1. WELCOME TO PIKES PEAK REGIONAL ELD TRAINING: COLORADO ENGLISH LANAGUAGE PROFICIENCY (CELP) STANDARDS Spring 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. AGENDA 9:00 Welcome/Overview of the agenda 9:05 MPI Component Review Activity 9:15 Table Group Homework Reflection 9:30 Table Group Share Out Key points of Reflection 9:40 Exemplar MPI Presentation 9:45 - 10:30 Alignment of homework Presentation Option A: Split groups by elementary/secondary Option B: Low # of presenters = whole group 10:30 -10:40 Break “KIT KAT” 10:45 -11:00 Presentation Debrief Questions 11:00 Course Review/Gallery Walk 11:30 Certificates Presentation

3. 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. E ssential Q uestion - How can I explain CELP Standards to my colleagues? N eed to Know : Big Overview of Components NEW Performance Definitions Can Do Descriptors CELP GOAL:

4. 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

5. MPI Component Review Activity Structure: Inside/Outside Circle

6. Table Group Reflection/Debrief Reflect on your process in completing your homework: Rally Writing Handout What were your ah-ha’s in understanding CELP? What did you struggle within the assignment? How will this transfer to your work with ELLs? What will be your next steps?

7. Table Group Share Out Activity: What were the key points of your table Reflection? Structure: Standup Whip Around

8. Exemplar Presentation: What are the 3 key components of an MPI?

9. Alignment of Homework Presentation Option A: Split groups by elementary or secondary Option B: Low number of presenters = whole group 1.Use the Presentations Feedback form while viewing each presentation. 1.Turn in Feedback Form to speaker at end of presentation. 2.Please send electronic copy of completed work to lynda.espinoza-idle@d11.orglynda.espinoza-idle@d11.org

10. BREAK TIME 10 MINUTES

11. Presentation Debrief Questions: Think/Pair/Share with Elbow partner Q - After viewing the presentations what did you find that would help you explain the MPI COMPONENTS? Bonus Question: $100 Thousand Bar Can you explain how MPIs support the CELP Standards?

12. Course Review/Gallery Walk 1. Answer the following Questions posted around the room using post it notes. 2. Gallery Walk to reflect on others comments. What is the connection of the CELP Standards to academic language? How are the levels of Can Do Descriptors in CELP differentiated? What are the five CELP Standards and their structure What are the elements of the model performance indicators (MPIs) What are ways in which the CELP Standards can be applied to classroom instruction How can Teachers differentiate the language of instruction based on language proficiency information from WIDA/CELP Standards Other Comments 3. The following 5 slides can help answer the questions

13. 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.

14. 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

15. Colorado English Language Proficiency CELP Standards Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language

16. MPI KEY COMPONENTS MPI = Model Performance Indicator 1. Language Function 2. Content Stem 3. Language Scaffold Describe how students can use the language. Provide multiple pathways (sensory, graphic, & interactive) for processing and producing language Are listed by grade level cluster for each standard

17. 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

18. Each ELD Coordinator will present teachers from their district their Certificate of Completion. THANK YOU FOR YOUR PARTICIPATION IN OUR REGIONAL TRAINING! Certificate of Completion Presentations