ML/Title III

Leaders Meeting

Winter 2024

Central

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https://go.ncdpi.gov/chpwz

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Marshall Foster

ML/Title III Consultant marshall.foster@dpi.nc.gov

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Ivanna Mann Thrower Anderson

ML/Title III Consultant - PQ West

ivanna.anderson@dpi.nc.gov

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Silvia McDonald

ML/Title III Consultant - PQ East

silvia.mcdonald@dpi.nc.gov

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Susan Walz

ML/Title III Consultant

susan.walz@dpi.nc.gov

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Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

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3

Our Agenda

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Setting the Stage

ELD Recommendations

Portrait of a Graduate

PSU Sharing

LIS

Reflection & Updates

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Setting the Stage

01

EOY Survey Trends

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• Collaborative Learning
• Grouping
• Structures

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• ELD Integration
• Content Area Instruction
• Oral and written language

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Let’s look a bit closer.

WHAT?

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Research-based Recommendation

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SO, WHAT?

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Importance of the Recommendation

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NOW, WHAT?

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Instruction, Data, & Compliance

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ELD Recommendations

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WHAT? Collaborative Learning

An opportunity for students to practice and extend what the teacher has taught during regular instruction. Partner work is excellent for tasks in which correct and incorrect responses can be clearly determined.

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Is Grouping Multilingual Learners the correct Approach?

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Absolutely!

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SO, WHAT? Importance of Collaborative Learning for MLs

MLs broaden the perspective of a collaborative group

by sharing different ideas/cultures/traditions

Nurtures social skills such as teamwork and cooperation

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Keeps MLs actively engaged in the learning process, reducing passivity, and enhancing overall participation.

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MLs can refine their communication abilities, learning to express ideas effectively and actively listen to their peers.

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Helps to foster a deeper understanding of topics as students engage in discussions, share perspectives, and collectively tackle the challenge

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NOW, WHAT? Instructional Practices

• Group MLs in heterogeneous groups to foster a rich exchange of ideas
• Use homogenous groups for an intervention program with limited reading and pre reading skills

Sources for additional information:

• Shared from: Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
• Education Week: Is Grouping English Learners the Right Approach? What New Research Says
• USED Toolkit: Chapter 4: Tools and Resources for Providing English Learners Equal Access to Curricular and Extracurricular Programs

• Develop schedule of structured pair activities tied to to key targets from evaluation data
• Partner students for ELD instruction

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NOW, WHAT? Data & Compliance Considerations

Avoid Unnecessary Segregation of ML Students

Provide Meaningful Access to All Curricular and Extracurricular Programs

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Let’s Discuss.

• How can MLs best get access to quality instruction in language development and content?
• What obstacles might we see and how can we navigate around them if they arise in our path?

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WHAT? ELD Integration

Content–language integration:

MLs develop content and language concurrently, with academic content as a context for language learning and language as a means for learning academic content.

Collaboration :

Language and content teachers and administrators must see themselves as responsible for fostering the language development of MLs.

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SO, WHAT? Instructional Practices

All Teachers are Teachers of MLs

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• Provide integrated language and content instruction to support ELD through language-focused scaffolds

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• Collaborate purposefully and consistently to promote academic achievement

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• Utilize resources that are linguistically age/grade appropriate and aligned to the NC ELD SCOS

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• Engage school support personnel and community-based human resources to address the needs of MLs

Together, teachers can:

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NOW, WHAT? Instructional Practices

Pathways to Implementation: First Steps & Next Steps

• Establish norms, expectations and agreements
• Create asset-based student portraits
• Use intentional grouping strategies
• Evaluate student progress and teacher learning
• Analyze impact data
• Share what you’ve learned!

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Resource: COLLABORATION: Working Together to Serve Multilingual Learners

WIDA: Collaboration Among Stakeholders

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Let’s Discuss.

• How can we encourage administrators to endorse collaborative work?

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• What professional development opportunities are available to teach effective practices for collaboration?

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Why focus on Oral Language?

