry
·
Compare task groups versus educational, support, or
skills groups.
Task groups “exist to achieve a specific set up objectives or
tasks.” (Kirst-Ashman, & Hull, 2018) Much as the name
suggests, individuals and/or experts work together to complete a
particular task. Educational groups have the goal of educating
the members on particular issues. These often include reports
and presentations. Support groups help members address
specific issues such as grief, depression, or addiction. Skills
groups teach members the skills necessary to accomplish a
goal. Task groups as a whole support the completion of a
project, whereas the latter group of treatment groups focus on
the specific needs of the client(s).
·
Describe a type of treatment group you would facilitate
as a social worker.
A treatment group that I would facilitate as a social worker
would be a support group. In my current profession as a
counselor, I see many of the same issues surfacing throughout
different clients. By bringing together a support group for
grief, I believe it would be helpful for the members to share
their experience and realize they are not alone in the way they
are feeling. Having the support of others can help you not feel
as isolated, which can exacerbate issues.
·
Explain what professional role you may take when
facilitating this group.
In this group, my professional role would be the facilitator. As
the facilitator, I would encourage participation and sharing,
while keeping the members on topic. Facilitators help keep the
group within the appropriate time frame. They also help create
the ambience of the group and focus on productivity rather than

7. the group disparaging one another.
·
Describe what is meant by group norms, and explain
how you would help shape these norms based on your role in the
group.
“Norms are unwritten expectations about how people will
behave in particular circumstances.” (Kirst-Ashman and Hull,
2018). “Group norms are the habits, the customs or the ways in
which group members expect things to be done within a group.”
(International Association for Social Work with Groups, 2015).
As a facilitator, because a diverse population may have
different interpretations of appropriate group behavior, I would
establish group expectations verbally and encourage the group
members to make suggestions as well. Some of the expectations
I typically include in groups are participation, confidentiality
and showing respect to others.
·
Explain what is meant by group roles. Identify at least
one group role, and explain why a group member may take that
role.
Group roles are the functions that each group member puts
forth. It is defined by the way the group member interacts
within the group. Some roles include challenger, aggressor and
encourager. An encourager may be someone who is used to
being discouraged and does not want others to feel the way that
they do.
·
Describe a group member role that might be most
challenging to you as a group leader, and explain why.
The most challenging group member for me would probably be
the aggressor. I believe one of the most important aspects of a
group is supporting one another. Questioning is to be expected,
as not all people think the same way, however a member who
attacks the opinions or feelings of others would be detrimental
to healing and could most likely cause further damage.

8. References:
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018).
Empowerment series: Understanding generalist practice
(8th ed.). CENGAGE Learning.
International Association for Social Work with Groups. (2015).
Standards for social work practice with groups. (2nd
ed.). IASWG.
Reply
SOCIAL WORK PRACTICE WITH GROUPS
Group work offers many benefits that cannot be achieved
through individual therapy alone. The most obvious benefit is
group member validation. The knowledge that you are not alone
and are not the only person who has experienced that particular
issue can foster a strong sense of hope.
However, groups also present challenges from different
personalities and behaviors that disrupt group dynamics and
function. As a social worker, you will need to take different
roles to manage the challenges in order to create a safer space
for clients to engage in their work.
In this Discussion, you describe a group you may be interested
in facilitating and potential challenges you may experience.
With colleagues, you discuss how to apply specific intervention
skills to address the challenges.
RESOURCES
Be sure to review the Learning Resources before completing
this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES

9. BY DAY 3
Post a response to the following:
· Compare task groups versus educational, support, or skills
groups.
· Describe a type of treatment group you would facilitate as a
social worker.
· Explain what professional role you may take when facilitating
this group.
· Describe what is meant by group norms and explain how you
would help shape these norms based on your role in the group.
· Explain what is meant by group roles. Identify at least one
group role, and explain why a group member may take that role.
· Describe a group member role that might be most challenging
to you as a group leader, and explain why.
Support your post with examples from the course text and any
other resources used to respond to this Discussion. Demonstrate
that you have completed the required readings, understand the
material, and are able to apply the concepts. Include a full
reference of resources at the bottom of the post.
BY DAY 6
Respond to at least two colleagues who identified a different
group role than you:
· Identify a group intervention skill discussed in the text and
provide a specific example of how your colleague could use this
skill to address the challenging behavior.
REFERENCES
Required Readings
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018).
Empowerment series:Understanding generalist
practice (8th ed.). CENGAGE Learning.

10. · Chapter 3, “Practice Skills for Working With Groups” (pp.
102–137)
· International Association for Social Work with Groups.
(2015).
Standards for social work practice with groups Links to
an external site.(2nd ed.). IASWG.
http://www.iaswg.org/assets/docs/Resources/2015_IASWG_STA
NDARDS_FOR_SOCIAL_WORK_PRACTICE_WITH_GROUPS
.pdf
REQUIRED MEDIA
Walden University. (2018, 2021).
Group therapy [Video]. Walden University Canvas.
https://waldenu.instructure.com