The State of the State of NC Presented by: Lindsey Fults ESL/Title III Consultant

Objectives 1.Overview A.Demographics B.WIDA English Language Development Standards C.DPI Initiatives For ELLs i.SIOP ii. ExC-ELL iii. LinguaFolio

LEP Students in NC

300 Languages Top 5 Languages –Spanish –Arabic –Vietnamese –Hmong –Chinese

Type of ProgramOther Language Dual language Spanish, Chinese (Mandarin) Transitional bilingual programsSpanish Developmental bilingualSpanish Heritage languageSpanish, French Sheltered English instruction Content-based ESL Pull-out ESL Programs in NC

Federal Update LIEP Continuum of Services Title III Monitoring Supplement not Supplant Carolina TESOL November, 2013

Heat Map

Carolina TESOL November, 2013 Consolidated Federal Data Collection (CFDC) / Power School

ACCESS for ELLs Sixth Year in NC: Spring 2014 Exit Standards: (COC) (K &Tier B or C grades 1-12) Comprehensive Objective Composite A minimum score of 4.8 Composite AND 4.0 Reading AND 4.0 Writing

Race to the Top *Summer CC/ES Training * RESA Training * Webinars * Teacher Effectiveness Standard 6

Introductions Tell us about yourself! Name LEA Position

What have been the teaching practices for ELLs? Simplification of the L2 learning process –Comprehension is all that matters –Students should feel no anxiety in learning –Scaffolding means “front-loading” all information –Use of simplified texts which were created for struggling readers, not ELLs –Students have had no exposure to other, more formal registers of language (oral and written) (Based on the work of Lily Wong Fillmore and Charles Fillmore)

The Result for ELLs Too many years in segregated ESL classes (Valdés, 2001) ESL classes focused on the newly arrived No real curriculum for ELLs (scope and sequence) Little progress in the register needed for school Long-term ELLs! (Menken & Kleyn, 2010)

…it takes a village 1.Well-prepared & qualified school/district personnel 2.Explicit instruction to develop academic language 3.Coursework that prepares ELLs for postsecondary education or the workplace 4.Ample opportunities for interaction 5.Constructive feedback 6.Native English speakers as models and support 7.Teacher PD – coaching - PLCs 8.Parent & family support Whole – school approach

Focus on ELLs’ Abilities Curricula and instruction must be –Cognitively challenging –Relevant –Engaging Set high expectations Address socio-cultural factors Scaffold according to students’ English language proficiency levels

Vision Serving ALL learners in North Carolina

Links of Interest NC DPI Title III/ESL Website ELD Resources

WIDA Consortium

ELD & State Standards State Content Standards Academic achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum ELD Standards Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts

WIDA’s ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language

ELD Curriculum Resources English Language Development ELD Standards Can Do Statements Model Performance Indicators Features of Academic Language –Discourse Complexity –Language Forms and Conventions –Vocabulary Usage

GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy Organization of MPIs within the 2012 Standards STRAND MPI

Standards Connection Provides a direct connection to grade-level content standards, including: The Common Core State Standards (CCSS) The Next Generation Science Standards Other state standards The example below draws from the CCSS:

The Elements of the MPI The Language Function The Content Stem/Example Topic The Support

Elements of MPIs Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Content Stem/Example Topic Language Function Instructional Support

Language Functions Across Proficiency Levels Use words or phrases related to weather from pictures or photographs Grade level cluster 1-2

Language Functions Across Proficiency Levels Make statements about weather from pictures or photographs Grade level cluster 1-2

Language Functions Across Proficiency Levels Ask questions about weather from pictures or photographs Grade level cluster 1-2

Language Functions Across Proficiency Levels Forecast weather and provide reasons from pictures or photographs Grade level cluster 1-2