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NOW, WHAT ? Instructional Practices

Enhances comprehension

Promotes narrative production

Fosters active engagement

Contributes to a comprehensive literacy development

Reflect:

How can we promote collaboration for oral language?

Language vs Vocabulary Development

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Remember the End Goal

Reference : WIDA : Oral Language in the Classroom , 2019

https://wida.wisc.edu/resources/wida-speaking-rubric-grades-1-12

NOW, WHAT ? Instructional Practices

Language vs Vocabulary Development

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Reference : WIDA : Oral Language in the Classroom , 2019

NOW, WHAT ? Instructional Practices

Written Language

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NOW, WHAT? Instructional Practices

An open dialogue between experienced and newer educators is important to create a positive and supporting atmosphere in which new teachers can see the benefits of a collaborative approach to the evaluation of student writing.

WIDA, Rating Multilingual Learners’ Written Language Consistently, 2023

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How can we use the Writing Rubric to support content teachers?

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NOW, WHAT? Instructional Practices

https://wida.wisc.edu/resources/wida-writing-rubric-grades-1-12

Consider: Materials to Integrate Written Language Development

Does the material …

• Incorporate practice for guided/shared and independent writing?
• Emphasize shifting language use based on purpose, audience, and text types?
• Ensure MLs of all proficiency levels have opportunities for engaging in writing tasks?
• Gradually build content, language, and skills for complex, extended writings?
• Offer mentor texts across writing genres used for instruction?
• Offer frequent opportunities for writing in response to reading?

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NOW, WHAT ? Instructional Practices

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NOW, WHAT l ELD Integration

1. Guide professional learning
2. Work with teachers, other school leaders, and families to provide guidance on language development
3. Support teachers in designing and enacting linguistically and culturally sustainable curriculum, instruction, and assessment
4. Promote collaboration among district and school leadership, content and language teachers, specialists, support staff, students, and families

Districts:

Teachers:

1. Collaborate with colleagues around integration of content and language
2. Partner to coordinate learning for multilingual learners
3. Model products, projects, and performances to illustrate evidence of meeting learning expectations
4. Monitor multilingual learners’ language growth
5. Guide professional learning around asset-driven education for districts and schools
6. Model the process for integrating content and language in instruction and assessment

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NOW, WHAT l Data & Compliance Considerations

• Use different data points to ensure ELD integration

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• Evaluate oral and written language development

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Let’s Discuss.

• How are PSUs forging partnerships to bolster the integration of ELD as well as promote language and academic success for MLs?

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Portrait of a Graduate

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Let’s Discuss.

• What ML/ELD connections do you see?
• In what ways can this be used at the local level?
• Portrait and Durable Skills: English | Spanish
• FAQs: English | Spanish
• Communications Toolkit: English | Spanish
• Supporting Documents

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PSU Sharing

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PSU Sharing | Unconference

Breakout & Share

Participate in the groups of your choice.

Choose

Select the groups you want to attend.

Complete the Form

Share a best practice or “wondering.”

Share a best practice or “wondering.”

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PSU Sharing | Discussants

Summarize

Ideas, Answers, Solutions, & Take-Aways

Facilitate

Discussion, Q&A, and/or Problem-Solving

Share

Current and/or Best Practices

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PSU Sharing | Discussants

Group 1: Collaboration - CTE, Newcomers, Co Teaching Collaboration�

Group 2: GLE/Seal of Biliteracy

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Group 3: Oral Language Development Practices

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Group 4: Co-teaching

Lunch

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Unconference

Share Best Practices

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Seek Out Answers

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Collaborate

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LIS

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Mary Phillips

K-5 ELA Consultant

mary.phillips@dpi.nc.gov

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Daniel Fugazot

K-5 ELA Consultant

daniel.fugazot@dpi.nc.gov

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Catie Cohen

9-12 ELA Consultant

catie.cohen@dpi.nc.gov

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Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

​

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1. Read the text.
2. As you read, identify an important sentence, phrase, and word.
3. Be ready to share, justify your selection, and identify noticings/ connections.

