Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 email@example.com ESL Website http://esl.ncwiseowl.org/ Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3866 firstname.lastname@example.org Charlotte “Nadja” Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 email@example.com
2012 WIDA ELD Standards Amplification to the English Language Development Standards (Supplemental, not Supplanting) Informed by the latest development in both ELD and states’ content standards for college and career readiness From ELP to ELD Defining Features of Academic Language and Performance Definitions
2012 WIDA ELD Standards Expanded matrices that may be incorporated within language objectives New elements added to the strands of model performance indicators. CAN DO philosophy and Guiding Principles of Language Development
Defining Features of Academic Language Discourse Level Linguistic Complexity (Quantity and variety of oral and written text) Amount of speech/written text Structure of speech/written text Organization and cohesion of ideas Variety of sentence types Sentence Level Language Forms and Conventions (Types, array, and use of language structures) Types and variety of grammatical structures Conventions, mechanics and fluency Match of language forms to purpose/ perspective Word/Phrase Level Vocabulary Usage (Specificity of word or phrase choice) General, specific and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations The Features of Academic Language operate within sociocultural contexts for language use. Sociocultural contexts for language use involve the interaction between the student and the language environment, through register, genre/text type, topic, task/situation, identities and social roles. Performance CriteriaFeatures
WIDA Consortium Connection Common Core Reading Standards for Literacy in History/Social Studies: Integration of Knowledge and Ideas #7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital text. Example Topic Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching READING Agriculture Identify agricultural icons using visual or graphic support (e.g., on maps or graphs) Locate resources or agricultural products using visual or graphic support Distinguish among resources or agricultural products using visual or graphic support Find patterns associated with resources or agricultural products using visual or graphic support Draw conclusions about resources or agricultural products on maps or graphs from grade-level text Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade- level words and expressions, such as: agricultural product, natural resource Cognitive Function : Students at all levels of English language proficiency ANALYZE the importance of agricultural resources to regional economies. Example Context for Language Use : Students read informational texts and related websites about crops or agricultural products to use maps or create charts. Grade: 7 ELD Standard 5: The Language of Social Studies Standards Connection Topical Vocabulary Cognitive Function Example Context for Language Use New Elements in 2012
Common Core & ELD Collaborative Team Working Group K-12 ELA Common Core Standards and example language objectives through WIDA MPI Transformations No stipend Substitute teachers Travel Expenses (Mileages, hotel, etc.) Tentative first meeting date: October 12 9:00 – 4:00 If you are interested or would like to recommend your colleagues, email Nadja Trez at firstname.lastname@example.org by September 21, 2012. email@example.com
Title III Application Process How/why is an ELL placed in a particular service? Are appropriate services provided for all ELLs? How/Why EXACTLY ALL appropriate
The U.S. Department of Education’s (ED) Student Achievement and School Accountability Programs (SASA) office, Title III State Consolidated Grant Group monitored the North Carolina Department of Public Instruction (NCDPI) the week of October 24-27, 2011. This was a comprehensive review of NCDPI’s administration of Title III, Part A, authorized by the Elementary and Secondary Education Act of 1965 (ESEA), as amended. As a result of this monitoring visit, NCDPI is collecting each LEA’s Language Instruction Education Programs (LIEP) information.
Generally proficiency levels – 1-2 R/W Year in US Schools <2 May be SIFE, not meeting HS graduation requirements or struggling academically, non-literate in first language.
Draft Categories for Placement Category 1:Category 2:Category 3: Criteria: General proficiency levels 1-2 Please see sample page. Generally proficiency levels 3-4 Please see sample page. Generally proficiency level 5 Please see sample page. Context: Please see sample page. Please see sample page. Services: Please see sample page. Please see sample page. Assign a label to each category that is meaningful to your staff. Direct Service Level 1 Direct Service Level 2 Direct Service Level 3 Maximum SupportModerate Support Collaborative Support
Draft Criteria for Categories Category 1:Category 2:Category 3: Criteria: General proficiency levels 1-2 Please see sample page. Generally proficiency levels 3-4 Please see sample page. Generally proficiency level 5 Please see sample page. Context: Please see sample page. Please see sample page. Services : Please see sample page. Please see sample page. Gr K W-APT L&S score 0-10 Gr 1-5 ACCESS/W-APT scores Reading <2.6 OR Writing < 2.6 OR Overall Composite < 3 Gr 6-12 ACCESS/W-APT scores Reading ≤ 3 OR Writing ≤ 2 OR Overall Composite < 3.5 Gr K W-APT L& S score 11-18 Gr 1-5 ACCESS/W-APT scores Reading 2.6-3.9 OR Writing 2.6-3.9 OR Overall Composite < 4 Gr 6-12 ACCESS/W-APT scores Reading 3-3.9 OR Writing ≤ 2- 3.9 OR Overall Composite < 4 Gr K W-APT L& S score 19-26 Gr 1-5 ACCESS/W-APT scores Reading 4- 6 OR Writing 4- 6 OR Overall Composite ≥ 4 Gr 6-12 ACCESS/W-APT scores Reading 4-6 OR Writing 4-6 OR Overall Composite ≥ 4 < 2 Years in US Schools2- 4 Years in US Schools > 3 Years in US Schools Participates in classes using all 4 language domains. Gr 1 (K)W-APT L&S score 0-18 Reading 0-5 OR Writing 0-7 Gr 1 (K)W-APT L&S score 19-26 Reading 6-12 OR Writing 8-14 Gr 1 (K)W-APT L&S score >26 Reading > 12 OR Writing > 14 SAMPLES ONLY
Draft Context for Categories Category 1:Category 2:Category 3: Criteria: Context: Please see sample page. Services: The school district is geographically large with small numbers of ELLs in all schools. Therefore all ESL teachers are currently itinerant. ESL and content teachers collaborate to determine appropriate grade level language objectives. Appropriate modifications and accommodations in place based upon each students LEP Plan. LEP Plan developed for each ELL by the school-based LEP committee.
Draft Categories of LIEP Services Category 1:Category 2:Category 3: Criteria: Context: Services: Please see sample page. Please see sample page. Gr. K - ESL Pullout Daily 20 Min Gr. 1-5 ESL Pullout Daily 30 Min (Beginner Curriculum) Gr. 6-8 ESL I Elective daily Gr. 9-12 ESL I and II Gr. 9-12 Sheltered English I and/or Algebra I/Math I Gr. K ESL Pullout 2Xwk 30 Min Gr. 1-5 ESL Pullout Daily 30- 45 Min Gr. 6-8 ESL II, III and/or ESL Reading Elective daily Gr. 9-12 ESL II and/or III Gr. 9-12 Sheltered Biology, US History and/or English II Gr. K-5 Targeted Flexible Groups Gr. 6-8 Writing Elective Gr. 6-12 Targeted Workshops for long-term ELLs Gr.6-8 Co-Teaching ELA Gr. 9-12 Goal Setting Conference 4X year Gr. 6-12 Intensive Content- Based ESL for SIFE (students w interrupted formal education)