Facilitated by the Pikes Peaks ELD Directors Forum: D2 - Carol Pollard D11 - Lynda Espinoza-Idle

1. WELCOMETO PIKES PEAK REGIONAL ELD TRAINING: COLORADO ENGLISH LANAGUAGE PROFICIENCY (CELP) STANDARDSSpring 2012 Facilitated by the Pikes Peaks ELD Directors Forum: D2 - Carol Pollard D11 - Lynda Espinoza-Idle D20 - Jennifer Duarte D38 - Stephanie Johnson D49 - Martina Meadows Supported by UCCS - Leslie Grant, Ph.D. Linguistically Diverse Education

2. CELP GOAL: • To provide an introduction and overview of the CELP/WIDA ELD Standards framework for ELD educators new to the CELP Standards. Participants will explore the background and structure of the CELP Standards and applications to instructional practice. • Essential Question- How can I explain CELP Standards to my colleagues? • NeedtoKnow: • Big Overview of Components • NEW Performance Definitions • Can Do Descriptors

3. At the end of the Four Part Series of Regional Workshops Participants will be able to: • Identify the connection of the CELP Standards to academic language • Identify and describe the levels of Performance Definitions in CELP • Describe the five CELP Standards and their structure • Recognize the elements of the model performance indicators (MPIs) • Discuss ways in which the CELP Standards can be applied to classroom instruction • Teachers will differentiate the language of instruction based on language proficiency information from WIDA/CELP Standards

4. AGENDA April 21, 2012 1. Welcome 2. Homework Review 3. Unpacking MPI Activity BREAK - 10 minutes • RAMP to Standards Resource Sheet • MPI Lesson Template • Final Project – 1st page in class work • Home work - 2nd page • Presentations of Final Product at next session on May 19th • Closure

5. Homework Review: Article Article Key Point – 4 into 1 with Whip-around • Discuss at your table the key points from each tablemate • Then create a summary from each of the key points that will be shared out the entire group • Each table will need to choose a person that will share out • Each table will take turns sharing out their summarized key points – IF anyone hears something that contains whole/parts of their summary – STAND UP! • Continue until each group has the opportunity to share out

6. Vocabulary review: • As a group, each person will share ONE word they picked • Then, come to a consensus on ONE word that the table will share out to the entire group • Using the chart paper, markers and the homework, create a poster-size visual and be prepare to share with the whole group.

7. COLORADO ENGLISH LANGUAGE PROFICIENCY STANDARDS KEY COMPONETS Our Journey Begins

8. Colorado EnglishLanguageProficiency CELP Standards Academic Language

9. All Students, All Standards All Learners are Post-Secondary and Workforce Ready Social Studies Science Personal Financial Literacy Music Mathematics 21st Century Skills Academic Language English Language Proficiency Extended Evidence Outcomes Dance World Languages Visual Arts Comprehensive Health and P.E. Drama and Theatre Arts Reading, Writing & Communicating

10. CELP Standards: • CELP Standards link language learning to academic content (Language Arts, Mathematics, Science, and Social Studies) • Expand upon social and instructional language to explicitly include academic language standards in the content of language arts, mathematics, science, and social studies. • Provide students access to concepts and skills and the support needed to meaningfully engage with academic learning while they are developing English language skills. • Serve as a bridge between the Colorado Academic Standards (CAS) and the Colorado English Language Proficiency (CELP) Standards.

11. COMPARISON CHART OF PROFICIENCY LEVELS ENTERING EMERGING DEVELOPING EXPANDING BRIDGING REACHING

12. 4 Corners • My favorite season is… • Winter = #1 • Spring = #2 • Summer = #3 • Fall = #4

13. If I worked in thecircus… • Acrobat = #1 • Lion Tamer = #2 • Emcee = #3 • Clown = #4

14. I prefertoplay… • Baseball = #1 • Soccer = #2 • Basketball - #3 • Volleyball - #4

15. I primarily work with… • Kindergarten = #1 • 1-2 = #2 • 3-5 = #3 • 6-8 = #4 • 9-12 = #5

16. MPI • MPI = Model Performance Indicator • It’s like a puzzle: 1. Language Function 2. Content Stem 3. Language Scaffold

17. Breaking Apart the Puzzle…Together • Grade 6 Level (Entering) 1 MPI Mathematics • Topic: Ratio & Rate List choices for use of rate in real-life situations using templates with a partner.

18. List choices for use of rate in real-life situations using templates with a partner.

19. Breaking Apart the Puzzle…With a Partner • With your shoulder partner, determine the language function, content stem, and language scaffold in this MPI: • Grade 9-12 Level 1 Language Arts • Topic: Point of View Identify examples of facts from visually supported captions (e.g. of newspaper or magazine photographs) with a partner in L1 or L2.