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“One of the teacher mindframes we value is ‘I engage as much in dialogue as monologue.’ Unfortunately, there are many classrooms in which teachers do almost all of the talking. We believe that students should be provided time to engage in dialogue with their peers… There are many collaborative routines that can be used in classrooms…”

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(Distance Learning Playbook, 2021)

Text

Rendering

Text Rendering

Integration

Teaching the NCSCOS

with ML Supports in Mind

Integration l Gradual Release

I Do

Admit Confusion

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Explain Why

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Show Making Sense of Text

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Provide Multiple Modelings

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Integration | Defined

What students are expected to know and be able to do

NCSCOS

What teachers do to provide students opportunities to practice the SCOS

LIS

Standards-aligned, literacy-based instruction

Standards-Based, Literacy-Rich Instruction

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K-2

3-5

6-8

9-12

Integration | English Language Development (ELD) Classroom

ELD Instruction

• BICS
• CALPS

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K-2

3-5

6-8

9-12

Integration | The Mapping Document

This resources connects the ELD SCOS to other content areas' SCOS.

Integration l LIS Overview

K-2

3-5

6-8

9-12

Anchored by the following components:

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• Reading Materials
• Phonological Awareness (K-2)
• Phonics (K-5)
• Academic Language & Vocabulary
• Fluency (K-5)
• Comprehension: Discussion & Writing
• Comprehension: Strategy Instruction
• Comprehension: Knowledge-Building
• Writing
• Observation & Assessment
• Small Group Instruction (K-5)
• Engagement

(SB387)

• Help teachers make more informed decisions about effective, high-yield strategies
• Create a common language around literacy instruction
• Serve as a guide for content area literacy; all teachers can “own” literacy instruction
• Assist teachers in ensuring their students meet the expectations of the SCOS
• Intentionally overlap practices; components show integration with one another to illustrate the complex nature of literacy instruction

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Integration | What might this look like?

ELA SCOS

• ELA W.7.5 | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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LIS

• 6-8: Explicit writing instruction that includes writing processes and meaningful writing opportunities for

students to apply and practice strategies

ELD SCOS

• ELD-LA.6-8.Inform.Expressive | Construct informational texts in language arts that: Add precision, details, and clarity about relevant attributes, qualities, characteristics, activities, and behaviors
• ELD-LA.6-8.Argue.Expressive | Support claims with reasons and evidence that are clear, relevant, and credible

Practices

• 6-8: Engaging students in inquiry-based writing tasks

ML Supports

ELD SCOS

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ELD-SC.9-12.Explain.Interpretive | Interpret scientific explanations by: Defining investigable questions or problems based on observations, information, and/or data about a phenomenon

Science SCOS

• Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species)

may impact the environment.

LIS

• 9-12: Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines

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Practices

• 9-12: Promoting high-level comprehension of the text

through questioning the author, shared inquiry, and

collaborative reasoning

• 9-12: Asking students to synthesize, reflect, and assess validity of information in writing

Integration | What might this look like?

ML Supports

What have you observed ML students struggling with the most?

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What specific barriers prevent students from accessing the NCSCOS?

Integration | ML Supports Defined

Deeper Dive into the LIS

Reading Materials, Academic Vocabulary, and Comprehension: Discussion and Writing

Reading Materials

Texts and their Varied Purposes

• Framework for development and alignment of curriculum and instruction

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• Define level of quality and equity within core literacy instruction

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• To be used in tandem with the NC Standard Course of Study

K-2

Anchored by the following components:

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• Reading Materials
• Phonological Awareness (K-2)
• Phonics (K-5)
• Academic Language & Vocabulary
• Fluency (K-5)
• Comprehension: Discussion & Writing
• Comprehension: Strategy Instruction
• Comprehension: Knowledge-Building
• Writing
• Observation & Assessment
• Small Group Instruction (K-5)
• Engagement

