Google Science Fair Award Recipient Christie Google Science Fair Award Recipient

Speed Dating Have you ever heard of speed dating? Let’s try it! We will rotate chairs and converse with a partner for 30 seconds and then move on Introduce yourself and what LEA you are from Use in the classroom to exchange information and promote oral discourse.

NC DPI ELD Wikispace http://eldnces.ncdpi.wikispaces.net/Home+%28ELD%29 Christie Introduce everyone to the Wikispace to show where the agenda is located electronically, as well as where the powerpoints are.

Christie This is our team here at NC DPI as part of the Whole Child team. Each one of you has an assigned ESL Consultant to work with you throughout the year. This graphic is also located on the back of the agenda.

LEP Students in NC NC DPI CCSA 2015 IA Approximately 100,000 LEP students North Carolina has seen a tremendous growth in the number of LEP students. The graph shows a small decline in numbers between the 08-09 and 09-10 school years due mostly to economic impact. The NC DPI developed the Federal Data Collection (FDC) site and conducted a data clean up process which may have also led to the decline in numbers. 99 out of 159 charters have LEP Students as of September 2014. 14-15 102, 983, 13-14 97,283, 12-13 100,385, 11-12 104, 679, 10-11 107,303, 09-10 111,925, 08-09 118,573, 07-08 112,534, 06-07 96,725, 05-06 83,627, 04-05 78,395, 03-04 70,912, 02-03 60,149 NC DPI CCSA 2015

NC English Learners January 2014 NC Guide to the SIOP Model Institute The SIOP Model Overview NC English Learners January 2014 IA Have asked for update - CHECK This slide shows in gray the number of ELs in North Carolina schools who were born in the US compared to those in red who were born outside of the US. 78.6% of elementary ELs are born in the US. 54.7% of secondary Els are born in the US Data compiled by Michael Riles, NCDPI, March 2013 Ask: Why are there still Els born in the US in middle and high school? Are we doing the best that we can for these students? Should we be examining our instructional practices? Grade Born In US 1st Generation Kindergarten 13297 913 1st grade 12615 1096 2nd grade 11810 1488 3rd grade 10062 1580 4th grade 6319 1428 5th grade 5650 1539 Total K-5 7189 6th grade 4290 1638 7th grade 3840 2012 8th grade 3426 2532 Total 6 - 8 11556 6182 17738 9th grade 3357 3602 10th grade 1328 1990 11th grade 766 1473 12th grade 459 1232 Total 9-12 5910 8297 14207 78.6% of elementary LEPs and 54.7% of secondary LEPs are born in the U.S. NC DPI CCSA 2015

Our Vision “To build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners.” Thank you for being part of this journey and helping make the vision a reality!

Whole – school approach …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 2 min Some of the ideas on the slide are taken from CCSS: Application of CCSS for ELLs. The CCSS teams worked with numerous external partners to ensure that ELLS were include in the standards. Well-prepared & qualified school/district personnel (including effective leadership) Instruction develops academic language & enables access to grade-level coursework 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

Supplement vs. Supplant Inspiration

Title I, Part A & Title III, Part A Funds must supplement, and not supplant State and local funds (Section 1120A of ESEA) Funds must supplement, and not supplant other Federal, State, and local funds. (Section 3115 of ESEA) NT

Title III “A Supplemental Program to Serve English Learners” Cake – state and local funds used to provide the Core EL program Icing/Frosting – Other federal funds Sprinkles – Title III funds High Quality Language Instruction Educational Program (LIEP) High Quality Professional Development NT

Developing My LEA’s Supplemental Title III Program Do all of the items on my local plan and budget narrative meet the following criteria? Are they allowable? Are they allocable? Are they reasonable and necessary to carry out grant function? Determine whether they should be included in the 2% limit as administrative costs? Allowable: A cost is allowable if it is necessary and reasonable for proper and efficient performance of the award and allocable to the award. Allocable: A cost is allocable to a cost objective if the goods or services involved are chargeable and assignable to the cost objective in accordance with the relative benefits received. Reasonable: A cost is reasonable if, in its nature and amount, it does not exceed that which would be incurred by a prudent person under the circumstances prevailing at the time the decision was made to incur the cost. (OBM Circular A-87)

What is the instructional program/service provided to all students? Questions to Ask When Considering Whether Title III Funds Can be Used Without Violating the Supplement, not Supplant Requirement What is the instructional program/service provided to all students? What does the LEA do to meet Lau requirements? What service is the LEA required by other Federal, State, and local laws or regulations to provide? Was the program/service previously provided with State, local, and Federal funds? NT

Intersection of Title I and Title III Title I and Title III are linked in the following significant way: Strategies used to improve achievement under both Title I and Title III need to be comprehensive and coordinated in order to ensure that they address the needs of EL students.

Appropriate use of Title I Funds for ELLS Examples of acceptable programs in Title III and Title I Programs that increase the English proficiency levels and result in increased English language proficiency (ELP) and student academic achievement in the core academic subjects Provide high-quality professional development to classroom teachers that is designed to improve the instruction and assessment of EL students, enhance the ability of teacher to understand the use of curricula, assessment, measure, and instructional strategies Upgrading program objectives and effective instructional strategies Improving the instruction materials, education software, and assessment procedures.

Appropriate use of Title I funds for ELLs Providing tutorials and academic or vocational education for EL students and intensified instruction Developing and implementing elementary or secondary school instructional educational programs that are coordinated with other relevant programs and services Improving the ELP and academic achievement of EL students Providing community participation programs, family literacy services, and parent outreach and training activities to EL students and their families Improving the instruction of EL students by providing for the acquisition or development of educational technology or instructional materials, and/or access to and participation in electronic networks for materials, training, and communication, and /or incorporation of resources into curricular and programs. Reference: National Council of State Title III Directors

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 2 min This slide highlights points heard in this training : (click) Address Challenges by Focusing on ELLs Abilities ELLs have the same cognitive abilities as their native English speaking peers, even though they have only a partial understanding of the English language. Local curricula and classroom instruction should recognize these abilities by being cognitively challenging, relevant, and engaging. (click) In addition, teachers should set high expectations, (click) address socio-cultural factors, (click) know their students’ English language proficiency levels, and use this information to explicitly integrate language development with the learning of content. Graphic taken from Microsoft Clip Art

WIDA Standards Expand to Content Teachers Need to build greater capacity Tie into existing initiatives Use what is available NT Focus on collaboration with non-ESL educators and building capacity—co-teaching/content teachers—ESL teachers as specialists and program structures—the culture of ESL collaboration in our state. e understanding of WIDA The platform selected is what we had access to—not necessarily fancy technology NC DPI CCSA 2015

WIDA’s ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies WIDA’s five English Language Development Standards represent the social, instructional, and academic language that ELLs need to engage with peers, educators, and the curriculum in schools. Standard 1 represents the language needed and used by ELLs for social and instructional purposes within the school setting. Standards 2-5 address the language necessary for ELLs’ academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. While other features of the Standards Framework have been updated, the five English Language Development Standards have NOT changed. Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Variations of Language Zweirs’ visual can be used as additional support for the importance of the sociocultural context in learning the language of content. Adapted from Zwiers (2008) WIDA Consortium Providing Access to Academic Achievement Through Language Development 20

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 4 mins - Joan Text from upcoming WIDA Modules overview

Carol Take a minute and introduce yourselves to the people around you -- in groups of 4-5 – how does this cartoon relate to what you see in classrooms?

WIDA’s Features of Academic Language Word level Sentence level Discourse level I stole this from Jeff Zwiers… It is animated for each piece to come in one at a time. The pile of bricks comes in last, to illustrate what happens is we focus all of our explicit academic language instruction on just vocabulary, without developing sentence level or discourse level language Jeff Zweirs, bricks and mortar. Discourse is the entire house in its cohesion.