20. Identify examples of facts from visually supported captions (e.g. of newspaper or magazine photographs) with a partner in L1 or L2.

21. Breaking Apart the Puzzle…By Yourself • By yourself, determine the language function, content stem, and language scaffold in this MPI: • Grade 1 Level 1 Social & Instructional Language • Topic: Recreational Activities: Match icons or pictures to written and oral directions for games or activities with a partner.

22. Match icons or pictures to written and oral directions for games or activities with a partner.

23. RAMP to STANDARDS R - Readily A - Available M - Multi- P - Purpose Tool A template that provides access and aligns instruction of the Colorado Academic Standards for ALL Learners.

24. Front Page: CAS, Extended Outcomes and ELL Can Do Descriptors Let’s look at the front page of our RAMP Tool: 1st - Top of page is the CAS for your grade level 2nd - Middle of page is the Extended Evidence Outcomes for Spec Ed. Students 3rd- Bottom of page are the Can Do Descriptors for your grade level span: 9 -12, 6-8, 3 -5, 1 -2, and K .

25. CAN DO Descriptors provide information on the language English learners are able to understand and produce • Are a resource to support all five English language proficiency standards • Are a Tool for collaborative instructional planning. • Are verbs that represent the linguistic complexity, not the level of thinking required. • Illustrate what English language learners can do at a particular language proficiency level and language domain for a given grade level cluster • In other words, remember ELLs have limited English language proficiency. They are capable of high cognitive demand with linguistic scaffolding

26. COLORADO ACADEMIC STANDARDS - CAS KEY COMPONENTS: • Prepared Graduates • Grade Level Expectations • Evidence Outcomes • 21st Century Skills Extended Evidence Outcomes for Spec Ed. Students

27. Language Functions & Scaffolds • Building your own puzzle… 1. When you create an MPI, begin with the content stem. 2. Then consider the proficiency level of the student (Entering, Emerging, Developing, Expanding, Bridging) 3. Look at the language function options for the domain that you want to work on. 4. Determine the appropriate function to focus on for the MPI 5. Then look at the language scaffolds and determine which supports that student will need to meet that standard.

28. Grand Puzzle Master… • Imagine you have a 5th grade student at the Emerging (formerly Beginning) level. • Your content standard is: Analyze key historical periods and patterns of change over time within and across nations and cultures • Concepts and skills students master: The historical eras, individuals, groups, ideas, and themes in North America from 1491 through the founding of the United States government • Your evidence outcome is: Identify and describe the significant individuals and groups of Native Americans and European colonists before the American Revolution Language Functions 1. Respond 2. Produce phrases or short sentences 3. Describe pictures of _____ 4. Compare 5. Paraphrase information 6. Define Language Scaffolds 1. Picture prompts 2. Realia 3. Illustrations 4. Illustrated examples

29. 1, 2 or 3 • As groups share their MPIs, hold up your pinky finger if you had one of the same components. • Hold up your pinky and index finger if you had two of the same components (like Hook ‘em Horns) • Hold up your pinky, index and thumb if you had all three of the same components (“I love you” in sign language)

30. MPI PLANNING TEMPLATE Let’s try your hand at using our new RAMP Tool to create MPI aligned to your grade level CAS. Model Performance Indicators (MPIs) provide anchors for curriculum, instruction and assessment

31. MPIs, components of the CELP Standards: • Include three components: language function, content/topic, and language support; • Are listed by grade level cluster for each standard • Provide the context for English language development • Describe how students can use the language. • Provide multiple pathways (sensory, graphic, and interactive) for processing and producing language

32. MPI Template Components • CAS – alignment to core content • 4 Domains of ELA: speaking, listening, reading , writing • 5 language acquisition levels: differentiated functions/scaffolds • Vocabulary: what words do they need to know • Cognitive Function: DOK Alignment wth Evidence Outcomes • Context for Language Use: Prepared Graduate Expectation

33. Second page: SIOP Lesson Template • Differentiated Instruction by Language Level • Formative/Summative Assessments • Vocabulary Instruction • Connection to Prior Learning • Gradual Release • Group Structures • Before • During • After

34. Work in Grade level Teams 1) Select a standard to align your instruction 2) create your MPI – 1st page 3) Homework - complete the firstpage using your MPI for direction 4) Be prepared to present your MPI and Lesson at the next session 5) Please send electronic copy of completed work to lynda.espinoza-idle@d11.org

35. REFLECTION: Please answer the questions and turn in. Something that squares with my me… Something I see from a different angle… Something that is circling around in my mind… Thank you!