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LEP Differentiation Form (digital fillable version)

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LEP Differentiation Form (digital fillable version)

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Oracy in the Classroom: Strategies for Effective Talk

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Oracy in the Classroom: Strategies for Effective Talk

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Don't let their adorable accents distract you. This is a terrific window into how critical it is to teach students how to talk effectively.

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Oracy in the Classroom: Strategies for Effective Talk

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BICS vs CALP - Examples of language proficiency of an English Learner

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BICS vs CALP - Examples of language proficiency of an English Learner

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Watch the same student communicate using BICS and CALP language.

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BICS vs CALP - Examples of language proficiency of an English Learner

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The Importance of ELL Strategies - Immersion (Moises in Math Class)

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ESL Resource Guide for Mainstream Teachers

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ESL Resource Guide for Mainstream Teachers

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ESL_Bilingual Resource Guide for Mainstream Teachers - PDF

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Video: Highlighting Mistakes: A grading strategy

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Video: Highlighting Mistakes: A grading strategy

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Highlighting Mistakes - A Grading Strategy

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ESL Student Support Strategies (ELL, LEP   & Bilingual)

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Strategies for developing confident speakers who can share their thoughts and learning.

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My Favorite No is a great assessment activity that turns students' mistakes into collective opportunities for learning. It can be done with any math topic or content. It takes very little time, so teachers can do it often and weave it into the daily routine of their class.

The premise behind it is simple - students making mistakes is one of the most important tools we have when it comes to helping them learn. We want to expose their mistakes in class, because that is when they can learn something. My Favorite No is a great way to look at student mistakes without shame - it is a empowering thing to tell your class, "This is a really great mistake."

How does it work?

1. Ask students to solve a math problem on an index card, then turn it in to you.

2. Sort the cards into piles for correct and incorrect answers. Take a moment to find an especially good mistake - one that lots of students make or one that highlights an important math concept. Recopy the incorrect answer to a new card, so that student handwriting can't be recognized.

3. Ask students to identify what was done well. Then ask them to find where the mistake occurred. Have them explain and justify their thinking.

This idea can be used as bell work or as an exit ticket and provides the teacher with valuable information about how well students understand the concepts you're teaching.

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My Favorite No - A Math Intervention Strategy for K-12 Classrooms

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My Favorite No is a great assessment activity that turns students' mistakes into collective opportunities for learning. It can be done with any math topic or content. It takes very little time, so teachers can do it often and weave it into the daily routine of their class.

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Highlighting Mistakes: A grading Strategy

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Highlighting Mistakes: A grading Strategy

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Often, students only look at their grade when they get an assignment or test back and ignore feedback that could help them improve. This practice helps students focus more on their understanding rather than just their performance, and normalizes mistakes as part of this learning process.

Strategy summary:

When giving back tests or assignments that are graded, do not tell students their grade. Instead, highlight students' mistakes. Students can look up their grade the next day. Note: Highlight in this case means to literally highlight a mistake using a highlighter marker. Watch, 'Highlighting Mistakes: A Grading Strategy' from the Teaching Channel to see this practice in action.

How to:

1. When grading each test, go over it twice.

2. In the first pass, highlight where in the work flow the student made a mistake, not simply the incorrect answer. Do not make any other comments.

3. In the second pass, look at the test as a whole to see if there are patterns. Is the student making the same mistake over and over again? Or is he/she making many different types of mistakes?

4. Assign points based on what types of mistakes students are making and how important those mistakes are, not simply how many mistakes students are making. For example, if a student is making the same type of mistake over and over again, they would get more points than a student who made the same number of mistakes, but who made many different types of mistakes.

5. Do not write the grade on the test, but make note of the grade.

During Class

1. Before you hand out tests, show students your favorite mistakes from the test. Together, have students figure out why you highlighted each mistake.

2. Hand out tests.

3. Ask students to look over their mistakes to see if they understand them. If they don't, they should talk to you or to a peer.

4. Students can check their grade the next day.

5. Students can retake the test as many times as they need.

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Often, students only look at their grade when they get an assignment or test back and ignore feedback that could help them improve. This practice helps students focus more on their understanding rather than just their performance, and normalizes mistakes as part of this learning process.