Deeper Dive into the LIS | Today’s Focus

Reading Materials l LIS Connection

Provides and supports daily opportunities for students to select, read, and interpret text by

• Engaging students in interactive read alouds
• Providing support and feedback related to selecting texts
• Supporting students during independent reading of both assigned and self-selected text
• Supporting and providing feedback on students’ oral reading and their use of a variety of reading strategies for comprehension
• Engaging students in higher-order discussions of text

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Selects high-quality text with features appropriate to teachers’ instructional goals and students’ needs, by

• Selecting texts for instruction that are tightly-aligned to learning goals for foundational reading and reading comprehension
• Intentionally pairing increasingly complex texts and tasks for a variety of purposes
• Creating text sets that include multiple genres, modalities, and media
• Incorporating a variety of disciplinary-specific texts that support students to build disciplinary knowledge and language

K-2: Intentional opportunities and instructional support for students to access, read, and interpret a variety of types and modes of text

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Focuses on a particular phonetic pattern or word family

Categorized by level of difficulty based on a number of criteria

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Determined by three measures: quantitative, qualitative, and reader and task

Reading Materials | Types of Texts & Their Purposes

DECODABLE TEXTS

LEVELED TEXTS

COMPLEX TEXTS

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Reading Materials | Text Complexity Defined

QUANTITATIVE

Sentence Length, Text Cohesion, Word Frequency, Measured by Computer Algorithm

READER & TASK

Reader Variables, Task Variables, Student Supports

QUALITATIVE

Structure, Language, Levels of Meaning, Knowledge Demands

Reading Materials | Increasing MLs’ Access to Complex Texts

Visuals

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Add visuals, graphs, charts to the text.

Additional Considerations: Text

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Add synonyms/translations in parentheses next to important words or phrases.

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Text

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Add subheadings, one sentence summaries, and/or a focus question to guide thinking.

Additional Considerations: Audio

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Add audio of the teacher reading the text in chunks, stating a summary, or highlighting specific words/phrases.

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Reading Materials | TDQ: Criteria and Types

(Comprehension instruction through text-based discussion, 2013)

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Do not require outside prior knowledge

Require a return to the text

Require textual evidence

Quality text-dependent questions:

1. Read the text
2. Read the teacher planned questions asked during the read aloud.
3. Use the Question Type key to identify the type of each question.

TDQ #1

[RL.K.1]

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What happened on Chrysanthemum’s second day of school?

Question Type:

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Retrieve

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TDQ #2

[RL.K.7]

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How do you think Chrysanthemum felt at the end of her second day of school?

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Question Type:

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Infer

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TDQ #3

[RL.K.10]

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If you were a student on the playground that day, how would you have greeted Chrysanthemum? Why?

Question Type:

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Evaluate

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Reading Materials | TDQ: Intentionally Sequenced Questions

(Comprehension instruction through text-based discussion, 2013)

Reading Materials | Benefits of Sequenced and Varied TDQs

(Comprehension instruction through text-based discussion, 2013)

What are the benefits of asking different types of questions to help MLs build knowledge and access grade-level text?

Reading Materials | LIS-Aligned ML Supports

Academic Vocabulary

Building Capacity for Academic Discourse

Academic Vocabulary l LIS Connection

Explicitly teaches high-utility academic words and strategies for figuring out the meaning of unknown words in text by

• Carefully selecting a variety of high-quality literary and informational texts for interactive read alouds and independent reading
• Selecting a small set of high-utility general-academic and discipline-specific words from texts for instruction that are important for comprehending the text and building knowledge
• Providing child-friendly definitions of selected words during interactive read alouds and other reading activities
• Teaching strategies to derive the meaning of unfamiliar words, including context clues, morphology, and using reference materials
• Supporting students in actively processing word meanings through answering questions about taught words, using the words in writing and discussion, and representing word relations through semantic mapping
• Planning reading, writing, and discussion activities that provide multiple opportunities for students to encounter and interact with taught words and academic language

