Getting Started Agenda Review Ground Rules Introductions
NC Guide to the SIOP Model Sixteen (16) 3-day Train the Trainer Institutes Reunions, Science SIOP, IHE SIOP Over 900 Educators Trained NC online resource
What’s coming? 2010-2011 Team Training (3-4) Follow-up onsite visits (10-11) Updates SIOP DVD Phase II SIOP Support Team
On Site Offerings: SIOP Component Enrichment: Lesson Preparation and Lesson Delivery Introduction to Reflective Teaching and Site-based Peer Coaching SIOP Coaching
SIOP Support Team Virtual Offerings Coaching, Training, Book Study
ExC-ELL 16 LEA teams 67 Participants Expediting Comprehension for English Language Learners Margarita Calderon Observations and Coaching
Data Retreats Summer 2010 – 19 LEAs Fall 2010 - 10+ LEAs Summer 2011
NC FALCON is… a series of Formative Assessment professional development modules that support the implementation of Formative Assessment in North Carolina classrooms and a Professional Learning Community where challenges and successes can be shared with expectations of positive collaboration. http://center.ncsu.edu/falcon/ North Carolina’s Formative Assessment Learning Community’s Online Network
NC FALCON Definition of Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).
NC FALCON Modules I. Importance of Formative Assessment II. Learning Targets and Criteria for Success III. Collecting and Documenting Evidence IV. Analyzing Evidence and Descriptive Feedback V. Administrator’s Role in Formative Assessment
Formative Assessment and WIDA WIDA Standards and Formative Assessment with Mariana Castro, Manager, WIDA Professional Development Thursday, September 16, 3:30 - 4:30 http://esl.ncwiseowl.org/webinars/widawebinar series/
Evolution of LinguaFolio Second Languages 5-State Pilot 2005-06 National Revisions 07-08 LinguaFolio Jr. Revision 10-11 ESL NC ESL LinguaFolio Pilot 2008-2009 Revisions Fall 2009 K-2/Levels 1-2 Revisions July 2010
Learning How to Learn Explicit Student-Centered Curriculum Discussion Informed by Individual Reflection Teaching Learner Autonomy Interculturality
LinguaFolio: Passport Common Reference Linguistic Profile Authentic Assessment
LinguaFolio: Biography Reflective Processes Language Goals Language History Intercultural View Checklists
LinguaFolio: Dossier Focus for Ownership Work Samples Projects Video Clips
Teachers’ Perceptions Actively Involves Students Helps Make Learning Objectives Clear Students Accurately Self-Assess Proficiency Facilitates Student-Directed Learning Facilitates Ownership of Learning Serves as a Useful Tool for Students
NC Longitudinal Study 1 May add 2006-2007 2 Well-Implemented PHASE I 2007- 2008 1 6 LEAs Baseline Dual Language 2 All ESL PHASE II 2007- 2010 6 + 4 LEAs Dual Language 2 SIOP 2 Other ESL PHASE III 2007- 2011 10+ LEAs Dual Language 2 Expand SIOP 2 Other ESL
Theoretical Framework Wayne P. Thomas, PhD. Professor Emeritus of Program Evaluation and Research Methods, George Mason University Virginia P. Collier, PhD. Professor Emerita of Bilingual/Multicultural/ESL Education, George Mason University National Longitudinal Studies Thomas, W.P., & Collier, V.P. (1997) 11 Years; 700,000 Students (42,000) Thomas, W.P., & Collier, V.P. (2002) 7 Years; 2,000,000 Students (710,000)
Two-Way Dual Language [Spanish Example] Kindergarten One-Half Native English Students One-Half Native Spanish Students Grades 1-5 Students must begin in Kindergarten Grades 6-8 Selected Classes in Spanish Languages of Instruction 50% Spanish & 50% English Languages of Instruction 90% Spanish & 10% English
EOG Reading 2008 Native English Speakers - Caucasian
EOG Reading 2008 Native English Speakers – African American
Practical Significance GR 3GR 4GR 5GR 6GR 7GR 8 State Mean338.7345.3350353355.7358.5 DL Students 341.6348.1352.7356.7358.9360.6 Mean Diff2.92.7 22.214.171.124 Effect Size.24 SD.27 SD.29 SD.39 SD.35 SD.24 SD
Overall Findings DL instruction is favored across all groups and situations. Effect sizes are consistent with other large-scale research studies. DL may substantially raise test scores of ELLs and African American students.
LEP Coordinator Handbook All you ever wanted to know … and then some! On-Line Easy to update One Location Easy to find Yours! Designed by YOU!
NC Essential Standards Toolkits: Toolkits to support content areas WIDA tools and resources Designated format Related to handbook!
Areas Assessed ELP Standards Assessment & Accountability Instructional Support Fiduciary
Risk-Based Monitoring Approach Percentage of LEP Students Changes in Leadership Program Performance Funding Allocation Size Fiscal Integrity Program Complexity Program Quality Previous Findings Timing of Previous Monitoring Visit
FDC Your NCID is your user name and password for the FDC sites. If you do not yet have an NCID, click here for instructions on getting your NCID. The ESL consultants do not have any control over NCID. Call 800- 722-3946 for locked accounts and other help related issues. http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/
FDC Once you have your NCID, you need to connect your ID to the FDC sites. Click here for instructions! Contact an ESL consultant to let them know you have requested access to the sites. http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/
FDC http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/ The FDC has 3 main sites: LEP, W-APT and Immigrant. You can access the User Guide, Bulk Load File Layout and URL for each site here.
FDC http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/ The newest addition to the FDC is the LEP Data Collection site! Only LEAs/Charters which received Title III funds in 09-10 must complete the survey. For other LEAs/Charters the completion of this survey is optional. This replaces the Zoomerang survey previously entitled Title III Performance Report. Everyone with LEP FDC access automatically has access to this site
FDC http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/ Another addition to the site is the Statewide LEP Report User Guide. This is password protected and only accessible to authorized users. Some of the larger LEAs have statewide read only access to the FDC. With the new daily enrollment uploads this should not be needed in most LEAs.
FDC Webinar http://esl.ncwiseowl.org/lepcoordinators/l_e_p_f_d_c/ Monday, October 4th, 3:00 pm -4:30 pm Ivanna Mann Thrower, NCDPI ESL/Title III Consultant Mark Hausner, NCDPI Technical Architect This webinar will explore the W-APT, LEP and Immigrant FDCsites. We will highlight changes to the sites for the 2010-2011 school year as well as address best practices for data entry.
Webinars September 16: WIDA and Formative Assessment October 4: Federal Data Collection (FDC) Dates to be Determined: Interpreting Score Reports Early Childhood Series More FDC ACCESS training Your Requests: