The State of the State of NC

Presented by:

Lindsey Fults

ESL/Title III Consultant

Objectives1. 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

0

20000

40000

60000

80000

100000

120000

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

2012

-13

LEP

LEP Students in NC• 300 Languages• Top 5 Languages

– Spanish– Arabic– Vietnamese– Hmong– Chinese

Type of Program Other Language Dual language Spanish, Chinese

(Mandarin) Transitional bilingual programs Spanish Developmental bilingual Spanish Heritage language Spanish, 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

http://ciu.northcarolina.edu/global-heatmap/

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 CompositeA minimum score of 4.8 Composite AND 4.0 Reading AND 4.0 Writing

Race to the Top2011 - 2014

*Summer CC/ES Training

* RESA Training* Webinars

* Teacher EffectivenessStandard 6

IntroductionsTell 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 village1. 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

VisionServing ALL learners in North Carolina

Links of Interest

NC DPI Title III/ESL Websitehttp://esl.ncwiseowl.org/

ELD Resourceshttp://eldnces.ncdpi.wikispaces.net/ELD+Home

WIDA Consortium

ELD & State StandardsState 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 ResourcesEnglish 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

STRANDMPI

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 FunctionsAcross Proficiency Levels

Use words or phrases related to weather from pictures or photographs

Grade level cluster 1-2

Language FunctionsAcross Proficiency Levels

Make statements about weather from pictures or photographs

Grade level cluster 1-2

Language FunctionsAcross Proficiency Levels

Ask questions about weather from pictures or photographs

Grade level cluster 1-2

Language FunctionsAcross Proficiency Levels

Forecast weather and provide reasons from pictures or photographs

Grade level cluster 1-2

Transform Multiple MPI ElementsExample

TopicsLevel 1

EnteringLevel 2

BeginningLevel 3

DevelopingLevel 4

ExpandingLevel 5

BridgingLevel 6- Reaching

Speaking

2008 USAPresidentialElection

Identify historical figures or events associated with the 2008 Presidential Election from photographs or illustrations in small groups

Describe historical figures or events associated with the 2008 PresidentialElection 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

ExC-ELLExC-ELL

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A one-day workshop?

• Can teachers learn all about vocabulary, syntax, reading and writing in one day?

• In 5 days in the summer and 3-4 during the year?

• With expert coaching once a month?• With site-based coaches once a month?• With peer-coaching once a month?• With Teachers Learning Communities

(TLCs) once a week for 30 minutes.

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.

ExC-ELLExC-ELL

43

A one-day workshop?

• Can teachers learn all about vocabulary, syntax, reading and writing in one day?

• In 5 days in the summer and 3-4 during the year?

• With expert coaching once a month?• With site-based coaches once a month?• With peer-coaching once a month?• With Teachers Learning Communities

(TLCs) once a week for 30 minutes.

ESL LinguaFolioReading 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 Checklisthttp://tinyurl.com/ESLLinguafolio

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 GemsThe ELL Support Team

ELL Support Team Goals

• Build site capacity

• Provide consistent support with individualized approach

• Strategic focus on student outcomes

• 21st 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 FultsESL/ Title III ConsultantNC DPI919-807-3844Lindsey.Fults@dpi.nc.gov

Ivanna (Mann Thrower) AndersonESL/Title III ConsultantNC DPI919-807-3860ivanna.thrower@dpi.nc.gov

Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919-807-3866nadja.trez@dpi.nc.gov

Contact Information:

Classroom Example of Teaching Complex Text: Butterfly

http://vimeo.com/47315992

Process Check

Whatworked well? What could

be done differently!