3-5: Intentional instructional opportunities for students to learn and use academic language skills, including vocabulary knowledge, across content areas

Academic Vocabulary | Defined

Sophisticated

Abstract

Multiple Meanings

Unlike “Everyday Words”

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Used Often

Across Disciplines

Across Texts

Used in Writing

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Key to Understanding

Word Families

Found in Future Texts

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Key to Understanding

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Support Reading, Writing, & Speaking, Listening

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Teach

Can Be Quickly Explained

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Lacking Context

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Can Use Context

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Academic Vocabulary | Teach, Tell, Text

Tell

Text

• Read the text
• Think about the academic vocabulary that may need to be addressed
• Identify which words you would, teach, tell, text.

On the first day, Chrysanthemum wore her sunniest dress and her brightest smile. She ran all the way. "Hooray!" said Chrysanthemum. "School!" But when Mrs. Chud took roll call, everyone giggled upon hearing Chrysanthemum's name. "It's so long," said Jo. "It scarcely fits on your name tag," said Rita, pointing. "I'm named after my grandmother," said Victoria. "You're named after a flower!" Chrysanthemum wilted. She did not think her name was absolutely perfect. She thought it was absolutely dreadful.

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Academic Vocabulary | Participant Task

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perfect

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wilted

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Teach

Chrysanthemum

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roll call

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scarcely

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dreadful

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Academic Vocabulary | Teach, Tell, Text

Tell

Text

EXPLAIN

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Definition: Losing one’s energy

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Synonym: droop; shrivel up

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ELABORATE

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Word Parts: prefix, root, suffix

-ed in the past

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Non Example/Antonym:

straighten up, energetic

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Wilted

wil/ted

EXAMPLE:

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ASSESS UNDERSTANDING

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Chrysanthemum wilted when her classmates made fun of her.

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Example

Academic Vocabulary | LIS-Aligned ML Supports

Comprehension:

Discussion & Writing

Prioritizing Dialogue and Student Expression

Comprehension: Discussion & Writing l LIS Connection

Provides explicit instruction and opportunities for extended discussion on text meaning and interpretation by

• Using whole-class and teacher-led group discussion to support students' critical thinking
• Setting high expectations for classroom discourse
• Asking stimulating questions and follow up questions to maintain productive discussion
• Promoting high-level comprehension of the text through questioning the author, shared inquiry, and collaborative reasoning
• Having students use a discussion format or protocol to guide small and whole group discussion
• Using the problem-based learning model method, giving students time to think together to find information and develop problem-solving strategies

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9-12: Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines

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Comprehension: Discussion & Writing | S&L Frames

English Language Development (ELD) Standards-Based Sentence Stems

ELA Standards-Based Speaking and Listening Sentence Frames

How do sentence frames help students engage in class discussions around the standards?

Comprehension: Discussion & Writing | Talk Moves

Comprehension: Discussion & Writing | | Talk Moves

Comprehension: Discussion & Writing | LIS-Aligned ML Supports

Closing

Reflection and Resources

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What is your first NEXT step, based on today’s learning?

LIS Toolkit (LIST)

• Up-to-date content
• Key resources & links
• SB387 Repository

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LIS LEARNING SERIES - YEAR 2

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• LIS, SOR, & LETRS:
• Jan. 18 [3:45-5:00 pm]
• Registration

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• Literacy in CTE:
• Jan. 31 [3:45-5:00 pm]
• Registration

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• Literacy in World Languages:
• Feb. 8 [4:00-5:15 pm]
• Registration

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• Literacy in Healthy Schools:
• April 25 [3:45 - 5:00 pm]
• Registration

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• Grounded in the LIS, ELA SCOS, and current research

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• Primary audience: teachers

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• Priority registration for districts attending PD closest to their region

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• Registration is not final until confirmation is received

IN-PERSON

& VIRTUAL OPTIONS

Q&A

Thank you for

all you do!