“Academic discourse not only describes knowledge, it sustains the creation of it.” Darina

Making Content Accessible for English Learners through Differentiation Who are the English Learners in my class? What is the English language proficiency level of those students? How can I use the language data to guide instruction? Making Content Accessible for English Learners through Differentiation Look at your roster for identified English Learners in your class. If you are unsure, check Powerschool, the site LEP Chairperson, an ESL teacher, or a testing coordinator. Check the student’s English Language proficiency level as assessed by the ACCESS test scores. This language proficiency data should guide instruction as to what level the student’s English proficiency is in Reading/ Writing/ Speaking/ Listening.

Modifications for ELLs Are Not Are Changing final grade Individualized Watering down content, rigor, or changing standards Using language support strategies for teaching Common Core and Essential Standards Talking louder Modifying content, process, product, and learning environment Giving alternative busy work or an alternate assignment Using a variety of supports for same content and tasks Teaching all students the same way Multiple opportunities for engagement Modifications for English Learners. Talk through this slide to break some of the myths of modifications for students and discuss what some appropriate modifications are. Have participants “turn and talk” to discuss what kind of modifications they already use in their classroom. Modifications for ELLs

CAN DO Descriptors CAN DO Descriptors help teachers understand the Performance Definitions by highlighting examples of what students can do at each proficiency level. This is the K-12 chart, but there are also grade specific Can Do Descriptors. The descriptors use sensory, graphic or interactive support. This can be very helpful to content teachers as they plan for meaningful activities with ELLs in the regular class. The descriptors clarify the Performance Definitions by outlining the quantity and quality of language expected at a particular level of language proficiency.

Examples of Supports Sensory Supports Graphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures & photography Illustrations, diagrams & drawings Magazines & newspaper Physical activities Videos & films Broadcasts Models & figures Charts Graphic organizers Tables Graphs Timelines Number lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors WIDA provides several examples of instructional supports grouped by categories. Some examples are presented here as a starting point. If you have not already, you’re encouraged to download the 2007 Resource Guide from the WIDA website at http://www.wida.us/standards/eld.aspx to find additional lists, including specific examples of sensory supports as well as information about using a variety of graphic organizers as supports. Check out the section beginning on page 30.   Depending on your grade level or content area, you may be able to add appropriate supports to this list. Examples of Supports

Proficiency Levels Use words or phrases related to weather from pictures or photographs The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.

Make statements about weather from pictures or photographs Proficiency Levels Make statements about weather from pictures or photographs These slides show the language progression of students as they move from one proficiency level to the next!

Ask questions about weather from pictures or photographs Proficiency Levels Ask questions about weather from pictures or photographs These slides show the language progression of students as they move from one proficiency level to the next!

Proficiency Levels Forecast weather and provide reasons from pictures or photographs These slides show the language progression of students as they move from one proficiency level to the next!

Evaluate and weigh options related to weather forecasting Proficiency Levels Evaluate and weigh options related to weather forecasting These slides show the language progression of students as they move from one proficiency level to the next!

Web Resources NC DPI Title III/ELD WIKI WIDA http://eldnces.ncdpi.wikispaces.net/ELD+Home WIDA http://www.wida.us/ 30 sec - 5 mins Show sites if time permits.

Activity: Types of Language Turn to a partner. Decide who will be A and who will be B. 3) A discuss your favorite fruit and why you like it. B write key words used in your discussion. Switch Standard 1: Social and Instructional Language 3 min 1) Turn to a partner. 2) Decide who will be A and who will be B. 3) Discuss your favorite fruit and why you like it. (30 seconds) Write key words used in your discussion. Debrief: What kind of language did you use? WIDA would call this Social language. It would fall under Standard 1: Social and Instructional Language Graphic from Microsoft Clip Art

