View
215
Download
0
Category
Tags:
Preview:
Citation preview
2012 WIDA ELD Standards
&Draft LIEP
Ivanna Mann ThrowerESL/Title III Consultant
NC Department of Public Instruction
919-807-3860
ivanna.thrower@dpi.nc.gov
ESL Website http://esl.ncwiseowl.org/
Glenda HarrellESL/Title III Consultant
NC Department of Public Instruction
919-807-3866
glenda.harrell@dpi.nc.gov
Charlotte “Nadja” Trez ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
nadja.trez@dpi.nc.gov
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 textStructure of speech/written textOrganization and cohesion of ideasVariety of sentence types
Sentence Level
Language Forms and Conventions(Types, array, and use of language structures)
Types and variety of grammatical structuresConventions, mechanics and fluencyMatch of language forms to purpose/ perspective
Word/Phrase Level
Vocabulary Usage(Specificity of word or phrase choice)
General, specific and technical languageMultiple meanings of words and phrasesFormulaic and idiomatic expressionsNuances and shades of meaningCollocations
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 Criteria Features
WIDA Consortium
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 nadja.trez@dpi.nc.gov by September 21, 2012.
Title III Application Process
• How/why is an ELL placed in a particular service?
• Are appropriate services provided for all ELLs?
How/WhyEXACTL
Y
ALLappropriate
Direct and Consultative ESL Services
• 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/WYear in US Schools <2May be SIFE, not meeting HS graduation requirements orstruggling academically, non-literate in first language.
Draft Categories for Placement
Category 1: Category 2: Category 3:
Criteria: General proficiency levels 1-2Please see sample page.
Generally proficiency levels 3-4Please see sample page.
Generally proficiency level 5
Please see sample page.
Context: Please see sample page.
Please see sample page. Please see sample page.
Services: Please see sample page. 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 3Maximum Support Moderate Support Collaborative Support
Draft Criteria for Categories
Category 1: Category 2: Category 3:
Criteria: General proficiency levels 1-2Please see sample page.
Generally proficiency levels 3-4Please see sample page.
Generally proficiency level 5
Please see sample page.
Context: Please see sample page.
Please see sample page. Please see sample page.
Services:
Please see sample page. 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 Schools 2- 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 0-18Reading 0-5 OR Writing 0-7
• Gr 1 (K)W-APT L&S score 19-26Reading 6-12 OR Writing 8-14
• Gr 1 (K)W-APT L&S score >26Reading > 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.
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)
Questions
Recommended