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TITLE III: LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS & IMMIGRANT STUDENTS

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TITLE III: LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS & IMMIGRANT STUDENTS

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Elementary & Secondary Education Act (ESEA)

News & Announcements

NEW: SLIFE Guidebook

Virginia is home to many students with limited and/or interrupted education (SLIFE). The SLIFE Guidebook (PDF) that outlines the new statewide definition with a detailed description of each component. The document also includes leadership and instructional resources.

Page Contents

ESSA

Title III ESSA Guidance

Civil Rights Compliance

English Learner (EL) Tool Kit

Newcomer Tool Kit

English Learner Family Tool Kit

Educator Toolkit

EL Entrance and Exit Procedures

SLIFE (Students with Limited or Interrupted Formal Education) Resources

Title III Parent, Family, and Community Engagement

Special Education and ELs

Title III Fiscal Requirements

Technical Assistance
VDOE Title III English Learner Professional Development Resources Padlet

Technical Assistance Academy for Coordinators

Title III Statewide Consortium Conference Presentations

Civil Rights Compliance for EL Education

VDOE One Page Briefs

Special Education Coordinators

Administrators

Registrars

LIEP Teachers

About Title III, Part A: Language Instruction for English Learners & Immigrant Students

Federal funds awarded under Title III support programs to address English language proficiency and academic achievement of English Learners (ELs), including the provision of language instruction educational programs (LIEPs) and activities that increase the knowledge and skills of teachers who serve ELs. Title III programs also provide enhanced instructional opportunities for immigrant children and youths.

Federal Law

ESSA

Title III ESSA Guidance

Civil Rights Compliance

USED Tool Kits

English Learner (EL) Tool Kit

The English Learner Tool Kit was developed in conjunction with the U.S. Department of Education Office for Civil Rights' and the U.S. Department of Justice's Dear Colleague Letter "English Learner Students and Limited English Proficient Parents," published in January 7, 2015, and outlines SEA and LEA obligations to ELLs under civil rights laws and other federal requirements.

The following links download PDF files from the U.S. Department of Education website:

Chapter 1: Identifying All English Learner Students (PDF, 1.5MB)

Chapter 2: Providing English Learners with a Language Assistance Program (PDF, 800KB)

Chapter 3: Staffing and Supporting an EL Program (PDF, 921KB)

Chapter 4: Meaningful Access to Core Curricular, Extra Curricular Programs (PDF, 1.75MB)

Chapter 5: Creating an Inclusive Environment and Avoiding Unnecessary Segregation (PDF, 910KB)

Chapter 6: Addressing English Learners with Disabilities (PDF, 1.27MB)

Chapter 7: Serving English Learners who Opt-Out of EL Programs (PDF, 386KB)

Chapter 8: Monitoring and Exiting English Learners from EL Programs and Services (PDF, 1.23MB)

Chapter 9: Evaluating the Effectiveness of a Districts EL Program (PDF, 907KB)

Chapter 10: Ensuring Meaningful Communication with Limited English Proficient Parents (PDF, 1.26MB)

Newcomer Tool Kit

The Newcomer Tool Kit provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online.

The following link download PDF files from the U.S. Department of Education website:

EL Family Tool Kit

The English Learner Family Tool Kit (PDF) is meant to support families of English learners (ELs) in the U.S. education system. Each topic has five parts: (1) Overview, (2) Family and Student Rights, (3) Questions to Ask School Staff, (4) Tips, and (5) Resources. Information varies for each topic, though some information may be repeated.

Educator ToolKit

Using Educational Technology-21st Century Supports for English Learners : This toolkit is for all educators-including teachers and administrators-who want to use technology to help their English learners gain proficiency in English and meet academic goals.

State Guidance

Code of Virginia

Title III Statewide Consortium

VDOE Title III Resources

EL Entrance and Exit Procedures

SLIFE (Students with Limited or Interrupted Formal Education) Resources

Title III Parent, Family, and Community Engagement

School divisions are required to inform parents annually regarding their child's placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child's placement within a program.