Activity: The Language of an Apple Standard 2: The language of Language Arts A describes the apple from a poet’s perspective. B writes key words and phrases. Standards 5 & 3: The language of Social Studies & Mathematics B discusses the apple from an economist’s perspective. A writes key words and phrases. 3 min Now lets look at how language differs in the various WIDA standards. Let’s look at the language of Language Arts. (click) Standard 2: The language of Language Arts (click) Person A describes the apple from a poet’s perspective. (click) Person B writes key words and phrases. You have 30 seconds…GO! Now let’s look at the language of Social Studies and Math. (click) Standards 5 & 3: The language of Social Studies & Mathematics (click) Person B discusses the apple from an economist’s perspective. (click) Person A writes key words and phrases. Next slide Graphic from Microsoft Clip Art

Activity: The Language of an Apple Standard 4: The language of Science A describes the apple from a biologist’s perspective. B writes key words and phrases. Standard 5: The language of Social Studies B discusses the apple from a historian’s perspective. A writes key words and phrases. 3 min Let’s look at the language of Science. (click) Standard 4: The language of Science (click) Person A describes the apple from a biologist’s perspective (click) Person B writes key words and phrases. You have 30 seconds…GO! Graphic from Microsoft Clip Art Let’s look at the language of Social Studies (click) Standard 5: The language of Social Studies (click) Person B discusses the apple from a historian’s perspective (click) Person A writes key words and phrases. Next slide

Activity: The Language of an Apple Cultural and Social factors A and B write any emotional associations you have with “apple”. 2 min Finally we will look at cultural and social factors. A and B to jot down on a piece of paper any emotional associations they have with “apple” (Cultural and Social factors). You do not have to share your thoughts. You have 30 seconds…GO! Next slide Graphic from Microsoft Clip Art

Activity: The Language of an Apple Now, two pairs create a group of four. Discuss your observations: How does the language used to discuss the apple change depending on the focus? Share out. 8 min Two pairs create a group of four. Discuss observations about how the language used to discuss the apple changes depending on the focus. You have 4 min. (time can vary depending on the needs of the group) After 4 minutes, Call time (click) and share out. Graphic from Microsoft Clip Art

Academic language varies by… Purpose Type 4min Note: This slide summarizes what participants learned in the previous activity. Refer to the Participant Guide for note-taking. Academic language varies with content area. The way you discussed the apple differed when you were talking about math (click), social studies (click), science (click), or Language arts (click) Words are used in specialized ways: Purpose may vary when we are reading versus writing or speaking because the task and audience are different. You may be solving a problem, creating a graph, writing up and experiment. The type of academic task also varies, visual literacy skills, lecture, pictures, graphs, demonstrations. The information is represented in these various ways. Since academic language provides the foundation for learning in all content areas, consider how your district leadership team can embed the WIDA standards in all professional development. For example are your trainers prepared to address the needs of ELLs in each content area? Additional Information: • Ideas and concepts packed densely • Ideas represented through multiple means • Discipline specific expertise assumed Math graphic Science graphic Microsoft Clip Art SS graphic ELA graphic

New Performance Definitions Productive Receptive images from www.openclipart.org, www.pixabay.com The new performance definitions are organized according to receptive and productive or Reading/Listening and Writing/Speaking

Vocabulary Usage (Specificity of word or phrase choice) General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations Talk about the 3 tiers of vocabulary here if necessary

Standards and ELLs/Struggling Readers CCSS adopted by many states Addresses the “dumbing down” of curricula Prepares students to be “college and career ready” After many years of scripted curricula, how to change teaching? What about ELL students? What about struggling readers? Can they participate? How?

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) A fear that ELLs will be nervous or upset with challenging curriculum– there is the sense of creating an anxiety free zone for ELLs as they learnts new concepts. The use of simplified texts was first introduced for struggling readers. It is not always appropriate for ELLs as there is vocabulary with no cognates. Information has been front loaded as in ALL of the Vocabulary and ALL of the Ideas. With simplified text, students are exposed to only the SAME type of language year after year.

