1. LIEPing to Excellence for ELs
2019 Title III Consortium Conference
Rich Pollio, Fairfax County Public Schools
Darina Walsh, Fairfax County Public Schools

2. Disclaimer
The Title III Consortium Conference has been funded with federal funds from the U.S. Department of Education; however, the content shared by VDOE and other presenters does not necessarily represent the policies or views of the U. S. Department of Education, and you should not assume endorsement by the federal government. 

3. Outcomes
Build understanding of the components of a Language Instruction Educational Program (LIEP) 
Explore the Fairfax County Public School’s LIEP and ELD standards
Discuss how these two mechanisms support EL instruction 
Discuss how the FCPS LIEP can support schools with a low incidence of ELs

4. Hello. My name is __________________
Introductions
Please introduce yourself to the group.
Hello. My name is __________________

5. Welcome
On a sticky note, jot down a question that you hope to have answered by today’s session.
Post sticky note on the wall.

6. Provision of a LEIP
School divisions must have a process for ensuring that ELs are provided a language instruction educational program (LIEP) so they may attaining English proficiency
The FCPS EL Program Standards:
Provide a framework to guide school teams in implementing the FCPS LIEP.
Provide schools with explicit guidance to provide all ELs, including those eligible for special education or advanced academic programs, access to rigorous instruction.

7. Goals of the LIEP The goal of the LIEP is to:
Assist ELs in becoming fully proficient in English; and
Meet the same challenging state content standards as all other students are expected to meet.
FCPS Pathways to Proficiency
Differentiated pathways to meet the same rigorous learning expectations as their English-speaking peers.
Informed by ESSA and include: identifying potential ELs, identifying EL profiles (e.g. recently arrived ELs, Students with Interrupted Formal Education SIFE, and long term ELs), assessing all ELs annually to monitor English language development, and monitoring former ELs for academic success.

8. Pathways to Proficiency:
The Fairfax County Public Schools’ LIEP

9. Mapping the LIEP Title III Requirements FCPS LIEP
Identify and assess all ELs to provide meaningful access to the same educational pathways and services as all students.
Pathways to Proficiency
Provide full, equal access to the same curriculum and educational opportunities as all students and assist students in attaining high levels of academic achievement.
Content, Language, & Literacy

10. Mapping the LIEP
Language services must be provided to develop English proficiency in the four domains: listening, speaking, reading, and writing.
English Language Development
Access to support services and Multi Tiered System of Support (MTSS)
Systems of Support

11. Connect with the LIEP Round 1: Choose a Card
Read and consider the concepts
Find someone with a different card topic
Introduce yourself and share the concepts/ideas on the cards
Trade cards
Round 2 & 3:
Find another person with a different card

12. Pathways to Proficiency

13. Identifying Potential ELs
In Virginia, the Home Language Survey (HLS) is used to identify potential ELs. Three standard questions are used in all divisions in Virginia.
Must be used verbatim by the division to identify potential ELs.
Students should not be selectively identified based on ethnicity, name, appearance or family background.

14. Identification, Screening & Placement
School divisions must demonstrate that the identification, screening, and placement process is in place for all incoming students. FCPS LIEP 1.1 Identify & assess all potential ELs to determine English language proficiency

15. Profiles Inform Intensity of Services
Recently Arrived ELs
Students with Limited or Interrupted Formal Education (SLIFE)
Long-Term ELs
ELs with Disabilities
ELs with Advanced Academic Potential

16. Serving Dually Identified Students
Ensure that appropriate programs and services are available if ELs are identified with disabilities. FCPS LIEP 1.6 Appropriately identify, locate, and evaluate English learners with suspected disabilities for special education and related services. FCPS LIEP 1.7 Provide English learners with both the ESOL services and special education services to which they are entitled.

17. What are you noticing that will support school and division staff in implementing the FCPS LIEP?

18. Planning for Instruction
Content, Language, and Literacy
and
English Language Development (ELD)

19. Amplifying Instruction for ELs
Differentiated research-based design contains three core elements: Content, Language & Literacy; English Language Development; and Systems of Support.
Simultaneously develop English language proficiency and content understandings.
Content, Language, and Literacy
English Language Development
(ELD)
Systems of Support

20. Content, Language, & Literacy
There must be a process for ensuring that ELs are provided meaningful access to the same curriculum as all students. FCPS LIEP 2.3 Provide sheltered instruction in grade level/content classroom to ensure ELs’ access to rigorous content standards regardless of ELP level.

21. Four Essential Practices for Sheltering Instruction
Build background knowledge and connect to funds of knowledge
Integrate academic language development and content instruction
Provide comprehensible input
Design and use varied and purposeful assessment to monitor language development and content learning

22. ELD Standards
School divisions must have a process for ensuring that division personnel are implementing the English Language Development (ELD) standards in classrooms with ELs. FCPS LIEP 2.1 Share collective responsibility for developing discipline-specific content knowledge and academic language proficiency.

23. WIDA ELD Standards

24. Making the Distinction between Language & Content
ELD Standards
Standards of Learning
Academic language development
Academic achievement
Language-based
Content-based
Reflective of the varying stages of second language acquisition
Reflective of conceptual development
Representative of social and academic language contexts
Representative of the school’s academic curriculum
ELD standards reflect the language expectations in the content standards
Content standards drive the academic language expectations of the ELD standards so that content learning and language development occur in tandem

25. Content, Language, and Literacy English Language Development (ELD)
LIEP Standard 2
Content, Language, and Literacy
LIEP Standard 3
English Language Development (ELD)
How might the classroom teacher use this information to plan for instruction?
How might the ESOL teacher use this information to plan for ELD instruction?
2.2 Proactively plan for student learning by using EL data and formative assessments to make the instructional match for English learners’ academic and linguistic needs.
3.1 Set ELD goals and monitor students’ progress in meeting those goals.

26. Connections? Questions?

27. Systems of Support

28. Systems of Support Connections to your Context Welcoming Environment
Parent, Family & Community Engagement
Specialized Academic Intervention & Social Emotional Supports
Professional Development
Take a moment to read one of the sections - what strategies do you have in place to meet ELs needs in each of these dimensions?

29. Consider & Reflect From our time together, what resonates with you?
How might the resources and/or strategies connect with your school or division?
What might be a possible next step with your work in developing and/or implementing a LIEP?