Mary Phillips

K-5 ELA Consultant

mary.phillips@dpi.nc.gov

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Daniel Fugazot

K-5 ELA Consultant

daniel.fugazot@dpi.nc.gov

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Catie Cohen

9-12 ELA Consultant

catie.cohen@dpi.nc.gov

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Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

​

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Reflection & Updates

06

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Let’s Reflect.

My next influencing conversation will be with _________ about _______.

Updates

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• Delay of 2024 Alternate ACCESS score reports
• September for electronic ISRs
• October for printed ISRs
• New design for Alternate ACCESS ISRs when scores are released in 9/24
• From the Alternate ACCESS standard setting activities, a new Alternate Screener will be developed in the fall of 2024; a study on its use conducted in winter 2024-25, and the new Alternate Screener will be released for use in Summer 2025
• Kindergarten ACCESS Pilot (will be conducted in spring 2024) and PSUs may elect to participate locally by completing the application linked in the WIDA Kindergarten ACCESS Pilot flyer. A standalone Kindergarten ACCESS Field Test will occur in the 2024-25 assessment year
• DRC has completed year 1 of a three-year plan to make technical enhancements in the WIDA-AMS and INSIGHT systems; these enhancements will continue in the 2024-25 and 2025-26 years.

From Our Accountability Partners

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WIDA Alternate ACCESS Test Administrator Script Clarification

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WIDA Alternate ACCESS Test Administrator Scripts don't have explicit guidance on when to repeat QUESTIONS in the Writing domain or how a test administrator can use the Writing domain word lists. Below, there is more detail on these two issues and then outline the steps we're taking to make sure test administrators have this information.

Writing Domain Question Repetition

Similar to the Speaking domain, all QUESTIONS in the Writing domain are intended to be repeated for students who approach or do not respond to a QUESTION the first time. While the Test Administrator Manual for the Writing domain provides accurate guidance for the repetition of QUESTIONS, the Test Administrator Script does not.

Writing Domain Word List

Some Writing domain tasks include a word list to help students construct their responses. Test administrators can read word lists to students for ALL grade-level clusters. The K-2 grade cluster includes this explicit language, while other grade clusters do not.

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A Message from WIDA Regarding ACCESS

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ACCESS Office Hours

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Tuesday, January 30th

12:00–1:00 p.m.

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Thursday, February 15th

12:00–1:00 p.m.

LINK

Concerns/Questions about ACCESS?

On the Horizon:

Change to the EOY PD Survey

Please note these changes!

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• We heard you and have changed the timeframe of the Survey to:
• March 15th through May 15th

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• NEW Title III Required Collection: ML student numbers by Level of Service
• i.e., You will be asked:
• A. If a Dual Language or Two-Way Immersion programs is offered in your PSU, please indicate in what language
• B. Please indicate the number of ML students by grade level enrolled in a Dual Language or two-way Immersion Programs

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• The survey is no longer housed in PowerSchool - it is now housed in Qualtrics
• Reminders and instructions will be shared in February Data Drop.

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On the Horizon: Infinite Campus

Highlight of Infinite Campus for MLs

• Level of Service designation
• Letter Designer for Parent Notifications
• Instructional and Testing Accommodations
• Ability to add notes/document into the student record
• Expanded list of languages
• Teacher View level of security

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Partial Release in 24-25

Full Release 25-26

Summer Conference!

Plan your travel budgets

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Limited Sponsorships will be available

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Highlight the success in your PSU! Apply to share your expertise - Invite experts from your PSUs!

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Registrations will open in spring.

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Q & A

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Sign Out

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As always,

we want your feedback!

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Please provide your email to receive a certificate of participation.

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Marshall Foster

ML/Title III Consultant marshall.foster@dpi.nc.gov

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Ivanna Mann Thrower Anderson

ML/Title III Consultant - PQ West

ivanna.anderson@dpi.nc.gov

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Silvia McDonald

ML/Title III Consultant - PQ East

silvia.mcdonald@dpi.nc.gov

​

Susan Walz

ML/Title III Consultant

susan.walz@dpi.nc.gov

​

Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

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