The result for ELLs To many years in segregated ESL classes register (Valdes, 2001) ESL classes focused on the newly arrived No real curriculum for ELLS (scope & sequence) Little progress is made in the register needed for school Long term ELLs!! Do an inside/ outside circle to talk about this. Based on the work of Lily Wong Fillmore and Charles Fillmore

Let’s look at an example of a simplified text Abraham Lincoln’s childhood Abe had to work and did not get to go to school very often. But he loved to read books and would read whenever he got the chance. Math was also a favorite subject for Abe. From: Score.rims.k12.ca.us/activity/presidentsday/pages/linc6.htm

Briefly, why aim for talk and discussion? •Talk reveals understanding and misunderstanding. • Talk supports academic language development. • Talk supports deeper reasoning. • Talk supports social development and perspective taking.

Talk moves is about talk by teachers and students about academically important content: Talk that supports development of student reasoning Talk that supports improvement in students' ability to communicate their reasoning It’s important not to get hung up on the terminology – Accountable Talk, Academically Productive Talk -- Service Mark or not, it’s the same basic thing. Moreover,

So why do you think Abraham Lincoln would walk for miles to borrow a book? What if the response is this: 24 blank faces. 1 or 2 hands up.

You think: They need time to think! (and maybe time to practice what they want to say!)

9 Talk Moves— Choices, Choices, Choices 1. Turn and Talk 2. Say More 3. So Are You Saying? 4. Who can rephrase…? 5. Why do you think that? Can you think of an opposite answer? What do others think? Who can add more to what ____ just said? 9. Who can explain why ____ said that answer?

Academic Language Literacy and Content

All Great Ideas Begin by Talking Out Loud: Redesigning Classroom Conversations

Darina

Academic Conversation Journey to Student Driven Academic Conversation 4 Leadership 3 Listening Learn how to share leadership with the teacher. Learn how to lead the group. 2 Cooperation 1 Participation Work together to listen to each other and the text. Examine their assumptions and perspectives and how they differ from those of the text and one another. Begin to change their opinions because of what others say. Become aware of problems like factions and dominance. Work together to enable all members to speak. Karen Learn to speak to each other with minimal mediation by facilitator. Learn discussion skills Invest in process through sharing experience.

Stand Up, Hand Up, Pair Up What is the purpose of using academic conversations? Describe how you could support moving from talk to discourse in your building. Conversation prompts: Can you elaborate on that? Please give an example. I was wondering what you meant by… To build on what you said… Karen – Stand Up, Hand Up, Pair up Conversation starters: I would ____ in order to ______. If ___, I would use _____.

Scaffolding Academic Controversy It was the __________’s opinion that barbed wire led to _______. While ________ felt that barbed wire was _________, ________ felt that it ___________.. Darina Example from 7th grade Social Studies According to ______ barbed wire is _______ because____________.

Academic Conversation Skills Placemat x Karen © Jeff Zwiers

A Myriad of Cooperative Learning Strategies Characteristics of ______ Three-step Interview Group Investigation Concentric Circles Random Numbers In-house Jigsaw Find your Match Clock Buddies Expert Jigsaw Tear Ups Line Ups Partners Corners Exit Pass The thirteen cooperative learning strategies included here do not exclude the use of additional ones during the ExC-ELL sessions. Instead of round-robin reading, teachers use “partner reading” to ensure 100% time on reading for all students. Brainstorming in pairs, triads or groups allows students to ask, answer questions, and share ideas on a particular topic. Structured classroom activities for teams to discuss, debate, and wrestle with academic concepts and oral communication skills until they can understand them completely and explain them using academic language. Your example: Spontaneous Group Discussion to complement direct instruction: - Students are sitting in teams. - Ask them at various times during a lesson to discuss what something means, why something works, or how a problem might be solved. Margarita Calderón & Associates, Inc.

What next? Leading the Way

How might I apply this information in my school? Karen How might I apply this information in my school? What resources and support might I need? What professional development might my teachers need? Who at my school can help lead the way?

Please write down any questions you might have on a sticky note and add to the parking lot.

Contact Information: Lindsey Fults ESL/ Title III Consultant NC DPI 919-807-3844 Lindsey.Fults@dpi.nc.gov Ivanna (Mann Thrower) Anderson ESL/Title III Consultant 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez 919-807-3866 nadja.trez@dpi.nc.gov