Transform Multiple MPI Elements Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching Speaking 2008 USA Presidenti al Election Identify historical figures or events associated with the 2008 Presidential Election from photograph s or illustrations in small groups Describe historical figures or events associated with the 2008 Presidential Election from photographs, illustrations, or videos in small groups Role-play scenes from historical events or lives of figures associated with the 2008 Presidential Election in small groups Re-enact historical events or lives of figures associated with the 2008 Presidential Election from varied perspectives with peers (e.g., presidential debates) Give monologues simulating historical events or figures associated with the 2008 Presidential Election (e.g., scenes in plays) WIDA Consortium Language Function Content Stem Supports

Support Examples

Language Domains

WIDA Online Training Modules “Our hope is that all teachers, not just ESL teachers, will embed explicit language instruction in their teaching. The WIDA standards and the processes described in this training are designed to provide teachers with specific strategies to support instruction and to introduce resources that support student acquisition of academic language.” NCDPI Training Module Course Manual

State Led Initiatives

The SIOP ® Model Sheltered Instruction Observation Protocol

What is Sheltered Instruction? 36 An approach for teaching grade-level academic content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Why do we need it?

The SIOP Model Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

ExC-ELL Seven Steps for Vocabulary 1.Say the word. Students repeat the word 3 times. 2.State the word in context from the text. 3.Provide the dictionary definition(s). 4.Explain meaning with student-friendly definitions. 5.Highlight grammar, spelling, polysemy, etc. 6.  Engage students in activities to develop word/concept knowledge. 7.Remind students how/when to use the word.

ESL LinguaFolio ESL LinguaFolio Reading Excerpt from a Self-Assessment Checklist Self-Assessment Checklist For: ___________________________________Developing-Level 3 Reading EXCERPT I can do this easily and well This is one of my goals I can follow written instructions to complete assignments and tests. I can understand information from charts, tables and graphs. I can use context clues to understand the meaning of words. I can find information I need for assignments in simple nonfiction texts or reference materials. I can understand main ideas and some details in paragraphs, if there are pictures, illustrations, or familiar words to help me. I can put pictures and/or sentences in order to show the main idea of a story I can read and understand a book that I choose. Source: Reading Section from an ESL LinguaFolio Self-Assessment Checklist

The North Carolina Perspective “The final, resounding message North Carolina sends is that we are all language teachers. Up-to-date, standards-based, data- driven approaches to initiatives are essential for accelerated academic language acquisition. English learners are members of our communities and schools, and we have profound ethical and legal responsibilities to ensure equity and equality for all students in our state….North Carolina is proud of its initiatives. We hold fast to the notion that public K-12 education is for all. As we continue to grow and change, we aim to hold ourselves to the highest of state and national standards for best-practices in English learner education.” (Lachance & Marino, 2012, p. 22 ) NABE Perspectives, (2012). 34(3).

The NCDPI ELL Support Team offers a variety of assistance for NC initiatives Face-to-face and virtual training/follow-up Implementation guidance and sustained support Coaching The golden WIDA piece The ELL Support Team…Gems

Our Gems The ELL Support Team

ELL Support Team Goals Build site capacity Provide consistent support with individualized approach Strategic focus on student outcomes 21 st Century Skills CCSS/NC Essential Standards WIDA Standards EMBEDDED in ALL we do

Understanding Language Piloting the Units Statewide (ELA and Math) ELA (Middle Grades) –Persuasion across Time and Space: Analyzing and Producing Complex Texts Math (Elementary Grades) –A set of resources that discuss relevant language and supports the participation of ELLs in Mathematical discussions

Common Core ELA & ELL Task Force To develop curriculum resources aligned to Common Core ELA and ELL Standards To provide appropriate professional learning opportunities for content teachers and ELL educators. To be created by LEA ELL Specialists/Teachers and English Language Arts/Reading Teachers

We are not creating a parallel universe for ELLs

Growing Success for ELLs

Question and Answer

Lindsey Fults ESL/ Title III Consultant NC DPI Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI Contact Information:

Classroom Example of Teaching Complex Text: Butterfly

Process Check What worked well? What could be done differently!