Special Education and ELs

Title III Fiscal Requirements

Technical Assistance

Title III Data

The Student Record Collection system enables the commonwealth and its school divisions to comply with the information and reporting requirements of Elementary and Secondary Education Act (ESEA). The system also reduces the reporting burden on school divisions and ensures continuity and validity in all enrollment-based data collections. Title III, Part A, allocations are based on the Fall Student Record Collection.

Language Reports

Enrollment

Title III Allocations

Division program coordinators should contact their program specialist for information about the application for federal funds.

Memoranda from Virginia State Superintendent to school division superintendents:

2020-2021

2019-2020

2018-2019

Equitable Services to Private School Students

The ESEA includes separate provisions governing equitable services for eligible private school students, teachers and other educational personnel, and families under Title I and programs covered under Title VIII, Part F, Subpart 1, Uniform Provisions- Private Schools.

See: Title VIII: Equitable Services

Assessing ELs

Virginia ELP Assessments

As required in Section 1111 (b) of ESSA, school divisions must annually assess the English proficiency of ELs in kindergarten through grade 12.

Virginia Standards of Learning

As required in Section 1111(3)(C)(v) of the ESSA, English Learners ELs must participate in state content assessments in each of grades 3 through 8 and at least once in grades 9 through 12.

Parent and Family Resources

Education Northwest Parent Guide for English learners

Title III Statewide Consortium

EL Education and Instruction

The commonwealth and its public schools provide specialized instructional programs for ELs.

VDOE Teacher Direct

Migrant Education

Federal Program Monitoring

Superintendent's Memos

Virginia Title III Coordinators

VDOE Title III Staff and Assignments

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educational information for parents and students

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Title III: Language Instruction for English Learners & Immigrant Students

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Instruction

Purpose & Introduction

The purpose of this webpage is to provide important information and links to resources that support educators in providing equitable instruction and services to English Learners (EL).

Divisions across the Commonwealth of Virginia serve over 105,000 ELs, who speak over 240 languages, and come from a variety of learning and cultural backgrounds. These students bring a unique set of assets that have the potential to enrich the experiences of all learners and educators.

The Virginia Department of Education works for the embodiment of an asset-based approach to educating ELs that honors their home language(s), background knowledge, and experiences.

Instruction

Standards

Resources for Teachers

Virginia Department of Education

Handbook for ELs with Disabilities

WIDA Secure Portal access flyer (Word)

2019 Monthly Newsletters, ADA compliant versions: English Learner (EL) News & Notes

TeacherDirect - Sign up to stay informed about new instructional resources, professional development and grant opportunities and other information of interest to teachers and their students.

Content Specific Resources

United States Department of Education

EL Toolkit - Resource from the USED that includes tools and resources for working with ELs

Newcomer Toolkit (PDF) - Report from the US ED to support educators who work with newcomer ELs

External Resources

Professional Organizations

Teacher Preparation and Licensure

Policy Guidance

Assessment

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Understanding Language: Language Literacy and Learning in the Content Areas

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Understanding Language: Language Literacy and Learning in the Content Areas

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School districts have sought to create systemic plans for multilingual learners that move beyond compliance to insure coherence across their programs, policies and practices for their students and families. Understanding Language partners with districts to co-create, implement and refine their plans based on student evidence.

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Chimamanda Adichie  The danger of a single story 3 min cut

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WIDA's copyright permission does not allow direct posting of WIDA documents to 3rd party websites. We are instead directed to provide links to these documents at WIDA's site. There is a ton of resources at the WIDA website. They are free and available to download and print for personal use.

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WIDA 2012 Amplification of the English Language Development Standards: Kindergarten-Grade 12

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WIDA 2012 Amplification of the English Language Development Standards: Kindergarten-Grade 12

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2012 English Language Development Standards

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The WIDA English Language Development (ELD) Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.

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WIDA Can Do Descriptors: Key Uses Editions (all grades)

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WIDA Can Do Descriptors: Key Uses Editions (all grades)

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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WIDA ACCESS for ELLs Interpretive Guide for Score Reports

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WIDA ACCESS for ELLs Interpretive Guide for Score Reports

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ACCESS for ELLs Interpretive Guide for Score Reports

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ACCESS for ELLs Interpretive Guide for Score Reports