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The State of the State of NC

The State of the State of NC. Presented by: Lindsey Fults ESL/Title III Consultant. Objectives. Overview Demographics WIDA English Language Development Standards DPI Initiatives For ELLs SIOP ExC -ELL LinguaFolio. LEP Students in NC. LEP Students in NC. 300 Languages

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The State of the State of NC

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

  2. Objectives • Overview • Demographics • WIDA English Language Development Standards • DPI Initiatives For ELLs • SIOP • ExC-ELL • LinguaFolio

  3. LEP Students in NC

  4. LEP Students in NC • 300 Languages • Top 5 Languages • Spanish • Arabic • Vietnamese • Hmong • Chinese

  5. Programs in NC

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

  7. Heat Map http://ciu.northcarolina.edu/global-heatmap/

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

  9. 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

  10. Race to the Top 2011 - 2014 *Summer CC/ES Training * Webinars * RESA Training * Teacher Effectiveness Standard 6

  11. Tell us about yourself! Name LEA Position Introductions

  12. 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)

  13. 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)

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

  15. 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

  16. VisionServing ALL learners in North Carolina

  17. Links of Interest NC DPI Title III/ESL Website http://esl.ncwiseowl.org/ ELD Resources http://eldnces.ncdpi.wikispaces.net/ELD+Home

  18. WIDA Consortium

  19. 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

  20. WIDA’s ELD Standards Academic Language

  21. 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

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

  23. 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:

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

  25. Elements of MPIs Content Stem/Example Topic Language Function Instructional Support

  26. Language FunctionsAcross Proficiency Levels Use words or phrases related to weather from pictures or photographs Grade level cluster 1-2

  27. Language FunctionsAcross Proficiency Levels Make statements about weather from pictures or photographs Grade level cluster 1-2

  28. Language FunctionsAcross Proficiency Levels Ask questions about weather from pictures or photographs Grade level cluster 1-2

  29. Language FunctionsAcross Proficiency Levels Forecast weather and provide reasonsfrom pictures or photographs Grade level cluster 1-2

  30. Transform Multiple MPI Elements Language Function Content Stem Supports WIDA Consortium

  31. Support Examples

  32. Language Domains

  33. 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

  34. State Led Initiatives

  35. The SIOP® ModelSheltered Instruction Observation Protocol

  36. What is Sheltered Instruction? 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?

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

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

  39. ESL LinguaFolioReading Excerpt from a Self-Assessment Checklist

  40. 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).

  41. The ELL Support Team…Gems • 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

  42. Our GemsThe ELL Support Team

  43. 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

  44. 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

  45. 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

  46. We are not creating a parallel universe for ELLs

  47. Growing Success for ELLs

  48. Question and Answer

  49. Contact Information:

  50. Classroom Example of Teaching Complex Text: Butterfly http://vimeo.com/47315992

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