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2012 WIDA ELD Standards & Draft LIEP

2012 WIDA ELD Standards & Draft LIEP. Contacts. Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3866 glenda.harrell@dpi.nc.gov. Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov.

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2012 WIDA ELD Standards & Draft LIEP

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  1. 2012 WIDA ELD Standards&Draft LIEP

  2. Contacts Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3866 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.gov ESL Website http://esl.ncwiseowl.org/

  3. 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

  4. 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

  5. Defining Features of Academic Language The Features of Academic Language operate within sociocultural contexts for language use. Performance Criteria Features 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.

  6. WIDA Consortium Standards Connection New Elements in 2012 Grade: 7 ELDStandard 5: The Language of Social Studies Topical Vocabulary Example Context for Language Use Cognitive Function

  7. 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 nadja.trez@dpi.nc.gov by September 21, 2012.

  8. 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

  9. Direct and Consultative ESL Services

  10. 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.

  11. 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.

  12. Draft Categories for Placement Direct Service Level 2 Direct Service Level 1 Direct Service Level 3 Collaborative Support Maximum Support Moderate Support Assign a label to each category that is meaningful to your staff.

  13. Draft Criteria for Categories • Gr K W-APT L&S score 0-10 • Gr K W-APT L& S score 19-26 • Gr K W-APT L& S score 11-18 • 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 0-18 • Reading 0-5 OR Writing 0-7 • Gr 1 (K)W-APT L&S score >26 • Reading > 12 OR Writing > 14 SAMPLES ONLY • Gr 1-5 ACCESS/W-APT scores • Reading <2.6 OR Writing < 2.6 OR Overall Composite < 3 • Gr 1-5 ACCESS/W-APT scores • Reading 4- 6 OR Writing 4- 6 OR Overall Composite ≥ 4 • 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 4-6 OR Writing 4-6 OR Overall Composite ≥ 4 • Gr 6-12 ACCESS/W-APT scores • Reading ≤ 3 OR Writing ≤ 2 OR Overall Composite < 3.5 • Gr 6-12 ACCESS/W-APT scores • Reading 3-3.9 OR Writing ≤ 2- 3.9 OR Overall Composite < 4 > 3 Years in US Schools < 2 Years in US Schools 2- 4 Years in US Schools Participates in classes using all 4 language domains.

  14. Draft Context for Categories 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.

  15. Draft Categories of LIEP Services Gr. K ESL Pullout 2Xwk 30 Min Gr. K - ESL Pullout Daily 20 Min Gr. K-5 Targeted Flexible Groups Gr. 1-5 ESL Pullout Daily 30-45 Min Gr. 1-5 ESL Pullout Daily 30 Min (Beginner Curriculum) Gr. 6-8 Writing Elective Gr. 9-12 Goal Setting Conference 4X year Gr. 6-8 ESL II, III and/or ESL Reading Elective daily Gr. 6-8 ESL I Elective daily Gr. 9-12 ESL I and II Gr. 6-12 Targeted Workshops for long-term ELLs Gr. 9-12 ESL II and/or III Gr. 9-12 Sheltered English I and/or Algebra I/Math I Gr. 9-12 Sheltered Biology, US History and/or English II Gr. 6-12 Intensive Content-Based ESL for SIFE (students w interrupted formal education) Gr.6-8 Co-Teaching ELA

  16. Questions

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